Review of The Science Game: An Introduction To Research In The Behavioral Sciences.

Reviews the book, The Science Game: An Introduction To Research In The Behavioral Sciences by Neil M. Agnew and Sandra W. Pyke (1982). This revised volume by Agnew and Pyke is a delightfully written, ambitious book that strives for a wide inclusion of topics on research methodology rather than concentrating on the small set of issues and methods that many consider fundamental. Moreover, it endeavors this task in the relatively brief span of 260 pages (not counting references and indexes). The strength of such an inclusive approach is that it introduces the student to the reality of the entire enterprise of psychological research. The book is divided into five parts. Part 1 is "Science and Nonscience"; Part 2 is entitled "Sieves of Science"; Part 3 is "From Laboratory to Life"; Part 4 is "The Magic of Numbers"; and Part 5 is entitled "Being Clear and Being Good". Altogether, reading The Science Game was fun, and that in itself is a heady comment about a methodology text. Further, despite some flaws, which are mostly of an order-of-presentation sort, I think that students will enjoy the book and come away from it with some answers and with better questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Science Game: An Introduction to Research in the Behavioral Sciences.

Reviews the book, The Science Game: An Introduction to Research in the Behavioral Sciences by Neil McK. Agnew and Sandra W. Pyke (1969). This book treats topics normally included in philosophy-of-science courses, like the difference between science and nonscience; scientific theory; the pragmatic, semantic and syntactic roles of language; and the stress placed in science on unambiguity and rigid criteria of proof. It also touches on topics in the area of experimental design and statistics, like nominal, ordinal, interval and ratio scales of measurement; sampling and generalizing; and the design of naturalistic and experimental studies. Some additional topics, such as training for scientific research and the topic of science as a big business, are not ordinarily covered in any course. Undergraduate students in general will find the book easy to read and some will find the witty irreverent style appealing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The science game: An introduction to research in the behavioral sciences.

Reviews the book, The science game: An introduction to research in the behavioral sciences by Neil Mck. Agnew and Sandra W. Pyke (see record 2007-07794-000). This book is an attempt to introduce a student or beginning researcher to the concepts and methods associated with doing good research in the behavioural sciences. The book is divided into six major parts, dealing in turn with the nature of science and observation; experimental methods; survey, archival and developmental methods; statistics; report writing and ethics; and theory building. The book is well produced and well organized. Specific exemplars of topics under consideration are included in boxes which give typical case reports, experimental designs, sample findings, and so forth. These boxed materials are good illustrations of and extrapolations from the material which the main body of the chapter tends to deal with. The writing style is clear and generally concise. Occasionally there are sparks of fantasy and humour which help to enliven long methodological passages. Overall, this is a well written and useful text. It is a difficult task to sustain interest and continuity in a book which deals almost completely with methodological and statistical issues. The authors have done a remarkably good job in this regard, and I would probably rate this as one of the better books in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Exploring research, seventh edition.

Reviews the book, Exploring research, seventh edition by Neil J. Salkind (2009). This is the seventh edition of an introductory text on research methods. It is intended for “upper-level undergraduate students and graduate students in their first research methods course in the social, behavioural, and health sciences fields” (p. xvii). The intention of the book is to introduce the important topics in research methods in a “nonintimidating and informative way” (p. xvii). Changes in this edition include a new chapter on ethics, with more material on ethical issues when doing online research, the use of children as participants, and updated general ethical guidelines; updated and new coverage of software for dealing with both qualitative data and for bibliographies; updated information on the use of the Internet for research and for conducting research and literature reviews online; as well as changes to the questions and exercises at the end of the chapters and to the Web site that accompanies the book. The Web site also contains an appendix with an introduction to SPSS 16 (which was not available at the time of this review). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Sex Roles: Origins, Influences, and Implications for Women.

Reviews the book, Sex Roles: Origins, Influences, and Implications for Women by Cannie Stark-Adamec (Ed.) (1980). This book contains the proceedings of the first IGWAP (Interest Group on Women and Psychology) Institute on women which was held in conjunction with the 1978 CPA meetings in Ottawa. The book begins with an introduction by the editor in which she discusses the male bias in traditional psychological research, the purpose and history of IGWAP, the papers included in this volume, and some studies of the effects of language on the way people think about sex roles. The Introduction is followed by the invited address given at the Institute by Dr. Sandra Pyke, "Androgyny: A Dead End or a Promise." The rest of the book consists of 14 papers which were submitted in response to a call for papers and presented at the Institute. Since the papers included here were received in response to a call for papers (with the exception of the introduction and the invited address on androgyny), the topics covered are not comprehensive nor systematic enough to make the book useful as a textbook. There are simply too many holes and too little information tying the specific findings together. Although not useful as a textbook, this book has value both as a reference book and as a historical document of the research Canadian psychologists were doing from a women's perspective in the mid 1970's. (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 Psychology and life (Canadian edition).

Reviews the book, Psychology and life (Canadian edition) (2009), by Richard J. Gerrig, Philip Zimbardo, Serge Desmarais, and Tammy Ivanco. As part of an effective strategy to deal with the many emerging challenges of teaching large introductory psychology classes, a modern textbook geared toward introductory psychology must keep up with these changes and offer useful features that address the needs of the student. To this end, Psychology and Life (Canadian Edition) presents an impressive update of the classic textbook by Gerrig and Zimbardo. The text continues to hit on the key principle of psychology as a science with a thorough and updated research-based presentation. The textbook is well organised into 17 chapters covering the range of typical introductory psychology topics. The chapters are written in a midlevel text that will be accessible to the broad range of students enrolled in most introductory psychology courses. While maintaining a high level of readability and interest, the work is solidly grounded in research as it highlights psychology as a science. As the title of the textbook suggests, the authors make a conscious effort to demonstrate that the research and curriculum presented in each chapter have an immediate impact on daily life. This is a well-written, organised, and appealing text that students will find engaging and instructors will find suitable for providing a solid grounding in the science of contemporary psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social Psychology: An Applied Approach.

Reviews the book, Social Psychology: An Applied Approach by Ronald J. Fisher (1982). In what is probably the first of a new generation of social psychology textbooks, Ronald Fisher has attempted a very ambitious intergration of basic, theoretical and applied social psychology. My overall feeling about the book is very positive, since there is much to recommend in it. Some of the chapters, such as those dealing with social issues and social change, program development and evaluation, and organizational development, are outstanding. They are scholarly, well written and contain information that traditional social psychologists should be aware of but rarely teach. Indeed, these chapters are so comprehensive, that they could serve as good introductions to these topics for graduate students. In addition, while not being a truly "Canadian" textbook, there are considerably more Canadian examples and anecdotes contained in this book than can be found in any of the other current textbooks. My hope as an instructor of an advanced undergraduate course in applied social psychology is that if there is a second edition of this text that the author might amend it by broadening the coverage of current topics in applied social psychology while retaining those chapters that are unique to the book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A textbook of social psychology, second edition.

Reviews the book, A textbook of social psychology, second edition by J. E. Alcock, D. W. Carment, and S. W. Sadava (1991). The volume under review is quite typical in its coverage of various topics. Its introduction and sixteen chapters deal with methods; social perception and cognition; attitudes and values; attitude change; social influence; prejudice, discrimination and sexism; inter-personal attraction and inter-personal relationships; aggression and violence; pro-social behaviour; communication; social categorization, groups, and leadership; conflict and its resolution; collective behaviour; social psychology of justice and the law; social psychology and the physical environment; health and illness. The current second edition is quite similar in coverage to the first. But it is substantially brought up-to-date and expanded, so that the book grew from 678 pages in the first edition to 824 pages in this second edition. In terms of its contents, then, this text does a very good job in covering what are now considered the major topics in social psychology. Instructors who select this volume as a text for a first course in social psychology arc well served. Not only do they get a treatment of social psychology that is comprehensive and up-to-date, but also has the additional benefits of being interesting, well-written, and relevant to the Canadian context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Research methods in social relations, with especial reference to prejudice; Vol. I: Basic processes; Vol. II: Selected techniques.

Reviews the book, "Research methods in social relations, with especial reference to prejudice; Vol. I: Basic processes; Vol. II: Selected techniques," by Marie Jahoda, Morton Deutsch, and Stuart W. Cook (see record 1953-02637-000). The reviewer notes that the two volumes show the impacts of their sponsorship, and of the many hands which have been laid upon them. There is a sense of urgency in the book's treatment of problems of social intolerance and discrimination, and an implication of mild, but persistent, exhortation to the reader to take constructive steps in combating these evils. For the scientific reader the proper course is to be found in "action research" (participative research directed toward the solution of tangible problems), and for the social practitioner the recommended course is cooperation with the scientific investigator. In spite of the instances of apparent over-earnestness and occasional naiveness which occur in the book, it still remains a useful and informative document. It would be an excellent source book for nonspecialists, and for students who wish to gain a brief, but competent and comprehensive overview of this field of research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Aging in Canada: Social perspectives (2nd ed.).

Reviews the book, Aging in Canada: Social perspectives (2nd ed.) by Victor W. Marshall (1987). Victor Marshall's second edition of Aging in Canada: Social perspectives is a worthy successor to the first edition (1980). The new edition includes 30 chapters on topics in Canadian social gerontology. Of the 38 different authors 24 are new. All chapters were written specifically for this volume. The chapters are longer and more substantial than in the earlier volume; at 613 pages this volume is twice as long as the earlier one but has only four more chapters. Both the inclusion of an index and the placement of references at the end of each chapter are welcome improvements. The chapters are grouped under the following headings: Thinking Systematically About Aging; The Diverse Meanings of Age and Aging; Aging Workers and the Labour Force; Aging, Leisure, and Retirement; Family Structure and Social Relationships; Health and Well-Being in Relation to Age; Health Care; and Political, Economic, and Social Implications of Population Aging. The book is directed at and suitable for those interested in social science, health science, or public policy issues at a wide range of levels from second-year undergraduate to graduate to professionals working in applied or academic contexts. Despite omissions and a few weak chapters the book is informative, thoughtful, and often provocative. It affirms that there is, indeed, a Canadian social gerontology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Qualitative Research Methods for Psychologists: Introduction through Empirical Studies.

Reviews the book, Qualitative Research Methods for Psychologists: Introduction through Empirical Studies edited by Constance T. Fischer (2006). This book is intended as an introductory textbook for psychology students and psychologists who have been trained in traditional psychological research methods with the goal of providing an orientation to qualitative research frameworks and how they are applied to the many research questions that might be considered by psychologists. The book begins with a useful introductory chapter by the editor that provides a historical overview of the emergence of psychology as a science concerned primarily with determining causal relationships. There are 13 chapters in the body of the book and they are gathered into three parts: Clinical Practices, Affective and Cognitive Processes, and Life Situations. The book ends with a Question and Responses chapter by the editor that covers many of the questions novice qualitative researchers often have about qualitative research. The last section is a detailed Glossary of terms that are significant in understanding qualitative research. There is much in this book to recommend it as an introductory book on qualitative research for graduate students and beginning qualitative researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of eating & drinking: An introduction, Vol. 2.

Reviews the book, The psychology of eating & drinking: An introduction, Vol. 2 by A. W. Logue (1991). The second edition of The psychology of eating and drinking expands the first by three chapters. These discuss, as the author says, the psychology of eating and drinking as it applies to everyday issues. New topics address female reproduction, cigarette smoking, and cuisine and wine tasting. Following 296 pages of text, the book lists several clinics and self-help agencies dealing with disorders of taste and smell, eating, and alcohol (only one resource offered for alcohol abuse). Also, the book provides chapter-by chapter references as well as name and subject indexes. Furthermore, as the author says, the second edition updates the research-base of the original edition. Logue organizes her book into five parts, each preceded by a précis. The first three parts, which follow an introductory chapter that maps what is to come and that justifies the large number of animal (rat) studies to be presented, describe the basics of eating and drinking. Part One comprises two chapters on starting and stopping eating and drinking. Here, as elsewhere, Logue informs the reader well; by this time, one wants to work through the book. Equally as interesting, Part Two (four chapters) looks at what we select to drink and cat, and why we make such choices. Part Three (one chapter) talks about nutritive and nonnutritive substances. It concerns the interplay of what we eat and what we subsequently do. Part Four (three chapters) gets directly at the clinical issues. It explains and discusses eating disorders (anorexia, bulimia), obesity, and alcoholism. Lastly, Part Five (three chapters) addresses everyday concerns. Logue intends that the book be read by lay persons and psychologists, but I doubt that those devoid of psychology background will fully appreciate all she has to say. She also intends that the reader will come away from the book appreciating the value of the scientific method in phrasing and answering questions about why we do what we do. Here Logue clearly achieves her goal, for the reader cannot help but see what scientific thinking can bring to the understanding of the psychology of eating and drinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Learning About Learning Disabilities, Third Edition.

This article reviews the book, "Learning about Learning Disabilities, Third Edition" (see record 2004-21912-000), edited by Bernice Wong. This book is comprised of a selection of chapters authored by well-known authors in the field of learning disabilities. The book was developed for use with advanced undergraduate and graduate students with the intent to provide current information soundly based in research in the field. The chapters in the book are organized into three thematic sections. The first section deals with conceptual, historical, and research aspects of learning disabilities. The second section comprises chapters on reading comprehension, writing, math, social competence, strategy instruction, working with adolescents, issues in service delivery, and developing communities of practice. The third section focuses on a life span approach to learning disabilities. This book does what it purports to do. This is a well put together selection of readings. It may not be appropriate for advanced undergraduate students with no previous background knowledge or experience with learning disabilities due to the level of the book. The information provided in each chapter is current and soundly based in research. In addition to the research presented, the majority of the chapters also include practical implications of the research to teaching settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sandra W. Pyke: Profile of a CPA President.

Presents a profile of Sandra W. Pyke, a President of the Canadian Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Collective reflexology: The complete edition.

Reviews the book, Collective reflexology: The complete edition by V. M. Bekhterev, edited by Lloyd H. Strickland, and translated by Eugenia Lockwood and Alisa Lockwood (see record 2001-18070-000). Bekhterev's view of the individual as a system of energy transformation and exchange has obvious affinities with Freud's views. In his foreword to Part 2, Strickland (pp. 278-281) notes that Bekhterev himself was aware of this similarity. However, Behterev attempted to distinguish himself from Freud in several ways, most notably by claiming to be more "objective" in his approach. For Bekhterev, the objective study of the mind meant observing its products (e.g., speech, social affiliation). For this reviewer, reading Bekhterev is refreshing because it harks back to a time when psychology was still a young and optimistic science. The confidence with which Bekhterev puts forth his views may in hindsight be na?ve, but it must have been wonderful to imagine oneself at the forefront of a new discipline, as Bekhterev so clearly did. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Textbook of psychology (fourth edition).

Reviews the book, Textbook of psychology (fourth edition) by Donald O. Hebb and Don Donderi (see record 1987-97530-000). Before his death in August 1985, Hebb presided over a new revision of his classic introductory psychology text. The third edition of Hebb's book was published by W. B. Saunders in 1972, and more than one attempt had since been made to get a fourth edition published. With the help of D. C. Donderi, this new edition is now in print. This edition is largely an expansion and updating of the 1972 edition. The same topics are treated in the same order as before, but with frequent editing and with more recent material now included. For readers unfamiliar with Hebb's textbooks, they define psychology as the study of behaviour, and behaviour is seen as the product of brain activity. Brain activity in turn is understood by reference to Hebb's concept of the cell assembly. This Hebb and Donderi text is one of the few introductory psychology textbooks that employs a personal perspective on Psychology, and unifies the teaching of that topic by continued reference to one major theoretical concept. There is nowhere in their text any discussion of existing data or theory which might be thought to be incompatible with cell assembly theory. Nor is there any discussion of possible limits to the generalization or the operationalization of the cell assembly idea. Their text does tell students that theories do not last, and that enduring truths are not to be expected in science. Yet students are left with the strong impression that it is very unlikely the basic premises of cell assembly thinking will ever in the future be changed more than slightly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)