Review of Handbook of social psychology.

Reviews the book, Handbook of social psychology edited by Gardner Lindzey (1954). The reviewer notes that the publication of this two-volume Handbook is a truly signal event in social psychology. The text is comprehensive, up to date, balanced. It gives extensive treatment to theory, to methodology, and to research findings and applications. It is sophisticated in its approach and makes no concession to oversimplified presentation, either in content or in style. The reviewer also reports that the editor has demonstrated a high order of intelligence and judgment in the selection and organization of the various chapters. No main area of social psychology is neglected. As contrasted with the more typical compendiums of material in a large field, this book succeeds remarkably in avoiding unnecessary redundancy. The choice of authors in this text is also excellent. Some of the authors have taken this as an occasion for creating something beyond simply a critical review of an area of social psychology; parts of some of the chapters are original contributions to the theory and method of social psychology. Overall, this Handbook offers convincing evidence that social psychology is indeed a field in its own right, continually growing in the extent to which its methods and findings bear intimate relationship with other areas of psychology, and at the same time contributing a steady stream of methods and data which are uniquely to be found in connection with social behavior of individuals and groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of Indian psychology.

Reviews the book, Handbook of Indian psychology, edited by K. Ramakrishna Rao, Anand C. Paranjpe, and Ajit K. Dalal (see record 2008-09634-000). The importance and development of indigenous perspectives in psychology are well-documented in recent years, and many volumes have appeared that focus on specific cultural regions. The present volume is a welcome addition to this line of work, particularly as it is just the inaugural volume in a series entitled the “Indian Psychology Book Project.” After an introductory chapter, the volume is organised into three general parts devoted to “Systems and Schools,” “Topics and Themes,” and “Applications and Implications”. The first part is largely concerned with broad cultural and theological influences on Indian psychology. The second part includes topics that are typical of western psychological approaches, including motivation, personality, cognition, emotion and consciousness, all cast within an Indian cultural perspective. In the third part, authors seek to apply specific knowledge from these domains of Indian psychology to areas of practise such as meditation and health, and organisational effectiveness. This volume presents an exceedingly rich set of materials. Those interested in comprehending human beings in all their diversity should be prepared to spend hours with this book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Directions in Soviet social psychology.

Reviews the book, Directions in Soviet social psychology, edited by Lloyd H. Strickland (1984). This book is about collectives: not just any organized group that might be so called in the Soviet Union, but groups that have attained (or are in the process of attaining) a genuine collectivity, internal cohesiveness, or solidarity. The editor has put together ten chapters, each by one or more of the Soviet Union's most prominent social psychologists. The contributions were written with a view to giving Western psychologists--in as nonpolemic a manner as possible--an understanding of the various problem areas in Soviet social psychology, of where they have come from historically, of what Soviet psychologists see as the major issues, of how they do research, and of some of their findings and conclusions. The contributions appear diverse. They deal with subjects as varied as the self-concept, communication, cognitive processes, person perception, self-discipline, management, and industrial psychology. Beneath the diversity, however, emerges a common preoccupation with the collective, its development and dynamics. This unity of underlying concern, in turn, lends the book a remarkable coherence. The book is, however, not without its difficulties. The main one is a certain opacity characteristic of English translations of Russian scientific works. The editor acknowledges and discusses this problem in an afterword. He has also provided the reader with an informative preface that explains how the book came about, and each chapter is headed by a brief but helpful introduction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social psychology(4th ed.).

Reviews the book, Social Psychology (4th ed.) by Robert C. Williamson, Paul G. Swingle, and S. Stansfeld Sargent (1982). In an area where there are too many textbooks, the social psychology text by Williamson, Swingle, and Sargent contributes an important alternative to the mass look-a-like introductions to the field. What makes this book different is that it is an integrated work of a sociologist (Williamson) and two psychologists which presents the major concepts and issues in social psychology from both a sociological and a psychological perspective. Most introductions to social psychology are either psychological social psychology or sociological social psychology. The Williamson et al. book, which is in its fourth edition, continues to be an exception to such an insular and incomplete view of social psychology. The book is divided into four parts: the first section presents a discussion of culture and the development of the individual; part two deals with fundamental psychological processes; part three presents basic group processes; and part four is an application of social psychology to a number of social issues. In general, the book provides a good overview of topics, emphasizing the major theories, principles, and research studies on each of the topics. Because of the special nature of this book, it will appeal most to those instructors who wish to present a more balanced introduction to the interdisciplinary field of social psychology, including the developments from both psychology and sociology. It is particularly appropriate for courses which include both sociology and psychology students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social psychology.

Reviews the book, Social psychology by Daniel Perlman and P. Chris Cozby (1983). In agreeing to co-edit a text sponsored by The Society for the Psychological Study of Social Issues, Daniel Perlman and P. Chris Cozby accepted the challenge of producing a non-traditional text aimed at a very traditional market. Their self-described "most salient goal" was "to focus attention on social issues and problems." They recognized, however, that that goal could only be achieved by meeting "the needs of students." The co-editors additionally accepted the implicit task of counterbalancing social psychology's tradition of presenting the discipline as being almost exclusively laboratory-based. As a result, Social Psychology--in its accuracy and completeness of the literature surveyed--represents on of the better books in the field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Abnormal psychology.

Reviews the book, Abnormal psychology by Thomas F. Oltmanns, Robert E. Emery, and Steven Taylor (2001). Oltmanns, Emery, and Taylor have kept their current text within the mainstream. In the first edition of the text (Oltmanns & Emery, 1995), they followed an integrative systems approach, similar to that adopted by Sarason and Sarason in 1989, in which evidence on biological, psychological, and social influences was combined in the discussion of the aetiology of the different disorders. Their major claims to uniqueness in the Canadian edition reside in the retention of their integrative systems approach; the integration of scientific methodology into every chapter; and an emphasis on multicultural issues in which, as the name of the text indicates, Canadian research and issues predominate. With this text, Oltmanns, Emery, and Taylor have answered the plea for Canadian content and, within the contemporary style of text, have done it well. Personally, however, I continue to lament the passing of the era of the psychopathology text, when abnormal psychology actually referred to an aspect of psychology, rather than psychiatry, and the presentation of material lacked the hegemony of a particular--that is, North American--cultural perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Brain, environment and social psychology.

Reviews the book, Brain, Environment and Social Psychology by J. K. Chadwick-Jones, I.I. Lenzer, J. A. Darley and K. A. Hill (1979). The best chapter in this book is James Darley's on ethology and animal behaviour. This chapter provides a clear exposition of basic ethological concepts, and some excellent examples of how ethology differs from comparative psychology, and some excellent examples of the interaction of hereditary and environmental factors in the control of animal behaviour. Other relatively strong chapters include Irmingard Lenzer's chapter on human neuropsychology and Kenneth Hill's chapters on social perception and communication in children. The weakest chapters in the book are those by Chadwick-Jones on methods in social psychology (Chapter 5), and language and social behaviour (Chapter 6). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The relational self: Theoretical convergences in psychoanalysis and social psychology.

Reviews the book, The relational self: Theoretical convergences in psychoanalysis and social psychology edited by Rebecca C. Curtis (see record 1991-97680-000). The relational self, a collection of papers from a conference held at Adelphi University in 1990, represents the latest attempt at rapprochement between psychoanalysis and social/personality psychology. The core unifying theme in this new effort at integration is the relational self. The dialectical relation between the self and environment is well illustrated by four essays devoted to current perspectives from social psychology. Several other essays provide the reader with a glimpse of the richness and vitality in current research on the self. I see no easy way of reconciling the two underlying research traditions, which differ not only in their methods and aims but also in the basic language used to describe human experiences. Perhaps in these postmodern times, there is no urgent need to stretch paradigms in the quest for unity of science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The theory and practice of self psychology.

Reviews the book, The theory and practice of self psychology by M. T. White and M. B. Weiner (see record 1986-97572-000). White and Weiner provide a clear and concise overview of the central concepts of Kohut's self psychology in this clinically useful volume. Readers uninitiated in the self psychological literature are likely to gain an appreciation for the clinical utility of self psychological concepts. Readers who have previously explored Kohut's work may find (as did this reviewer) that a close reading of White and Weiner's book promotes a greater grasp of the evolution of Kohut's thought and a renewed appreciation for the profundity of his clinical observations. White and Weiner's book does have some minor shortcomings. The authors make little effort to place Kohut's self psychology within the historical context of psychoanalytic thought (keeping alive a tradition that some have said began with Kohut himself). As a result, useful and related efforts by others (e.g., Winnicott, Rogers, Binswanger, Sullivan, and others) at explicating the concept of the self go essentially ignored. Shortcomings notwithstanding, White and Weiner succeed in providing a highly accessible and lucid overview of self psychological concepts and in offering the reader a demonstration of how these concepts apply to the clinical situation. (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 Philosophy of psychology.

Reviews the book, Philosophy of psychology by Daniel N. Robinson (see record 1985-97596-000). In this book, Robinson offers what might be considered to be four essays in the philosophy of mind. In these essays he has set out to clarify some rather fundamental concepts operative within the mainstream of psychology, and he brings to bear on these the conceptual machinery of philosophical psychology proper. That is, he asks foundational, or meta-psychological, questions about the reigning assumptions in the field. These questions fall into four general areas, or sub-themes, within psychology as a whole, each topic being taken in a separate chapter. These topics will be explored briefly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive psychology.

Reviews the book, Cognitive Psychology by Guy Claxton (1980). This is a bold attempt to provide a well-integrated review of the problems and prospects of modern cognitive psychology. In general, the book succeeds although one may disagree with the directions that are foreseen. The book consists of nine papers by eight authors. Six chapters plus an overview cover traditional topics within cognition while two excellent chapters extend the discussion to motor control and cross-cultural perspectives. Together the chapters are '... meant to be a guidebook to organizing one's thoughts, and a life-raft to cling on to when in danger of drowning in the sea of detail'. This is an excellent overview for graduate students or scientists in related fields; it will prove difficult for all but the brighter undergraduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Occupational health psychology.

Reviews the book, Occupational health psychology edited by Stavroula Leka and Jonathon Houdmont (see record 2010-10988-000). Leka and Houdmont describe their book as the first textbook devoted to occupational health psychology intended for undergraduate instruction in the field. Leka and Houdmont have chosen an interesting strategy in creating an edited textbook with individual chapters written by established experts in the field. In doing so, they have in many cases gotten “the best” people in a particular area to write chapters in their area of expertise. Despite their reliance on multiple authors, the editors have maintained a consistent style throughout the volume—each chapter begins with a chapter outline and ends with a chapter summary. Textboxes throughout are used to highlight individuals prominent in the field (e.g., Tom Cox) or to highlight applications and research issues and to provide definitions of key terms. I would expect that students will appreciate such pedagogical features in addition to the depth of expertise that underlies each chapter. Although not divided into sections, one can intuit a structure to the book that begins with a broad perspective on occupational health psychology and then progressively adopts a narrower focus. When I first heard of this book, I was pleased at the prospect of being able to assign a single textbook that would offer a survey of occupational health psychology. Although the authors met their explicit goal of covering the core education curriculum defined by the European Academy of Occupational Health Psychology, I am not convinced that they have produced a “stand-alone” text that provides an adequate coverage of the field. In particular, issues of workplace safety are strikingly absent from the text. Personally, I would feel the need to supplement this text with specific readings on issues of occupational safety and occupational disease in order to cover the major topics that comprise the field of occupational health psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Dynamic and abnormal psychology.

According to a statement in the author's preface, this book was designed primarily as a textbook for courses in abnormal psychology. It is the reviewer's impression, however, that it is unlikely to win a wide acceptance. His reasons for this judgment include 1) the book has grown from Professor Taylor's own course in the subject and his course seems rather unique, 2) the several chapters do not seem to hang together in a compellingly coherent way, and 3) many of the subjects introduced receive so scanty a discussion as to be unintelligible to the naive reader and simply uninformative to the moderately sophisticated reader. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A critical psychology.

Reviews the book, A critical psychology by Edmund V. Sullivan (1984). Sullivan examines three metaphors as the basis for developing a proper psychology. He rejects the mechanical and the organic metaphors as reductionistic and too limiting as a basis for understanding man, and advances what he calls the personal metaphor. By this he means personhood-Iness embedded in culture. This has to do with I, the agent and my projects, embedded in a determining social structure in the background. Although there is much discussion about this metaphor, its meaning is never made as explicit as the two he rejects. This book will be difficult for the typical psychologist to read because the author introduces a lot of strange terminology, and he doesn't communicate in the usual way. He writes more like an old-time philosopher or a theologian, or one of the other humanities experts--like someone dealing with the ineffable, which may well be the case. While the reviewer is in agreement with most of the author's criticisms of contemporary psychology, such as it is not a coherent discipline, not enough attention is paid to methodology other than experimental, and more attention should be paid to philosophical issues, the reviewer sees no reason to adopt his alternative. The trouble with critics such as Sullivan is that they don't demonstrate how we should go about the business of doing psychology--they merely talk about it. And until those who want an alternative clearly demonstrate what their alternative looks like, nothing will change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Approaches to psychology.

Reviews the book, Approaches to Psychology by John Medcof and John Roth (Eds.) (1979). The preface of Approaches to Psychology states that standard psychology texts do not meet the needs of instructors teaching one-semester courses to students taking psychology as an adjunct to their own field of study. According to Medcof and Roth, standard texts do not fill these needs because they are too long and students often perceive the information as a disjointed collection of conflicting theories and findings. In addition, they claim that students who are taking Psychology as an adjunct to their own field are not interested in rats and other non-human organisms. To correct what they perceived as deficiencies in standard texts they chose to write this book as a text that was brief, stressed human behavior and was coherent. Although the individual chapters are well written, the reviewer feels that Approaches to Psychology fails to meet its goals. It is not necessarily brief nor does it present a coherent picture of psychology. He recommends that professors who are selecting a text for a one semester course in general psychology would be wise to consider some of the short versions of standard texts. These texts, in spite of their difficulties, would provide students with a better overall picture of the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A primer of Freudian psychology.

Reviews the book, A primer of Freudian psychology by Calvin S. Hall (see record 1998-06848-000). This small and unpretentious volume is in most respects just what the author and publisher claim it to be-a relatively nontechnical, yet systematic primer of Freud's theory of personality. A second claim-that its material is selected from and reflects Freud's dynamics of normal rather than abnormal psychology- seems to be a bit overdrawn. Although Freud certainly distinguished between normal and abnormal states, it is equally certain that he did not invoke different dynamic constructs to account for each of them. However, the structure of this book is not vitiated by the artificial dichotomy of dynamics which he introduces, nor is its value lessened as a singularly clear, comprehensive, and unadorned account of essential Freudian theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The mind’s we: Contextualism in cognitive psychology.

Reviews the book, The mind's we: Contextualism in cognitive psychology by Diane Gillespie (1992). In this text the author has both expanded on several of the key insights previously outlined in the critical literature and provided a congenial introductory text for the newcomer; a text to serve as a conceptual bridge between traditional cognitive psychological approaches and their newly emergent contextualist alternatives. As stated in her preface, Gillespie's purpose in preparing this book was to "bring together the work of psychologists who are interested in telling the contextualist story of cognition" and to "reveal and strengthen their insights and perspectives" (p. xiv). Given the philosophical range and theoretical diversity of those interested in telling such a story, the task is certainly a formidable one, but it is nonetheless one that she accomplishes with a commendable degree of elegance. Gillespie clearly articulates the diverse work of a large number of psychological theorists into a coherent and meaningful account that will do much toward imposing order on a field that is, by its very nature, somewhat scattered and contentious. Each of the book's six chapters proceeds carefully through a detailed and representative historical and conceptual analysis of traditional mechanistic approaches to human cognition prior to advancing their contextualist critiques and alternatives. Through a systematic analysis of the manner in which this "contextualist story" has arisen within the mechanistic milieu of traditional scientific psychology, she is able to clarify both the implications and relative merits and liabilities of two, quite often antithetical, conceptualizations of human cognitive phenomena. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of An outline of abnormal psychology.

Reviews the book, An outline of abnormal psychology rev. ed., edited by G. Murphy and Arthur J. Bachrach (see record 1955-02647-000). This is not just another book on abnormal psychology, as the title may suggest, but a collection of readings which may be used either to supplement existing texts, or alone, as an aid to stimulating insight and understanding in the searching layman. As psychology's role in the community continues to be enlarged, there will be more and more need for authentic, readable, and relevant books such as this for the average reader. (PsycINFO Database Record (c) 2010 APA, all rights reserved)