Review of Constructive evolution: Origins and development of Piaget's thought.

Reviews the book, Constructive evolution: Origins and development of Piaget's thought by Michael Chapman (see record 1988-97990-000). Canadian developmental psychologists have been among the harshest critics, most articulate supporters, and most creative extenders of Piaget's theory. Michael Chapman's book is in this reflective and interpretive tradition. Chapman's primary goal in the book is neither to criticize, support, nor extend Piaget's theory (although he does some of each), but to clarify the meaning of the theory, and to specify its domain of application. Chapman does this by tracing the growth of Piaget's thinking using Piaget's autobiographical papers as a map. The first six chapters comprise Chapman's historical analysis, which begins with Piaget's adolescence, a point in life where Piaget was later to say that cognitive development ends (although he was to retract the claim still later in his career). In the last two chapters of the book, Chapman uses his historical analysis to clarify the philosophical and psychological significance of Piaget's theory. Chapman's book is an excellent integration of Piaget's theory in that it places the theory in the context of the questions that motivated it. But for all the clarity that Chapman's historical analysis brings to Piaget's thought, the analysis opens a number of new questions. What Chapman has done successfully is to provide a view of the nature, limits, and future of Piagetian theory by examining its origins and evolution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A philosopher’s conception of Piaget: Piagetian theory reconsidered.

Reviews the book, Beyond Piaget: A philosophical psychology by J. C. Brief (1983). In Jean Piaget's long and prolific career he assumed many roles. In expounding a theory of cognitive development he raised philosophic questions by insisting on the importance of psychological states for explaining matters of epistemology. In accounting for the psychological nature of thought he stressed the influence of biological functions. And, when discussing the relationship between biology and psychology, he argued for the preeminence of logic and objective truth, and restricted himself to scientific methods. This interdisciplinary endeavor resulted in a body of literature that is rich but also ambiguous. This book is an attempt to approach Piaget's theory on its own terms. The task of the book begins with the observation that Piaget's theory has consequences beyond his psychology. For Brief, a complete understanding of Piaget requires consideration of his views about the relationship between biological functions and psychological structures as well as his epistemological orientation. Brief aims to reconsider many of Piaget's claims and, specifically, to explicate Piaget's notions of action, object and intention; and he maintains that when Piaget's theory is explicated it ultimately has important implications for epistemology. Brief's own book is not for a novice; it is at times dense and difficult to read, and he assumes a great familiarity with Piaget's writings and with a number of philosophical distinctions. Further, Brief shifts from readings of Piaget, to criticisms, to statements of his own position—making it difficult to discern the thrust of his argument and giving the text a somewhat unorganized appearance. Throughout the text there is a need for a clear overview and concise summary statements. But these flaws should not dissuade the serious reader concerned with issues in philosophical psychology and Piagetian theory. Brief's insights present a challenging perspective on epistemological problems and the psychology of thought and understanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Synthesizing Piaget with Simon.

Reviews the book, Intellectual development, birth to adulthood by Robbie Case (1985). Even as Piaget's theory of cognitive development was beginning to have its impact on North American research, Herbert Simon (1962) was challenging developmental psychologists to formulate theories that could explain Piagetian phenomena within an information processing framework. To my mind, a trademark of Case's early work was his attempt to engage in research that advanced the field by integrating the old (Piaget's notion of general stages) with the new (e.g., the emergence of stages explained in terms of the mental effort an individual could allocate to activating schemes). The present volume continues this synthetic approach. This thrust can be seen in the diverse audience of developmental and educational psychologists, psychologists studying adult language and cognition, as well as clinicians and educators to which the work is addressed. Case's monograph is timely, broad in scope, and bold in the integrative approach taken to the problems facing those who would understand and explain the phenomenon of cognitive growth. The health and well-being of research on cognitive development depends on the lively dialogue that will be generated by individuals, like Case, who are willing to pose synthetic solutions to the problems generated by previous theorists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In defense of Piaget's theory: A reply to 10 common criticisms.

The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable. This study attempts to rebut these criticisms by showing that most of them (a) derive from widespread misinterpretations of the work of Piaget; (b) fail to appreciate the 2 central issues of his thinking—how new forms of thinking emerge during ontogenesis and how they become psychologically necessary; (c) incorrectly assume that many controversies concerning his theory can be settled empirically or methodologically before they are clarified conceptually; (d) ignore various modifications of Piagetian theory, particularly those advanced after 1970; and (e) forget the dialectical, constructivist, and developmental nature of Piaget's unique approach to human development. Although the authors do not claim there is a "true" Piaget to be discovered, or that the problems with his theory vanish when it is better understood, they do claim that important aspects of Piaget's work have not been assimilated by developmental psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Vers une logique des significations.

Reviews the book, Vers une logique des significations by Jean Piaget and Rolando Garcia (1987). This volume is a collection of Piaget's works. Each chapter describes one of his logico-mathematical studies on the play activities of children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Piaget's theory of intelligence.

Reviews the book, Piaget's Theory of Intelligence by Charles J. Brainerd (1978). This book is much more than an introduction to Piaget's theory. It is also a comprehensive and long overdue critical evaluation of the theory, based on an extensive consideration of replication research. For each stage of cognitive development, as well as a concluding discussion of educational implications, Brainerd describes the theory and then reviews the relevant research bearing on the topics discussed. Important and complex aspects of the theory are discussed in terms of the predictions that should follow in controlled experiments, rather than merely presenting Piaget's ideas as revealed truth. Unfortunately, the text is purported to be an introduction to Piaget's theory for the undergraduate course in cognitive development, and in that capacity it would be less satisfactory than as a supplementary or even an advanced text. As an introductory text it may be too critical. Brainerd fares no worse than other recent authors who have attempted to introduce Piaget's ideas. The book's strength, as well as its uniqueness, clearly lies in its evaluative orientation. It is highly recommended for those readers already familiar with the theory, preferably from primary sources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychologists Caught: A Psychologic of Psychology.

Reviews the book, Psychologists Caught: A Psychologic of Psychology by Lewis Wolfgang Brandt (1982). This book is about metapsychology, the psychology or psycho-logic, of psychologies. Its basic question is: What determines the particular psychology, theory and method, that a psychologist advocates and practices? Consistent with his emphasis on individual psychohistory, Brandt begins his book with an autobiographical chapter explaining how he personally came to reject American behaviourism and to embrace a phenomenological-Gestalt form of psychoanalysis. This work will be found most interesting and liked best by those, who, like Brandt, have a relativistic bent of mind, who are persuaded that Hume and Kant discovered the natural limits of philosophical thought, who read Hayek and Feyerabend with approbation, or who just enjoy vigorous intellectual discussion for its own sake. Behaviourists and other "technical" psychologists will probably not like it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Certainty and necessity in the understanding of Piagetian concepts.

Four experiments examined Piaget's (1971) claim that concepts such as conservation and transitivity are experienced as logically necessary truths and that such feelings of necessity constitute evidence for the underlying cognitive structures postulated in his theory. Exps I and II assessed feelings of certainty and necessity in 48 college students presented with a range of Piagetian tasks. Problems of logical certainty and empirical certainty were included for comparison. Although certainty was high for all of the Piagetian concepts, it was greatest for the developmentally early concepts. Results from the assessment of necessity were generally congruent with Piaget's claims. Ss tended to evaluate the Piagetian concepts as necessary truths, and their response to the Piagetian tasks was in most respects identical to their response to the logical tasks. In Exps III and IV, the procedures were extended to 101 1st, 3rd, 4th, and 5th graders. Results suggest that children as young as 6 yrs of age appreciate the logical–empirical distinction and treat Piagetian concepts as necessary truths. (16 ref) (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 abusive personality: Violence and control in intimate relationships.

Reviews the book, The abusive personality: Violence and control in intimate relationships by Donald G. Dutton (see record 1998-06084-000). Having devoted much of his career to the study of men who abuse their wives, Donald Dutton is unquestionably well qualified to write this book. Through his extensive research on the topic and his hands-on experience with men who batter, he has gained valuable insights into these and other men. In the late 1970s, when my colleagues and I were planning a study on applying social learning theory to the reduction of violence, Don Dutton was one of the few people who had already made headway in that area, and his ideas about how to apply psychological knowledge were formative in our early efforts. Since that early work, Dutton's ideas have evolved based on where his research results led him, and that journey is the story told in this book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Interpersonal Reconstructive Therapy: Promoting Change in Nonresponders.

Reviews the book, Interpersonal Reconstructive Therapy: Promoting Change in Nonresponders by Lorna Smith Benjamin (see record 2003-02042-000). Lorna Smith Benjamin offers a refreshing and unique treatment approach with this book, for a group of patients who are defined less by a specific diagnosis than by their failure to respond to one or more treatment trials. A master clinician, Benjamin has spent most of her career researching and treating the interpersonal processes of patients with personality disorders and other interpersonal problems. Benjamin is especially impressive when describing the causality of the proposed model and the treatment. Reviews of empirical research are interwoven throughout the middle chapters and are linked smartly to critical treatment issues (e.g., attachment theory, insight, empathy, the therapeutic alliance). Benjamin's own research tool, the Structural Analysis of Social Behavior (SASB), is referred to throughout, but mostly discussed in a single chapter. Those knowledgeable in SASB will immediately recognize it in most of the treatment concepts. Yet those who are not familiar with SASB will have no problem mastering this book, even if they entirely skip the SASB chapter and references. It's hard to imagine many clinicians not advancing their own thinking and practices about working with their most difficult patients by reading this book. Benjamin has advanced the understanding of working with difficult patients to a new level. Regardless of whether this book proves to be superior in clinical trials, Benjamin's unique contribution to thinking about therapy is already a classic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Natural theories of mind: Evolution, development and simulation of everyday mindreading.

Reviews the book, Natural theories of mind: Evolution, development and simulation of everyday mindreading edited by Andrew Whiten (see record 1991-97348-000). In recent years there has been a phenomenal growth in interest and research directed at what, has become known as a Theory of Mind ("ToM") and its development. Among the many edited books recently made available on the topic, Whiten's Natural theories of mind is unique in the eclectic, multidisciplinary approach it brings to this vital, yet fledgling area. This interdisciplinary approach, which also includes a chapter by Carrithers placing the development of a theory of mind within the broader context of sociology and anthropology, is at the same lime both the strength of this volume and its limitation. It may be that few will read this book cover-to-cover (not a remarkable criticism for an edited book). Those who do will be given an unusually broad overview of this hot research area and the interdisciplinary context within which the area can best be understood and from which it will most profitably develop. Whiten's collection is therefore recommended both to those who are looking for an entrance into the theory of mind literature and for those already embroiled in the field who are looking for new perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Connectionism: A Hands-On Approach.

Reviews the book, Connectionism: A Hands-On Approach by Michael R. W. Dawson (see record 2005-05691-000). This book is intended to be a practical introduction to connectionist models and neural networks. The book uses, as examples, simple connectionist models that have been studied over the years, with each chapter dedicated to a slightly more complex model or problem than the previous. The author also provides links to a web page where sample programs can be downloaded, allowing the reader to use these programs as they progress through the book. Although the book is well written, it falls short of its objective of being an introduction to connectionism. The book does not claim to be focused on connectionist theory, but its lack of a theoretical basis makes it difficult to follow. Throughout the book, there are references to another work by the author entitled Minds and Machines, which the reader can reference for the theoretical basis and background of connectionist models, and this may indicate the preferred use of the current book. This book falls short as a stand-alone text, but could make a decent workbook to supplement a theoretical text on connectionism. Those who are looking to expand into actually implementing these algorithms would be better served by packages such as PDP, SNNS, or even Matlab, but the book could still be useful to those who want to get a taste of how these algorithms work. The niche of this book seems to be for professors who want a "hands-on" supplement for their main text, but want to avoid too much depth on the math or implementation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Therapeutic experiencing: The process of change.

Reviews the book, Therapeutic experiencing: The process of change by Alvin R. Mahrer (1986). This is the third in a series of books on Mahrer's approach to experiential therapy. In this volume Mahrer describes the four major change processes that occur in his form of experiential therapy. The book is organized around these four processes with a chapter explaining the theoretical principles and rationale for each process followed by a chapter introducing methods for implementing the process. This is a challenging book for any who practice some form of experiential therapy and for those interested in humanistic/existential approaches. More research on the principles of this approach will be needed to convince many of the utility of the proposed change processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Understanding psychological research: An introduction to methods.

Reviews the book, Understanding psychological research: An introduction to methods by Richard St. Jean (2001). Richard St. Jean's book has the stated goal to be a brief text that presents essential concepts in a concise but interesting format. In this the author succeeds admirably. The nine short chapters and three appendices present the basic content that any method course needs to cover. The chapters are centred around lively research examples, often from the author's own work. Each chapter is followed by a brief summary and a glossary of key terms. The examples are used to introduce the methodological question and to illustrate various solutions. If the book suffers from a drawback, it is that it is too good at what it wants to be: an easily accessible, succinct introduction. The author visibly aims to make the issues as clear and understandable as possible, even if this implies glossing over details and leaving out more difficult aspects. The book does not want to be, nor is it, a manual for people who actual want to do research. In sum, this book will be most useful for those who teach introductory methods courses aimed at students who want to "consume" research rather than pursue it themselves. For these students, the book will be a valuable resource to better understand pertinent issues and to be alert towards methodological problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Conservation of Conservation: The Child's Acquisition of a Fundamental Concept.

Reviews the book, The Conservation of Conservation: The Child's Acquisition of a Fundamental Concept by Adrien Pinard (1981). This provocative book, translated from the French by Helga Feider, endeavors to "systematize" Piaget's ideas on what has proved to be one of the most controversial topics in developmental psychology: conservation in the child. Additional aims include specification of the transitional mechanism involved in the development of conservation (of which Piaget was unclear), and comparison of the revised model with "certain other models" ("behaviourist") which are often "far removed from Piaget's perspective". The book's strength lies in Pinard's attempt to go beyond presenting Piaget's own model of conservation. Indeed, there is much that is original here, and Pinard can be credited with having made an important contribution of his own to structuralist theory. In particular, Pinard places much emphasis on experiential factors, which tend to draw the child through a logically-sequenced series of subtle discoveries and insights necessary for the acquisition of conservation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of An object-relations theory of the personality.

Reviews the book, An object-relations theory of the personality by W. Ronald D. Fairbairn (see record 1955-00532-000). In a series of lectures delivered in the 1940's, the author developed what for him was a renovation of Freud's libido theory and Abraham's "developmental phase" theory. It is these lectures which appear in the first portion of this book; in succeeding sections there appear three case histories which are used to illustrate the author's resynthesis, and a group of miscellaneous papers. For many classical psychoanalysts, the author will probably represent a particularly repugnant type of heresy in his disavowal of "accepted" basic principles. To the neo-Freudian, his dynamics may appear too far removed from the social world to be considered practicable. Finally, for those who demand of a conceptualization that the referents be clear, and that labels and names not be treated as entities, there will be little incentive to read beyond the first chapter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Theory and problems of adolescent development.

Reviews "Theory and problems of adolescent development," by David P. Ausubel (see record 1955-00581-000). Unlike most other books in this area, this book offers a systematic presentation of psychological knowledge woven around a dynamic point of view. It is a scholarly book written in language that makes for easy and interesting reading. The author opens his book with an organized set of arguments designed to convince his readers that there is justification for a book on the "Psychology of Adolescent Development." His major premise states that "adolescence is treated as a separate developmental period not because it covers a decade but because it spans an interval in which distinctive changes occur in a biosocial status of the human organism. The author has marshaled his psychological knowledge and psychiatric experience into a well-organized book. Dr. Ausubel quotes freely from other authors and from his own writings and research. There are extensive references contained in the bibliography at the end of each chapter. Although the author states that "this book is primarily intended as an advanced textbook in adolescent psychology for graduate students in psychology and education," it would appear that this book is written with sufficient clarity and nontechnical language to be used in any college course dealing with adolescent behavior. It would be especially desirable in clinically-oriented courses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Motivation and personality.

Reviews the book, Motivation and personality by A. H. Maslow (1954). As indicated in the preface, "this book was started during the years 1935-1936 and was intended to be a systematic psychology of the older type." Thirteen of the eighteen chapters appeared as separate articles although the author did have an over-all plan into which these separates did fit. There have been only slight changes in the chapters in the preparation of this publication because the author felt that his thinking has "stood up very well." The opening chapter has as its thesis the importance of taking into account the scientist as well as the science, and is followed by a second chapter with a related theme. The third chapter, titled "Holistic-Dynamic Theory in the Study of Personality" is described by the author as being "already somewhat dated." The fourth chapter is titled "Preface to Motivation Theory" and presents some vital concepts such as treating the individual as a whole. In the following chapter, "A Theory of Human Motivation," the author makes the point that "The organism is dominated and its behavior organized by unsatisfied needs." This chapter is followed by one in which the author re-evaluates the instinct theory. Subsequent chapters discuss love and self-actualization. The reviewer reports that overall, the general style of the book as a whole is pleasant in its personal quality and sincerity. It is easy to see how as individual articles, the sections could have been interesting points of departure for discussion, but the assembling of these does not result in an integrated approach nor the "systematic psychology" which the author mentions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Families of the developmentally disabled: A guide to behavioral intervention.

Reviews the book, Families of the developmentally disabled: A guide to behavioral intervention by Sandra L. Harris (1983). Harris states that Families of the developmentally disabled is intended for clinicians who have a basic knowledge of behavior modification, but who may not have experience in applying behavior modification procedures to families with developmentally disabled children. The primary focus of the book is on providing practicing clinicians with a conceptual framework for incorporating behavioral interventions into family treatment situations and parent training programs. The book is divided into five chapters. Each chapter begins with a case study that highlights the issues to be addressed within the chapter, and generally provides the perspective of the author regarding the topic to be addressed. The remainder of each chapter is then devoted to providing a rationale for the perspective, usually containing a liberal number of references to support the author's viewpoint. (PsycINFO Database Record (c) 2010 APA, all rights reserved)