Review of The Development of Modern Behavioural Psychology.

Reviews the book, The Development of Modern Behavioural Psychology by John McLeish (1981). The title of McLeish's book contains two terms that may be somewhat misleading. Describing his efforts as encompassing the "Development" of ideas suggests that the approach is historical, while the term "Modern Behavioural Psychology" might be taken to mean almost anything depending upon one's restrictive use of the term. McLeish, as it turns out, attaches a very restrictive meaning to "Behavioural Psychology". There will probably always be argument about what constitutes a proper historical approach but the reviewer doubts that the tact McLeish takes will ever satisfy. In his review of the history of radical behaviourism, McLeish highlights the work of some writers who have not been given a prominent place by other historians, and discusses, or notes only in passing, authors who have ordinarily been considered prominent. As a history, then, McLeish's book is a disappointment and often annoying. Perhaps the best that can be said about this book is that McLeish hints at a form of behavioural theory which would expand the present boundaries of our thinking. In his enthusiastic advocacy of an account that would recognize the historical, social and cultural origins of human behaviour as well as its complexity (including language, thinking and consciousness), McLeish points to the biological rather than the physical (or mathematical) sciences as the source of appropriate models to develop a science of behaviour. In this he is to be congratulated. It is too bad he did not devote the book to a full development of these notions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Left and right tracks in reading.

Reviews the book, The Psychology of Reading by I. Taylor and M. M. Taylor (1983). The reviewer provides an overview of the authors' Bilateral Cooperative Model of Reading (BLC), which is an attempt to integrate the divergent perspectives of wholistic and analytic theory. The BLC model serves as a framework for the 16 chapters of the book. The reviewer commends the authors for their detailed discussion of orthographies, perceptual and cognitive processes in reading, higher-order language processing, and developmental dyslexia. While the reviewer warns that the authors need to clarify the relevance of data from studies not specifically concerned with hemispheric differences, he believes that the book is worth reading because it develops the perspectives on reading within the context of cognitive psychology--an important step in the construction of a comprehensive theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language, cognition and deafness.

Reviews the book, Language, cognition and deafness by Michael Rodda and Carl Grove (see record 1987-97707-000). In this book, Rodda and Grove clearly subscribe to the view that along with speech and hearing, deaf persons should be allowed to use their "natural" language, Sign Language, American Sign Language (ASL), or in Canada, Canadian Sign Language (CSL). What makes this book unusual and important is that the authors have taken great pains to document their position through reference to hard experimental evidence, much of which has been done by psychologists. It is hard to imagine that anyone reading this book would not be definitively persuaded by their arguments, which are based on recent developments in psychology, psycholinguistics, neurolinguistics, as well as many other allied fields. Rodda and Grove clearly want to see Sign Language (ASL) accepted as part of the educational, psychological and cultural world of deaf adults, without demeaning the importance of speech and hearing in the communication process. This highly readable and informative book will undoubtedly help move the field in that direction, and I highly recommend it to the specialist and non-specialist alike. (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 Language, society and identity.

Reviews the book, Language, society and identity by John R. Edwards (1985). This book attempts to bring together the main lines of thought on ethnic identity, nationalism, language maintenance, and bilingualism. The book is divided into seven chapters which discuss: the definitions of such concepts as ethnic identity, ethnicity, nationalism, language, and dialect; consideration of language and nationalism; language maintenance and shift; issues of "ethnic revival" and the "new ethnicity; education; language attitudes, behaviour, and research and; the separation of language maintenance from ethnic maintenance. Despite what seem to be numerous reservations, I find that this book has many good features. It does take us a lot closer to an interdisciplinary view on language and ethnicity; it reminds us about the variety of social settings in which language contact (and conflict) plays a role; it brings out many controversial points and supplies arguments from different perspectives for such controversies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language development in the preschool years.

Reviews the book, Language development in the preschool years by Gordon Wells (1985). This is the second report of a massive study of child language that has come to be known as "the Bristol study." It was carried out on local children by members of the University of Bristol. It is the best longitudinal study of its type that I have seen. Educators will find the book useful. Many people are worried about the "permissible" limits of variability: when a child is to be treated as normal and when professional intervention is required. The book gives no precise rules, but it can help to inform judgement. Taking one thing with another, the book is replete with useful information that the student of child language will not want to be without. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Conflict and language planning in Quebec.

Reviews the book, Conflict and language planning in Quebec by Richard Y. Bourhis. This monograph, edited by Bourhis, makes a distinct contribution to scholarship in the area of Language Policy/Language Planning (LP) in general, and more specifically, to research in that area within Canada. Work in this area is almost always collaboratively undertaken and involves individuals from diverse disciplinary backgrounds. These trends are evident in the present monograph. The major contributions of this monograph are threefold: first, it leads to a better understanding of the language situation in Quebec; secondly, it describes clearly three of the four major components of LP activities--planning, policy formulation and implementation; and thirdly, authors present an interesting array of methodological techniques not typically used by many LP researchers, by which one can further investigate empirically reactions or responses to language policy change in various settings. The attractiveness of the monograph derives from the interesting and clear account of a major planned social change within the province of Quebec which has had provincial and national implications for concerned Canadian residents, but which more importantly has had immediate implications--at both theoretical and applied levels--for language policy scholars throughout the world. This monograph comprises a welcome addition to the rapidly growing literature which examines the role of language in national development. It provides careful documentation of a fascinating case study of one set of events that have been carefully chronicled by well-trained scholars from diverse disciplinary perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Principles of industrial psychology.

Reviews the book, Principles of Industrial Psychology (see record 1955-01700-000). Although "the book is designed as an introductory survey of the entire field of industrial psychology," the reviewer notes that the authors omit many topics. The book presents in substantial fashion those aspects of industrial psychology as the authors perceive it to be. The style of presentation is characterized by critically evaluating research studies reported in the literature and emphasizing the necessary statistical concepts and techniques related to selection of employees. The heavy statistical involvement may make this book a little too difficult for the typical undergraduate student who is not a psychology or statistics major. The reviewer concludes that Principles of Industrial Psychology is an interesting book for a sophisticated audience. It may be misunderstood by typical undergraduates and it may not be too appealing to the man in industry who wishes to apply some principles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Principles of Research Methodology in Physiological Psychology.

Reviews the book, Principles of Research Methodology in Physiological Psychology by William G. Webster (1975). This book is aptly described as a laboratory manual in physiological psychology. This book is well-written, in a style which is easily read. Students should have little problem in comprehending even the most complex material. The book is fairly comprehensive. However, the major consideration in the production of a laboratory manual must be the degree of specialization of techniques and topics to be included. The manual must be general enough to serve diverse interests. This is the point where Webster's book fares poorly. This book will be, for those who adopt and follow it closely, a good laboratory manual. Unfortunately, its limitations and deficiencies severely reduce its acceptability as a manual for well established laboratory classes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language functions and brain organization.

Reviews the book, Language functions and brain organization edited by Sidney J. Segalowitz (1983). This volume attempts an up-to-date summary of our knowledge of brain/language relationships by 24 distinguished researchers in the field (six of them Canadian). The four parts deal with "the general concept of language as a mental organ or a mental complex," "the brain base for language," developmental aspects, and hemispheric lateralization. For each part, the editor has written a brief introduction, which is followed by three or four chapters. The book as a whole presents a delightful though somewhat idiosyncratic selection of topics, loosely focused on the general theme of brain and language. Systematic coverage is not attempted, nor is it likely to be gained from an edited book with its inevitable problems of unevenness in style, differences in approach, and overlap in content. The editor seems to have given at least some of his authors free rein to write about their topic of specialization, and they do it well. It is fun to pick and choose chapters of interest, but I would not recommend front-to-back reading in the expectation of a textbook introduction to the field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language, the sexes and society.

Reviews the book, Language, the sexes and society by Philip M. Smith (1985). As with any growing field that encompasses the diversity of orientations characterizing research on sex and language, there is a need periodically to take stock so as to bring a more integrative impulse to the accumulated findings. Philip Smith's recent book provides such an overview and critical evaluation of the current status of sex-language research, an endeavour to which he brings the perspective of a social psychologist. For those interested in a social psychological perspective on sex-language questions, Smith's book provides a very useful evaluation of the state of research in this field and identifies promising directions for future research. Those whose particular interests focus more on women and language or communication within same-sex groups will find little coverage of such topics. However, despite these gaps, the book provides much food for thought and warrants a careful reading by researchers working in the sex-language area. Because of its research emphasis, I feel this book would be most relevant to graduate courses and, in particular, would serve as a valuable source for work in women's studies, sociolinguistics, and social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive psychology.

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

Review of 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 Anxiety disorders and phobias: A cognitive perspective.

Reviews the book, Anxiety disorders and phobias: A cognitive perspective by Aaron T. Beck, Gary Emery, and Ruth L. Greenberg (see record 2006-01301-000). Aaron Beck and colleagues have done an excellent job in their attempt to present a comprehensive cognitive model for understanding and treating anxiety disorders and phobias. The authors set out to present a comprehensive cognitive model for the understanding and treating of anxiety disorders and phobias. What they covered is presented with scholarly thoroughness and depth. What seems to be lacking in their presentation is an attempt to address the impact of interpersonal context. Thus, while the cognitive model promises to be an extremely helpful component to the understanding and treatment of anxiety disorders and phobias, a comprehensive treatment regimen will often require attention to additional aspects. The book is well written and richly illustrated with case histories and examples. It provides important perspectives in the understanding and treatment of anxiety disorders and phobias. (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)     

The many faces of literacy.

Reviews the book, Literacy, language, and learning by D. R. Olson, N. Torrance, and A. Hildyard (1985). Literacy, Language, and Learning has something to offer all students of language. Its breadth is achieved through an interdisciplinary analysis of both written and spoken forms of language. The focus is on the differences between these two language modalities and on the impact, on both society and the individual, of acquiring reading and writing skills. In a very real sense the book highlights the embarrassingly narrow appreciation of language shown by much work in cognitive psychology, particularly the work using an information processing orientation. This book has no lack of breadth, yet offers considerable depth of analysis in many chapters. Arguments are well supported with research and historical findings. The book is not particularly easy to read, but it is worth the effort, in this reader's view. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language impairment and psychopathology in infants, children, and adolescents.

Reviews the book, Language impairment and psychopathology in infants, children, and adolescents by Nancy J. Cohen (see record 2001-05782-000). Approximately half of the children referred to mental health clinics for social-emotional problems have, on testing, been shown to have co-occurring language impairment. Conversely, about the same percentage of children originally seen for difficulties with language are later diagnosed with social-emotional problems. It is this overlap that Nancy Cohen explores in this concise and immensely readable book. We view this book as a broad and integrative first step that ought to be followed with more depth in specific areas. Thus, although much remains to be done, this book provides an excellent overview of a complex literature and will encourage interesting new clinical and research endeavours. (PsycINFO Database Record (c) 2010 APA, all rights reserved)