Review of Parent-child interaction and development disabilities: Theory, research, and intervention.

Reviews the book, Parent-child interaction and development disabilities: Theory, research, and intervention by Kofi Marfo (see record 1988-98167-000). The growing interest in social support family-centered interventions for developmentally disabled children has found expression in this volume. The editor has outlined an ambitious set of objectives for the book, including "the integration of theoretical, research and clinical perspectives" on parent-child interactions with handicapped children. While certainly not the first attempt to apply a family focus to this population (e.g., Gallagher & Vietze, 1986), this book provides both a multidisciplinary approach to the field with an emphasis on data presentation. The book is divided into four major parts: (1) social-emotional aspects of parent-child interaction, (2) maternal response style and language development, (3) issues in intervention and evaluation, and (4) a review of parent-child observational systems. Each section is preceded by a brief introduction to the authors and topics to be covered. Although this method of organization enhances the cohesion of each section, certain topics are covered in much greater depth than others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence, cognitive style, and rationality: Is being rational smart?

Reviews the book, Who is rational: Studies of individual differences in reasoning by Keith E. Stanovich (see record 1999-02413-000). Why do seemingly intelligent and otherwise rational people perform so poorly on a variety of laboratory reasoning tasks? Stanovich summarizes the findings of an extensive research program whose goal is to describe systematic individual differences between the reasoners who produce normatively correct responses and those who do not. This approach provides a unique and thought-provoking perspective on the issue of human rationality. Overall, the reviewer thinks that this is certain to be a widely cited and influential book, and because it offers such a well-reasoned challenge to prevailing views of rationality, it is certain to be a controversial one as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Growing old: The ultimate freedom.

Reviews the book, Growing old: The ultimate freedom by Maxwell Jones (see record 1989-97554-000). Jones has written a small thoughtful book on the problems and possibilities of being old. Growing old, in Jones's view, gives one the freedom to do things that have been sacrificed to the necessities of one's career. Jones knows that one must enjoy a certain standard of living to have the luxury to use old age to search for the meaning of life; many have to occupy their years--the late as well as the early ones--with daily survival. He is also frank about the psychological problems associated with growing old. Jones advocates finding or creating a social network of people with whom one can share deep fears and intellectual passions. Throughout the five chapters of his brief book, Jones emphasizes the need for a supportive network as one confronts the increasing isolation of old age. The significance of this book lies not in the particular preoccupations of Max Jones's own old age, but in his observations that age grants us the freedom to chart the tantalizing wilderness we left aside while we spent our working lives on more immediate problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology: The unity of human behavior.

Reviews the book "Psychology: The unity of human behavior," by Timothy J. Gannon (see record 1954-06735-000). This volume is an introductory textbook of psychology for college students. In addition to a somewhat different organization of the material and a different emphasis accorded to various topics Gannon's book introduces certain theoretical considerations which are not ordinarily found in most textbooks. The book is divided into four parts: The first part, the shortest, is a general introduction. The second, entitled "Reception," deals with sensation and perception. The author, in discussing perception, particularly stresses the neural correlates of perception and the localization of functions in the brain. The third, "Response," contains the discussion of reflexes, drives, and emotions. The fourth and last part, "Integration," is the longest, constituting almost half of the book. The principal concern of the author is to present all experiences, and all behavior, as integrated manifestations of a single living person. The entire book is characterized by an effort to present to the student not merely a survey of psychological problems and known facts about man but to provide him at the same time with a concept of man's nature which would serve as a key to the understanding of man as such. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rejoinder to Clément's review of Language and Disadvantage.

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)     

Review of The sociology of work.

Reviews the book The sociology of work by Theodore Caplow (see record 1955-03090-000). Caplow treats the sociology of work primarily as "the study of those social roles which arise from the classification of men by the work they do." The sociological approach gives a frame of reference and a certain realism about the phenomenon of work that adds greatly to the approaches in modern psychology. Psychologists, particularly those in the industrial, counseling, and social areas of specialization, should be interested in this book. It gives a perspective which ought to be useful in both teaching and research. The volume should be useful collateral reading for psychology students in industrial, personnel, and occupational information courses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychoeducational interventions in the schools.

Reviews the book, Psychoeducational interventions in the schools edited by C. A. Maher and J. E. Zins (see record 1987-98600-000). This book was written as a sourcebook of procedures and approaches appropriate to school and related educational settings. As such, it is designed for two major groups: (a) school-based practitioners working to facilitate the psychological and/or educational needs of one or more students in a variety of settings and (b) applied researchers in the area of education. A basic premise of this book is that psychoeducational intervention should be a fundamental element of every school system and should not be limited to any group of individuals or to any particular type of strategy. Rather, psychoeducational interventions should be evident through the many types of activities and services that are provided within a school system. The book takes a practical view by accepting that the school-based practitioner's involvement may range from a consultative role in certain situations to the role of direct service provider in others; it merely focuses on the mechanisms, issues, and considerations relevant to a specific problem. Practitioners are thus able to apply the information provided in the manner most appropriate for their situation. Although the book as a whole should be considered a valuable resource, some limitations should be mentioned. On a conceptual level, Maher and Zins's attempt to provide a framework for the book lacked clarity of presentation and seemed incomplete in its development. On a more technical level, attention to the details of editing was inadequate. Limitations notwithstanding, Psychoeducational Interventions in the Schools manages to bring together many topic areas of great relevance to the school-based practitioner and to offer some excellent perspectives for work in these areas. (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)     

Letter to the Editor.

Would you permit me to comment briefly about book reviews in general, and about T. B. Wishart's recent review of my book, Principles of research methodology in physiological psychology, in particular. It goes almost without saying that a book cannot be all things to all readers. Instead, the author of a book must attempt to achieve certain objectives, and these are usually discussed in a preface or introductory chapter. One major purpose of a book review is to evaluate how well those objectives have been met, or to comment on and criticize the objectives if they are in some ways inappropriate. In reviewing my book, T. B. Wishart decided instead to evaluate the book against objectives other than those around which it was written. Specifically, he evaluated the book as a laboratory manual for the "well established laboratory course". It should have been clear from the Preface that the objectives of the book would hardly make it completely suitable for such use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A History of Genetic Psychology: The First Science of Human Development.

Reviews the book, A History of Genetic Psychology: The First Science of Human Development, edited by Robert E. Grinder (see record 1967-35029-000). This is essentially a book of readings which attempts to trace the history of the G. Stanley Hall brand of genetic psychology which, in a sense, formed the background for certain aspects of modern educational psychology. The authors of the readings include Aristotle, Edward L. Thorndike, Thomas H. Huxley, Henry Drummond, and Ellsworth Lancaster, as well as G. Stanley Hall. The editor has provided a "Prospectus" in which he outlines the history of the theories of pangenesis, acquired characteristics, and vitalism, relating them to genetic psychology. In addition, each of the five sections of the book is introduced by a few pages of explanatory material in an attempt to give the readings some continuity. The reviewer feels that a detailed scholarly treatment of the many complicated influences of evolutionary theory upon psychology would be of great value, and sees this volume as possibly contributing some of the necessary motivation to the achievement of such a goal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The mismeasure of desire: The science, theory, and ethics of sexual orientation.

Reviews the book, The mismeasure of desire: The science, theory, and ethics of sexual orientation by Edward Stein (see record 1999-04230-000). It would hardly be overstating the matter to say that perhaps the single most hotly debated issue in both psychology and contemporary American culture is the nature and origins of human sexual desires. In opposition to the currently more widely accepted thesis that sexual orientation is determined at birth, philosopher and educator Edward Stein argues in this new book that much of what we think we know about the origins of sexual desire is probably misguided and incomplete. Carefully examining a broad range of research on sexual orientation, Stein suggests that many of the most frequently cited findings are deeply flawed—not only methodologically but also in light of certain unquestioned philosophical assumptions and cultural stereotypes. Although the arguments in Stein’s book are more than a little likely to create controversy, and, indeed, some may well be found to be specious, his book is nonetheless a very welcome infusion of thoughtful philosophical and psychological thinking into the all-too-often muddled arena of contemporary academic and political debate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology of industrial relations.

Reviews the book, "Psychology of industrial relations," by C. H. Lawshe (see record 1954-03380-000). In the reviewer's opinion, the authors have done a creditable job in presenting a large body of facts and principles, backed up with sufficient references to research literature. However, certain areas to which psychologists have devoted considerable thinking and research are inexplicably omitted or merely mentioned in passing, viz., industrial safety, democracy in management, executive development, employee rating methods, characteristics of the learning curve, transfer of training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The saturated self: Dilemmas of identity in contemporary life.

Reviews the book, The saturated self: Dilemmas of identity in contemporary life by Kenneth J. Gergen (see record 1991-97621-000). There is, perhaps, no other concept as seminal for psychology as the self. For this reason alone, Kenneth Gergen's book represents an important contribution to our understanding of this influential concept. However, Gergen's vision is so broad, his arguments so compelling, and the implications so revolutionary, that the work defies confinement exclusively within the walls of academia. In essence, Gergen is articulating his vision of a postmodern world, and he lays an invitation squarely before the reader to come and partake. The conception of the self as private and autonomous is the focus of Gergen's postmodern challenge. In his chapter, "Social Saturation and the Populated Self," Gergen postulates that technological innovation in contemporary society has made possible a rapid proliferation of relationships. This he refers to as the "process of social saturation." Gergen's book constitutes a substantive contribution to psychology's on going understanding of the self. Copious examples are provided throughout, drawing on and extending scholarly debates. Also included are anecdotes and evidences from such far ranging domains as art, film, music, literature, and architecture. These not only clarify and reinforce his arguments, but also illustrate the scope and practicality of the position he espouses. Although readers may not embrace the gestalt of Gergen's vision of a postmodern culture, they are certain to find this book to be a provocative and rewarding read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The human person, an approach to an integral theory of personality.

Reviews the book, The human person, an approach to an integral theory of personality by Magda B. Arnold and John A. Gasson (see record 1954-08273-000). Most of the chapters of this book were originally given as papers at the Barat College Workshop in Personality in 1951. Nine are by various Catholic psychologists; the remaining ten by the authors supplement and extend the series. The entire volume represents an approach to personality based on certain underlying religious and philosophical assumptions concerning the nature of man. The authors suggest this volume may be used as a primary text for courses in personality. It is doubtful whether it would be accepted in the usual secular college or university. However, the specifically Catholic emphasis is not great; if the factual material usually found in a text were supplied from some other source, religious institutions of other kinds, e.g. theological seminaries, schools of divinity, might find it useful, congenial, and challenging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of La dynamique des groupes.

Reviews the book, La dynamique des groupes by J. Maissonneuve (1968). This book presents certain major aspects of the dynamics of the groups. The author does not pretend to be exhaustive since it discusses only the topics that are more developed or most significant. Thus, after a brief presentation of the basic topics, it goes on to discuss the central theme of cohesion, problem, conformist and the deviation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Special Review: Some Recent Texts in Educational Psychology.

Reviews seven books on educational psychology. The first book reviewed is "Educational Psychology," by Glenn M. Blair R. Stewart Jones, and Ray H. Simpson (see record 1954-07938-000). The second book reviewed is "Principles of Educational Psychology," by W.D. Commins, and Barry Fagin (see record 1955-01422-000). The third book reviewed is "Educational Psychology," by Lee J. Cronbach (see record 1954-07941-000). The fourth book reviewed is "Psychology for Modern Education," by James L. Mursell (see record 1953-02945-000). The fifth book reviewed is "Introduction to Educational Psychology," by Clellen L. Morgan, H.H. Remmers, and Einer R. Ryden (see record 1954-08965-000). The sixth book reviewed is "Psychology in Teaching," by Henry P. Smith (see record 1955-01434-000). The last book reviewed is third edition of "Psychology in Education," by Herbert Sorenson (see record 1954-08966-000). Either explicitly or by implication, the authors are saying that the conceptual schemes that now hold the center of the stage in the laboratories are not, in their present stage of development, useful to them as educational psychologists, and that as a result they have had to develop and use others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Secondary traumatic stress and the child welfare professional.

Reviews the book, Secondary traumatic stress and the child welfare professional by Josephine G. Pryce, Kimberly K. Shackelford, and David H. Pryce (see record 2007-05981-000). This book offers a complete examination of an important and often overlooked issue in the field of trauma work—secondary traumatic stress (STS). The authors appear to have written this book in response to a relative dearth of literature in this area as it affects child welfare workers. The research summarized and cited in this book is current, making the book timely and well developed. The easy-to-comprehend writing style of the authors flows and allows readers to be easily drawn into the case scenarios provided. Any professional working in child welfare as a caseworker, investigator, or supervisor, will benefit from reading this book. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Attentional processing: The brain's art of mindfulness.

Reviews the book, Attentional processing: The brain's art of mindfulness by David LaBerge (see record 1995-97550-000). David LaBerge has crafted a book on visual attention that will be accessible and interesting to a broad audience, from students doing their first project in cognitive psychology, to accomplished researchers in the field. The goal of the book is to present a coherent cognitive-neuroscience model of attention - a framework within which one can understand the rich database of findings pertaining to visual attention. In some respects, the book is also an overview and synthesis of LaBerge's own work on spatial attention. The first half of the book covers behavioural investigations; the second half covers cognitive-neuroscience investigations. When most books in psychology are tomes with each chapter written by a different author, it was rewarding to review a scientific book that one could conveniently carry in one's hand, written from cover to cover by one author. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on "Right-wing authoritarianism."

Canadian scholarship has recently been honoured in that Bob Altemeyer's book, Enemies of Freedom: Understanding Right wing authoritarianism (see record 1988-98419-000) received the 1988 prize for behavioural science research, awarded by the American Association for the Advancement of Science. The book has also received a number of favourable reviews. Ray feels that some comments on the limitations of the book are needed to balance the account, and submits that, in fact, the book is a complete failure as far as achieving what it set out to achieve is concerned. (PsycINFO Database Record (c) 2010 APA, all rights reserved)