- Email: [email protected]
Psychologists: Volume two
142
BOOK REVIEWS KRAWIEC, T. S. (EDS.) Psychologists: Volume Two. New York: Oxford University Press, 1974. viii + 532 Pp. $10.95 (Paper $6.95).
Continuing in the tradition of Volume One, eleven distinguished psychologists write about themselves and their work. While each autobiographical account reflects the author's personal style and intellectual concerns-making for a refreshing diversity of reading with much "human i n t e r e s t " - t h e overall content is technically more informative than that of the first volume and this is probably a good thing! The contributors, each complete with photograph and list of publications, are: Ansbacher, Brozek, Cattell, McV. Hunt, Jensen, H. Kendler, Leeper. Gardner Murphy, Osgood, Pfaffmann and V i t e l e s - w i t h nary a female among them, it might be noted! Once again, a Biographical Index is appended, with thumbnail sketches of key individuals cited in the main section.
SAGHIR, MARCEL T., & ROBINS, ELI. Male and Female Homosexuality: A Comprehensive Investigation. Baltimore: Williams & Wilkins, 1973, ix + 341 Pp. 717. Essentially, this is a competent and thorough interview-based study of some 146 homosexual men and women and a matched group of 131 heterosexual individuals, primarily single and urbanly located. Most important is their conclusion that homosexuality is not necessarily to be equated with pathology. With the exception of the finding that homosexual women in their sample manifested a greater degree of alcohol intake than did any other group, the patterns and extents of psychopathology in the homosexual and heterosexual groups were very similar. Another striking finding was that homosexuality in men and homosexuality in women is quite different: the two situations can not be treated in similar fashion. While the authors stress the importance of a biosocial approach, their actual research contribution is limited and what they do offer lacks research rigor. On the positive side, the book represents a significant advance in an area characterized by experimental neglect on the one hand, and prejudice, stereotyped-thinking and clinical impression, on the other. Saghir and Robins base their conclusions upon data.
MARTIN, REED. & LAURIDSEN, DAVID. Developing Student Discipline and Motivation: A Series for Teacher In-Service Training. Champaign, IL: Research Press, 1974, vi × 68 Pp. $3.00. This book addresses itself to the systematic use of (mainly) positive reinforcers for improving the behavior of the difficult child in the classroom rather than the more customary use of threats, corporal punishment, medication or exclusion. The material presented requires no previous knowledge of psychology and the format is that of the workshop. Ideally, each unit should be read and worked on in the classroom for a week. Then, stimulated by the task-oriented questions posed in the unit under study and the critical issues raised in the Appendix, the teachers should meet as a group to discuss and exchange ideas. Hopefully, by the end of Unit 7, the teachers will have learned to apply effectively a variety of basic procedures for analysing and changing deviant classroom behavior. Unit 8 offers a checklist which can be used for review purposes. /-/USTON, TED L. (ED.). Foundations of" Interpersonal Attraction. New York: Academic Press, 1974, xvi + 422 Pp. $16.50 (£7.90). This is a comprehensive source book that provides undergraduate and graduate students in psychology and related disciplines with a critical review of the multifaceted components
BOOK REVIEWS KRAWIEC, T. S. (EDS.) Psychologists: Volume Two. New York: Oxford University Press, 1974. viii + 532 Pp. $10.95 (Paper $6.95).
Continuing in the tradition of Volume One, eleven distinguished psychologists write about themselves and their work. While each autobiographical account reflects the author's personal style and intellectual concerns-making for a refreshing diversity of reading with much "human i n t e r e s t " - t h e overall content is technically more informative than that of the first volume and this is probably a good thing! The contributors, each complete with photograph and list of publications, are: Ansbacher, Brozek, Cattell, McV. Hunt, Jensen, H. Kendler, Leeper. Gardner Murphy, Osgood, Pfaffmann and V i t e l e s - w i t h nary a female among them, it might be noted! Once again, a Biographical Index is appended, with thumbnail sketches of key individuals cited in the main section.
SAGHIR, MARCEL T., & ROBINS, ELI. Male and Female Homosexuality: A Comprehensive Investigation. Baltimore: Williams & Wilkins, 1973, ix + 341 Pp. 717. Essentially, this is a competent and thorough interview-based study of some 146 homosexual men and women and a matched group of 131 heterosexual individuals, primarily single and urbanly located. Most important is their conclusion that homosexuality is not necessarily to be equated with pathology. With the exception of the finding that homosexual women in their sample manifested a greater degree of alcohol intake than did any other group, the patterns and extents of psychopathology in the homosexual and heterosexual groups were very similar. Another striking finding was that homosexuality in men and homosexuality in women is quite different: the two situations can not be treated in similar fashion. While the authors stress the importance of a biosocial approach, their actual research contribution is limited and what they do offer lacks research rigor. On the positive side, the book represents a significant advance in an area characterized by experimental neglect on the one hand, and prejudice, stereotyped-thinking and clinical impression, on the other. Saghir and Robins base their conclusions upon data.
MARTIN, REED. & LAURIDSEN, DAVID. Developing Student Discipline and Motivation: A Series for Teacher In-Service Training. Champaign, IL: Research Press, 1974, vi × 68 Pp. $3.00. This book addresses itself to the systematic use of (mainly) positive reinforcers for improving the behavior of the difficult child in the classroom rather than the more customary use of threats, corporal punishment, medication or exclusion. The material presented requires no previous knowledge of psychology and the format is that of the workshop. Ideally, each unit should be read and worked on in the classroom for a week. Then, stimulated by the task-oriented questions posed in the unit under study and the critical issues raised in the Appendix, the teachers should meet as a group to discuss and exchange ideas. Hopefully, by the end of Unit 7, the teachers will have learned to apply effectively a variety of basic procedures for analysing and changing deviant classroom behavior. Unit 8 offers a checklist which can be used for review purposes. /-/USTON, TED L. (ED.). Foundations of" Interpersonal Attraction. New York: Academic Press, 1974, xvi + 422 Pp. $16.50 (£7.90). This is a comprehensive source book that provides undergraduate and graduate students in psychology and related disciplines with a critical review of the multifaceted components