Review of Decision processes.

A summer seminar in 1952 brought together economists, mathematicians, psychologists, and a few representatives of other fields, all concerned with some aspect of choice behavior. Each participant communicated the ideas in his field which he regarded as likely to benefit the others, and some of them were stimulated by the interchange to start new research. The 19 heterogeneous papers comprising Decision Processes were prepared during the subsequent year. The book makes evident the difficulties in this area and discourages any expectation of early pay-off for the psychologist. This volume seems more a memorandum among the participants than a presentation for other readers. These reports do not represent substantial, consolidated advances, as all concerned recognize. There is much use of the single-case experiment, or of the tentative mathematical formulation involving assumptions unsatisfactory to the author. The papers are difficult to read, as mathematics and as English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Design for decision.

Reviews "Design for decision," by Irwin D. J. Bross (see record 1954-05210-000). Some American statisticians maintain that in Wald's decision theory modern statistics, as a system of inductive logic, has progressed as far beyond Fisher as Fisher advanced it beyond the Pearsonian era. In this book, Bross successfully describes, in a nontechnical style, how statistical tests and estimation relate to the broad modern conceptions of statistical decision and game theory. This he does with frequent humorous, or even facetious asides. The book is singularly free of error, because Bross is capable of dealing with each item at a far more technical level than was required for his present task. I do believe he could have let his readers know, in many instances, that there are effective standard mathematical methods for obtaining decision makers. Also, he fails to clarify the differences between experiments and normative studies with all their critical implications. I highly recommend "Design for Decision" to all who want a painless injection of the simple, basic ideas which have revolutionized modern statistics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aspects of cognitive process: A review of Imagery and verbal processes by Allan Paivio.

Reviews the book, Imagery and Verbal Processes by Allan Paivio (see record 1973-00230-000). The general revival of interest in cognitive processes in recent years has led to the energetic investigation of the role of imagery in various psychological functions. Heretofore, this research and the hypotheses and conclusions that it has generated has largely appeared piecemeal in the technical journals. Now, Allan Paivio, who has been among the leaders in research on imagery for ten years, has collated and integrated the research on imagery available to date and clearly outlined a number of unsolved theoretical and empirical problems. While Paivio has been a strong contributor to theory in the past, there is very little in the way of new theory. The book does not attempt to make a definitive statement on the nature of imagery but, for the most part, juxtaposes and integrates diffuse ideas in such a way as to make their broader significance more apparent. While as a textbook, the scope within the areas of perception, memory, cognition, or psycholinguistics is somewhat narrow, Paivio has accomplished something that more textbook writers might emulate by examining the functioning of a common process across various research areas. (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 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 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 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 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 Psychology of reading.

Reviews the book, Psychology of reading by John Downing and Che Kan Leong (1982). This book is a comprehensive survey of the wide range of topics related to reading, including the role of perceptual, cognitive, and linguistic processes in reading, environmental influences on reading, and disorders of reading. The book is well organized and the writing is clear. Many of the sections are quite informative--for example, those involving orthography, reading in different languages, and the social and cultural aspects of reading. The authors provide an up-to-date account of what is known about the neurological basis of reading but wisely caution against excessive "neurologizing" and assigning each hemisphere completely distinctive functions. This book is well organized and covers most areas in depth. It could form the basis of a graduate seminar or advanced undergraduate course. It can also provide a comprehensive view of the field for the specialist. The authors have done a fine job of integrating many different kinds of studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of In defense of human consciousness.

Reviews the book, In defense of human consciousness by Joseph F. Rychlak (see record 1997-08615-000). Rychlak makes a case for the reality of consciousness, a state of awareness that allows for the weighing of opposites, the introspective framing of intentions, and the making of choices from amongst alternatives. Drawing upon decades of work in Logical Learning Theory, Rychlak argues that the contemporary notion that human agency and responsibility are in some sense illusory is not without serious flaws and open to significant objection. (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 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 creative process of psychotherapy.

Reviews the book, The creative process of psychotherapy by Albert Rothenberg (see record 1987-98784-000). Rothenberg's most recent work is a slim, elegantly crafted volume bearing an unanticipated impact. The subject, psychotherapy as a "creative process," suggests a threadbare humanistic cliché, a pleasing phrase devoid of meaning or procedural import. However, creativity emerges from this work as an unexpectedly legitimate, specifiable, and procedurally relevant dimension of psychotherapy. Rothenberg sees the creative process as consisting of three basic elements: the "homospatial" process, the "janusian" process, and a more vaguely defined general function labeled "articulation." It is the homospatial and janusian notions that yield the most productive applications to therapy. The homospatial process involves imagining a literal superimposition of two or more discrete sensory entities, entities such as visual images, patterns of sound, and so on. This imagined superimposition is not a regression to primary process, not a condensation or fusion, but rather a dynamic, unstable interaction that yields products both new and valuable. The janusian process refers to simultaneously conceiving two or more antithetical notions. In the author's thinking, articulation is a general function which, while encompassing the previously mentioned processes, includes other patterns as well. Despite isolated deficits, this work is a mature, masterful treatment of a critically important issue in clinical work. The author accurately points out that the richest and most productive therapy is creative, and he encourages us as helpers to give freer rein to our homospatial and janusian functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The compleat therapist.

Reviews the book, The compleat therapist by Jeffrey A. Kottler (see record 1990-98953-000) . The Compleat Therapist begins with an assessment of the state of the art of psychotherapy, concluding with the observation first articulated by Goldfried in his landmark 1982 book, Converging Themes in Psychotherapy: The number of therapies has expanded exponentially over recent years, and paradigm strain mandates attempt to find commonalities and integrations. The book then proceeds to summarize research findings and the writer's personal observations regarding variables common to most therapies and to most effective therapists. The Compleat Therapist homogonizes therapy, and in so-doing points out the risks of the integrative psychotherapy movement. By putting all therapies into one blender and whirling them into one concoction, the unique techniques and insights of each tend to get lost. The result can be, and in this case is, a loss of data. The significant contributions of each type of therapy are submerged in the hunt for common elements. This book's conclusion seems to be that anything works, and why is a mystery. As a professional discipline we need to set our sights higher than that. An approach to integration that looks only at common factors is like looking at antibiotics, aspirin, and cortisone, all of which make people feel better, to find their commonality. Yes, they are all medicines, but that data does not facilitate treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Combating destructive thought processes: Voice therapy and separation theory.

Reviews the book, Combating destructive thought processes: Voice therapy and separation theory by Robert W. Firestone (see record 1997-97377-000). This book presents a persuasive and highly integrative approach, not only to the practice of psychotherapy, but also to the human dilemma. The author combines psychodynamic and cognitive models, and makes an innovative advancement by adding an existential framework. the book comprises 18 chapters, divided into five sections covering topics such as the roots of psychopathology; voice therapy in comparison to psychoanalysis and cognitive therapy; the application of voice therapy; the nature of guilt and addiction; death anxiety; and broader social concerns. The reviewer found the organization of this book somewhat problematic, both in terms of the sequence of chapters and the topics covered. He also found that many generalizations were stated as fact and many issues deserved further elaboration. However, he contends that readers may find that the information presented in this book will clarify complex psychotherapeutic issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Lacan.

Reviews the book, Lacan by Malcolm Bowie (see record 1991-97907-000). What is on offer here is one outcome of a conversation in which Lacan's texts--whatever their difficulties, obscurities, and seductive attractions--have been obliged to make their sense in and to a larger field of psychoanalytic concerns. Bowie divides Lacan's career into five main phases, to each of which he devotes a chapter. Bowie's is a strong and frequently persuasive partitioning of Lacan's development. The interplay between Bowie's style and his interrogation of Lacan's style is central and productive throughout the book. Those who have been wrestling with Lacan for some time will find there is room for reservations about Bowie's Lacan, and some of those reservations will be of possibly considerable consequence in the end. There will also be reservations provoked into explicitness by--and so also indebted to--Bowie's own argumentative clarity and force. And for those who are not already at grips with Lacan, for those who want an introduction to Lacan that is at once straightforward and fully serious, at once skeptical and generous, it is hard to imagine any other work that would serve as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Parapsychology: Science or Magic.

Reviews the book, Mental Disorder and Criminal Responsibility edited by Stephen J. Hucker, Christopher D. Webster and Mark H. Ben-Aron ( 1981). This book comprises a dozen papers, by judges, lawyers, psychiatrists, psychologists and a professor of English language and literature, all intended to elucidate the concept of criminal responsibility. The Editors' intent was to accomplish this by bringing together "the perspectives of all the professional disciplines whose specialties intersect in this area." Given that goal, the papers are a mixed bag. Three of them, written by members of the legal profession are thoughtfully cogent; the others make, at best, modest contributions and, at worst, add confusion to an appreciation of the issues. Achievement of the book's goals is impeded also, by the omission of several of the "professional disciplines whose specialties intersect in this area," notably philosophy, sociology, history and criminology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)