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)     

The Metaphysical Club at The Johns Hopkins University (1879-1885).

Of the earliest American universities, The Johns Hopkins in Baltimore holds a unique position for psychology. At Hopkins, many of America's first psychologists received their graduate training. Of special interest is the Hopkins Metaphysical Club, organized in 1879 by Charles Sanders Peirce. It provided a forum for research and scholarship by faculty and students. Papers related to topics of the "new" psychology began to appear in 1883, about the time G. Stanley Hall was given a 3-year appointment at Hopkins. When Peirce departed Hopkins in 1885, Hall was free to develop psychology in his image and disbanded the club. Nevertheless, the Metaphysical Club played an important role in the emergence of American scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Life and Work of Sigmund Freud. Volume I. The Formative Years and the Great Discoveries, 1856-1900.

Reviews the book, The Life and Work of Sigmund Freud. Volume I. The Formative Years and the Great Discoveries, 1856-1900 by Ernest Jones (see record 1954-03633-000). According to the reviewer, the first volume of the trilogy Dr. Jones promises is a book of unparalleled interest and importance for psychologists of all schools and theoretical persuasions. It presents an absorbing story which will never be more fully nor better told. The historical importance of Freud and his ideas hardly needs to be labored, and it is perhaps enough to say that this book is, in the reviewer's opinion, the best available introduction to an understanding of the man and of psychoanalysis as he developed it. For it presents the work as well as the life of Freud, and carefully traces the development of psychoanalytic ideas up to their first great climax in The Interpretation of Dreams. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The genius in all of us: Why everything you've been told about genetics, talent, and IQ is wrong.

Reviews the book, The genius in all of us: Why everything you’ve been told about genetics, talent, and IQ is wrong by David Shenk (2010). Shenk explains (correctly) that the story of genes as blueprints is wrong; they don’t solely determine abilities. Instead, genes are reactive to the environment in what is a constant interaction between nature and nurture. He argues that talent is not born but instead develops through lots of hard work and deliberate practice. To him, this means there is no such thing as genetic determinism given that genes can turn on with the right environmental stimuli. He also argues that the latest research shows that genes do not act alone, but instead are reactive to environments. The fact that the main ideas in Shenk’s book come across as revolutionary and shocking to everyday folk is telling. Maybe we as a scientific community should do a better job influencing how our findings are presented to the general public. He certainly makes an attempt, but for the reasons mentioned in this review, he offers an imbalanced review of the literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Drama therapy and storymaking in special education.

Reviews the book, Drama therapy and storymaking in special education by Paula Crimmens (2006). This book is a resource for therapists, teachers, and paraprofessionals--anyone working with those children deemed to have "special needs." The book is divided into short chapters that are written in an informal, first person narrative style. The bulk of the book consists of chapters that focus on a particular theme or behavior, such as "helping others," "dealing with change," and "trickery and stealing." For each of these focus areas, Crimmens includes the texts of three or four relevant stories from a wide variety of cultures, and then "ideas for the story," which include thematically related games, visual art, character creation, and segments of simple dramatization. The book provides specific source material and activities that the author has successfully utilized in classroom settings. Both the stories and drama exercises that follow them address issues that are often more pronounced in children with various special needs. Although not earth shattering or revolutionary, this book will generate excitement in those practitioners who are looking for new ways to work with their students and clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Family Stories and the Life Course: Across Time and Generations.

In this review of "Family Stories and the Life Course: Across Time and Generations" (see record 2004-13618-000), the reviewer states that many psychologists will want to read this book from cover to cover because it is excellent. It will create excitement for developmental psychologists who are open to extending their perspectives on individual functioning to include more of a focus on whole family systems. It will also challenge family psychologists to deepen their understanding of how the functioning of each family member at different stages of the life span is related to interactions and meaning-making in the group. Clinical psychologists will glean new ideas about the accounts of family life they hear from their clients and the transformative power of having family members jointly engage in reconstructing problematic family stories. The range of topics and the overall quality of the research and theorizing are truly impressive. This book draws together in one volume conceptual development and recent research findings about family narratives. The reader will gain an understanding of how family stories and story telling are related to acquisition of language, regulation of affect, attachment processes and socialization of children, development of identity in adolescents, cognitive functioning in older persons, and interactions between children, parents, and grandparents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format.

An adult read to 12 children from a regular paper book. Twenty-four children explored an electronic book similar in illustrations and story content (also called CD-ROM storybook, talking book, interactive book, or computer book). For half of this group the electronic book was available with and for half without restrictions concerning the games. Twelve control children were only pre- and posttested. After 6 sessions the examiner elicited an emergent reading of text and separate words to test to what extent children had internalized story meaning, phrasing, and features of written text. During the book-reading sessions children's attention to text and iconic modes differed as a function of book format and children's level of emergent literacy. The regular book format was more supportive of learning about story content and phrasing; both formats supported internalization of features of written words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Female perversions: The temptations of Emma Bovary.

Reviews the book, Female perversions: The temptations of Emma Bovary by Louise J. Kaplan (1991). Female perversions examines the subtle and surprising presence of perversion hidden within gender stereotypes and practices, both banal and dramatic. In this book, Louise Kaplan launches an ambitious project to reframe the analysis of perversion (more typically drawn on male experience) to encompass women's experiences, strategies, and inner lives. Even in normative readings of psychopathology, she finds a gender asymmetry. There is an elaborated discourse in psychoanalytic theory on male perversion and comparatively an absence in the reading of female perversion. Kaplan fills this gap in the psychoanalytic story with a disruptive and trenchant set of ideas. Kaplan develops her argument through literary sources--particularly in a fascinating reading of Flaubert's Madame Bovary and through a multidisciplinary method of critical theory, psychoanalytic reading, and a kind of ideology critique. The first task Kaplan undertakes is to identify and examine perversion as a phenomenon in psychic life. The second half of the book is devoted to a wide-ranging examination of instances of female perverse activity. Kaplan has done that rare thing--to write a book for a general audience of intelligent readers that can also interest the more narrow technical audience of psychoanalysts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aristotle vindicated.

Reviews the book, Behavior and mind: The roots of modern psychology by Howard Rachlin (see record 1993-99016-000). There is an important story about causality in psychology that needs to be told. It is a story which was once well told and widely understood during the Hellenic era, but a number of influential forces in our culture have conspired since then to sweep this story into a dark corner of our intellectual warehouse. In recent centuries, this story has been retrieved from its corner only rarely, and then it has been interpreted in a manner both unnatural to its originators and uncongenial to modern scientists. Authentic reconstructions of this story regarding causes and their effects began to re-emerge in the second half of the twentieth century among biologists and physicists, but it is still rarely heard in psychology. Rachlin's new book, however, tells this story as one of the central themes of the narrative. For this, if for no other reason, this is a book that should be read and carefully considered by all psychologists. The story alluded to is generally called "teleology," and it received its first full treatment by Aristotle in the fourth century before the Christian era. Rachlin delineates these origins, traces them carefully to the present day and develops a persuasive argument for the value and significance of this story for any complete psychological science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Portrait and story: Dramaturgical approaches to the study of persons.

Reviews the book, Portrait and story: Dramaturgical approaches to the study of persons by Larry Cochran (1986). In the title of one of his well-known papers on personology, Gordon Allport raised the difficult but fundamental question, "What units shall we employ?" In this book Larry Cochran, a self-defined follower of Allport further inspired by the "dramaturgical" methods of literary critic Kenneth Burke, suggests the interesting answer of using the story as a basic unit in the psychological analysis of human lives. A story begins with an individual's perception of some deficiency or problem in life, continues with efforts to resolve it, and concludes with some sort of definitive outcome. Stylistically, the book is often difficult to read, showing signs of hurried writing and/or insufficient copy editing. More substantive limitations occur because the book, although addressed to psychologists, proposes almost exclusively aesthetic criteria for assessing personalities and life histories. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of A History of Western Psychology.

Reviews the book, A History of Western Psychology by David Murray (No Year Specified). According to Marshall, this book is intended as a text for a full-year course on history, systems, and twentieth century developments in psychology. The 400-page book covers psychological ideas "from Plato through NATO," and it does so briskly. Two chapters are devoted to ancient and medieval ideas, two to subsequent events until the nineteenth century, and four to nineteenth century developments; Gestalt, behaviourism, and psychoanalysis are given separate chapters; and two terminal chapters are devoted, respectively, to new directions until 1940 and eclectic psychological developments up to 1980. There are two salient features which distinguish the book in addition to its attention to both ancient and contemporary psychology. The first is that, throughout, it relies strongly on an interpretation and presentation of primary sources rather than on a gathering of already published compendia. Another example is Murray's treatment of Spencer, Lewes, Carpenter, Lubbock, and Romanes. Murray's work and frequent quotations from original sources leave the reader with the lively sense of being in touch with the original authors' intents and styles. A shortcoming which stems from this same insistence on original interpretation of primary sources is that the reader sometimes does not benefit from the work of other recent and more detailed scholarly interpretations. The second salient feature of the textbook is that it is unabashedly internalistic. It refers only superficially to the contextual features of the intellectual and sociopolitical cultures which, variously, fostered or retarded psychology, first when it existed only as a bundle of ideas, then later when it emerged as a disciplinary institution. There are no references to historical methodology, and this illustrates the fact that Murray's book is just not methodologically self-conscious at all. Without apology, Murray is interested in showing the succession of psychological ideas, with little concern for explaining how they happened that way. However, Marshall notes that this book also provides some excellent learning and memory aids for students untutored in history and, perhaps, uninterested in history for its own sake. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychoanalytic treatment: An intersubjective approach.

Reviews the book, Psychoanalytic treatment: An intersubjective approach by Robert D. Stolorow, Bernard Brandchaft, and George E. Atwood (see record 1987-98240-000). This is an extremely interesting and well-argued book that, with its carefully chosen clinical cases, appears to demonstrate the value of the intersubjective approach and the integrative power of Kohut's ideas. However, in doing so it raises some fundamental issues in the study and understanding of psychoanalysis both as a theory and as a therapy, and it is these that the reviewer wants to examine in this review. These issues concern the relation of hermeneutics, science, and the scientific method to the practice, theory, and understanding of psychoanalysis. The reviewer argues that Stolorow and colleagues fail to present a hermeneutic case because psychoanalytic therapy goes beyond such confines, and they certainly make no scientific case for their claims. Their books falls uneasily between science and hermeneutics. Nevertheless, if we apply hermeneutic criteria to their case studies as they would wish, the reviewer thinks it is fair to say that they tell a convincing story and one that suggests that the intersubjective approach is, indeed, a useful one meriting considerable further study. What is needed is something that is truly difficult, to develop a scientific approach to a subjective world. If this could be done, then real progress could be made in the development of psychoanalytic ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of homework assignments in psychotherapy: Research, practice, and prevention.

Reviews the book, Handbook of homework assignments in psychotherapy: Research, practice, and prevention edited by Nikolaos Kazantzis and Luciano L'Abate (see record 2006-11928-000). Reading this book title quickly one might think that this is a book of practical homework ideas, worksheets, and resources for clinicians. Reading it again more carefully, one discerns that it is more than that. What the editors have planned for the reader is a complete discussion of how therapy and personal change is supported by between-session activities in which the client engages. The book operationally defines "homework" in various kinds of therapy, the role that it plays in the change process, and presents research related to those important between-session tasks. Given this breadth, it is not surprising that the book is aimed at practitioners and researchers with all ranges of experience. The book is organised into four parts to help the reader with this diverse material. Part 1 reviews the concept and implementation of homework across nine well-known modalities (behavioural, client-centered, cognitive, emotion-focussed, interpersonal, psychodynamic, acceptance and commitment, brief strategic family, and personal construct therapies). Parts 2 and 3 of the book focus more on specific populations and disorders, including older adults, couples, and families. The final section of the book contains three "future" oriented chapters in distinct areas: research, practise, and prevention. Readers looking for an "academic" perspective on homework, a comparison of different approaches to between-session work, and inspiration in working with different populations will find a great deal here. The book may be less useful as quick reference on homework ideas for a client who is coming in to a session later today. It really does represent a "first to market" work that will be foundational for others interested in the theory and practise of psychotherapy homework, and certainly makes a very unique contribution. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Influence of the medium on children's story apprehension.

Compared children's apprehensions of an unfamiliar story either read to them from an illustrated book or presented as a comparable televised film. 24 younger and 24 older children (mean ages 7.6 and 9.6 yrs, respectively) were randomly assigned to one medium condition and individually presented the story. Response measures examined recall of story content as well as inferences about characters and events. Ss exposed to the televised story remembered more story actions, offered estimates of shorter elapsed time and distance traveled for carrying out a repeated story event, and relied more on visual content as the basis for inferences. In comparison, Ss who were read the story in picture book form recalled more story vocabulary, based their inferences more on textual content, general knowledge, and personal experience, and made more use of the storytelling situation as an opportunity to ask questions and make comments about the story. To the extent that children have repeated experience with specific media, such differential medium effects on apprehension suggest important implications for children's cognitive development. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The disorder of things: Metaphysical foundations of the disunity of science.

Reviews the book, The disorder of things: Metaphysical foundations of the disunity of science by John Dupré (1993). The book is carefully woven around two central and interrelated theses. First is the denial that "science constitutes, or could ever come to constitute, a single, unified project," and the second is an "assertion of the extreme diversity of the contents of the world." Ultimately, Dupré wishes to contend that the second of his theses "shows the inevitability of the first." Overall, Dupré seeks to refute "one particularly notorious founding metaphor of modern science, the idea that the universe should be considered as a gigantic machine." In order to accomplish such a daunting task, he engages the reader in a lengthy and critical examination of three of the philosophical theses most closely associated with the mechanistic metaphor: Essentialism, Reductionism, and Determinism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Women in families: A framework for family therapy.

Reviews the book, Women in families: A framework for family therapy edited by Monica McGoldrick, Carol M. Anderson, and Froma Walsh (1989). The editors state that this book grew out of the need of women doing family therapy to network and to develop visible women mentors and role models not overshadowed by the men in their lives. This book does try to cover too much ground in a single edited volume; the first two sections, by themselves, focused new themes in the theory and practice of family therapy. However, this is a new contribution to the field, a book that tells us how to bring gender into teaching and practice, and which ideas should be included. This book is recommended for practicing family therapists and students in family therapy training programs. It should be required reading for any professional planning to do family therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What's in a name? Many fascinating things.

Reviews the book, Names for Things: A Study of Human Learning by John Macnamara (1982). The reviewer commends Macnamara for writing a convincing book that undermines most of the popular psychological and philosophical approaches to meaning, reference, language learning and cognitive development. The major subject matter of this book is how children learn the names for things. Macnamara dismisses the view that children are unable to arrange related ideas into adult-like hierarchical orders, as Piaget claims. The reviewer feels the weakest part of the book is the author's chapter on the definition of "meaning", but does admit to having a much richer concept of what meaning is not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Memory in mind and culture.

Reviews the book, Memory in mind and culture edited by Pascal Boyer and James V. Wertsch (see record 2010-05180-000). This book rides the waves of two recent trends: interdisciplinarity and the effect of mind on culture. First, its psychologist and anthropologist editors deliberately chose an interdisciplinary panel of experts on memory, inviting highly respected psychologists, anthropologists, and historians to review cutting-edge memory research in their area of expertise. For psychologists, the resulting collection not only provides readable reviews of current psychology research in memory but also introduces concepts and issues from other disciplines that may open new avenues for research. Second, the book emphasizes the coconstitution of mind and culture, especially seeking evidence for how our minds structure culture. This unusual perspective is especially well developed in the last chapters of the book (Boyer; Rubin) but shows its influence throughout the book, with some authors exploring new ideas about how basic research on memory processes can connect to the study of culture. In summary, this book provides excellent reviews of up-to-date memory research in psychology—from brain structures to blogs—and also innovatively connects this research to larger questions about human culture. Though the coverage of eminent cognitive psychologists is admirable, I wish the book had included some of the new work by cultural and evolutionary psychologists on the topic. Nevertheless, the book advances the field in important ways, pointing the way to new research and theories. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Group genius: The creative power of collaboration.

Reviews the book, Group genius: The creative power of collaboration by K. Sawyer (2007). This book is written for a popular audience. It takes several themes from the author's past work on the sociocultural approach to creativity, particularly his research on improvisation and his book Explaining creativity, and develops them into an innovative analysis of improvisation and collaboration. The message of this book is that creative ideas emerge from collaborative webs, not from the minds of lone creators. Sawyer proposes that creative teams and organizations have moved beyond conventional notions of innovation--isolated Research and Development departments, for example--and instead harness collaborative webs. These webs include obvious ones, such as collaboration within the organization, as well as surprising ones, such as collaboration with consumers and with competitors. Researchers in the psychology of creativity will find a lot of food for thought in this book. The reviewer notes, however, that little attention is given to individual differences. This omission will madden many researchers. Researchers will also find a nascent integration of the sociocultural approach and the cognitive approach. Criticisms aside, he suggests that Keith Sawyer is one of psychology's finest writers: his books have a graceful tone and an understated erudition. The distinction between content and form is specious--writing unifies "what" and "how"--but creativity researchers will get as much out of this book's "how" as its "what". (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of From soul to mind: The emergence of psychology, from Erasmus Darwin to William James.

Reviews the book, From soul to mind: The emergence of psychology, from Erasmus Darwin to William James by Edward S. Reed (see record 1997-08483-000). Seeking to tell "a new story about the development of psychology," this lively and well-written history of psychology begins with the "realization that we do not actually know what constituted psychology in the eighteenth and nineteenth centuries" (p. x). Reed argues that because most historians of psychology devote the bulk of their attention to the work of theorists rather than experimentalists, seldom examined the history and origins of ideas concerning what should and should not be counted as psychology, and pretty much refused to discuss ideas that were later proven to be mistaken, they have produced an overly narrow and fable-like picture of the early history of the discipline. In an attempt to remedy this on-going error in the historiography of psychology, Dr. Reed urges us to examine the historical, literary, and cultural context of the eighteenth and nineteenth centuries that gave birth to the development of the career of "being a psychologist." (PsycINFO Database Record (c) 2010 APA, all rights reserved)