SOME THOUGHTS ABOUT THE REQUIREMENTS FOR REVIEWING BOOKS

Abstract: The quality of peer‐reviewed journals is vulnerable to the absence of declared standards for book reviews. Reviewers should agree to several simple rules before undertaking to review books and while writing them. Sensitivity to an author's aims is one requirement; familiarity with an author's previous and relevant publications is another. Critical judgment is always appropriate, but it can be set apart from an account of the ideas reviewed.     

Less is More: How manipulative features affect children's learning from picture books

Picture books are ubiquitous in young children's lives and are assumed to support children's acquisition of information about the world. Given their importance, relatively little research has directly examined children's learning from picture books. We report two studies examining children's acquisition of labels and facts from picture books that vary on two dimensions: iconicity of the pictures and presence of manipulative features (or "pop-ups"). In Study 1, 20-month-old children generalized novel labels less well when taught from a book with manipulative features than from standard picture books without such elements. In Study 2, 30- and 36-month-old children learned fewer facts when taught from a manipulative picture book with drawings than from a standard picture book with realistic images and no manipulative features. The results of the two studies indicate that children's learning from picture books is facilitated by realistic illustrations, but impeded by manipulative features.     

An Investigation of Teachers’ Growing Understandings of the Picture Book Format

This study investigated the impact of a graduate course that focused on picture books on teachers’ understandings of the picture book format and the ways in which these understandings influenced their self-reports of picture book use in the classroom. Findings of this qualitative investigation revealed that immersion in and analysis of the picture book format resulted in important changes in teachers’ understandings of and literary stance toward picture books. In addition, teachers reported changes in their instructional practices which, in turn, led to reported changes in their students’ construction of meaning as they interacted with picture books.     

Do objects of different weight fall at the same time? Updating naive beliefs about free-falling objects from fictional and informational books in young children

This study examined whether children 4- and 5-years-old (N = 156) can revise a physical science misconception from different types of picture books. A realistic fiction book and informational book with identical images matched in word count and reading difficulty level were compared to a control book about plants. In the pretest and posttest, children were asked to make predictions about pairs of objects that either had the same or different weight. The pretest scores showed that many children began with the misconception that heavier objects fall faster than lighter objects. Posttest scores revealed that children revised this misconception after reading the realistic fiction and informational picture books but not after reading the control book. These findings provide evidence that children as young as age 4 can acquire physical science knowledge from picture books and that both realistic fiction and informational books can be used effectively to expose children to science concepts.     

The growing field of nonverbal behaviour: A review of twelve books on nonverbal behaviour and nonverbal communication

This book review covers two monographs and ten edited books, mostly psychological in orientation and centered on current research questions about nonverbal behaviour or nonverbal communication. The edited books comprised 213 contributors. In each case, the reader is informed about the origin of the book, its main emphasis, the kind of topics covered, the nature of the material presented (whether theoretical discussions, reviews of research, research reports…), its general interest, and the type of readers who would mostly benefit of it. The material has been organized into five classes: Books of readings, introductory books, books on methods, specific dimensions, and specific topics.     

Shared-Reading Volume in Early Childhood Special Education Classrooms

This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the volume of book reading taking place and the types of books read. On average, ECSE teachers report reading less than one book per day and for less than seven minutes per day and ECSE teachers utilize far more narrative books than any other genre. Implications and future research directions are discussed.     

Religion and the Human Rights Idea

Three recent books focus, in different ways, on the idea of human rights and its relation to religion and religious ethics. All three books discussed here address criticisms of the human rights idea and seek to establish the relationship of religion and human rights with regard to the field of policy. The present discussion begins with an overview that places these three books in the larger context of the development of the human rights idea and its historical relationship with religion. It then turns to Little's book, next to the collection of essays edited by Twiss, Simion, and Petersen, which is described internally as a Festschrift for Little, and then to Hogan's book, and in the final section it explores comparisons among the books.     

A COGNITIVE ANTHROPOLOGICAL PERSPECTIVE ON FIRST-GRADERS' CLASSIFICATIONS OF PICTURE

From the theoretical framework of cognitive anthropology based on the work of Charles Frake, this study explored children's classification systems underlying their interactions with illustrated picture storybooks in a classroom context. As a classroom participant-observer, the researcher carried out a classification task where children in a culturally diverse first-grade classroom sorted 15 picture books into piles of books having similar characteristics. It was found that the children classified books by topic, genre, author, culture, emotional response, and physical property of the book. The children's responses were placed in the context of the classroom setting. Some aspects of the children's classification systems were found to be similar to the teacher's way of categorizing books in the classroom library and also her way of classifying books in a book sorting activity.     

Parent–Child Joint Reading in Traditional and Electronic Formats

There is little question that parent–child joint reading is related to a number of positive childhood outcomes, such as vocabulary acquisition and school success. With the growth of tablet computers, parents are now able to read to their children using different platforms. This study used a repeated-measures design with parents and their preschool-aged children to test the difference between reading interactions and child comprehension on two platforms: traditional books and electronic iPad books. Results indicated that in the electronic reading condition, parents used more talk about the book format and environment than in the traditional book condition, where they used more evaluative comments about content. Children comprehended significantly more in the traditional book condition than in the electronic book condition. Additional analyses suggested that this finding was related to the increase in distraction talk by parents in the electronic book condition. Results suggest that it is important to consider the specific content of parent–child reading interactions and the increased cognitive load these interactions can place on children, as parent questions about the book format and the environment were related to decreases in child comprehension.     

Humor, abstraction, and disbelief

We investigated humor as a context for learning about abstraction and disbelief. More specifically, we investigated how parents support humor understanding during book sharing with their toddlers. In Study 1, a corpus analysis revealed that in books aimed at 1-to 2-year-olds, humor is found more often than other forms of doing the wrong thing including mistakes, pretense, lying, false beliefs, and metaphors. In Study 2, 20 parents read a book containing humorous and non-humorous pages to their 19-to 26-month-olds. Parents used a significantly higher percentage of high abstraction extra-textual utterances (ETUs) when reading the humorous pages. In Study 3, 41 parents read either a humorous or non-humorous book to their 18-to 24-month-olds. Parents reading the humorous book made significantly more ETUs coded for a specific form of high abstraction: those encouraging disbelief of prior utterances. Sharing humorous books thus increases toddlers' exposure to high abstraction and belief-based language.     

Day residue and screen memory in Freud's dream of the botanical monograph

Freud's theory of dream construction allowed the censorship to intervene only when a repressed infantile wish emerged from the unconscious. In his (1899) paper on screen memories, however, he proposed a mechanism for the defensive displacement of current events as they are sorted for introduction into permanent memory. I suggest that Freud was actually describing the conflictual process through which the day residue of the dream is formed. Day residue and screen memory are closely related as elements of the dreamer's present and past experience displaced from his more central instinctual concerns. Freud's dream of the botanical monograph clearly illustrates this relation. Substituted day residues were matched in the dream with relatively innocuous memories of past events of similar cognitive and affective significance. By retracing the substitutions, one can see how a current conflict over Fliess's role in the writing of the dream book recapitulated a series of Freud's earlier conflicts concerning his father and the power of books.     

First face hatred

The book of Joshua is the most violent book in the Bible. And it is different from all of the other books in that it has no poetry in it. And that is the lesson do not make poetry out of violence, out of bloodshed Elie Wiesel, The Anatomy of Hatred     

Bridging the Marketing Gap: A Review of How to Think Like a Behavior Analyst: Understanding the Science That Can Change Your Life by Jon Bailey and Mary Burch

The field of applied behavior analysis has suffered from a relative dearth of user-friendly books appropriate to a lay audience. Bailey and Burch''s book fills this niche with a work that is both entertaining and informative. The book is reviewed in terms of the strengths and limitations of its content, as well as in the context of the importance of effective marketing of behavior analysis.     

Character Traits Depicted in Newbery Medal Books from the 1920s Through the 2000s

Readers readily identify with characters in literature; therefore, educators must be acutely aware of the overt and underlying messages conveyed in Newbery Medal books. In this quantitative content analysis with a qualitative component, the researchers employed nonparametric measurements to examine Newbery Medal books from the 1920s to the 2000s to quantify the frequency of positive Biblical and negative opposite character traits exhibited through the thoughts and actions of characters in Newbery Medal books as well as the emergent moral themes of each book. A new system of classification for Newbery Medal books has been proposed to provide the American Library Association with an alternative method by which Newbery Medal books categorized.     

One-at-a-time versus grouped presentation of mug book pictures: some surprising results.

Eyewitnesses to a simulated crime attempted to identify the perpetrator from a computerized mug book. The 208 mug book pictures were presented either 1 mug shot per page or in groups of 12 mug shots per page. Half of the mug books were arranged by similarity to the perpetrator as determined by a facial recognition algorithm, and half were randomly arranged. In contrast to past findings with photospreads, false-positive identifications were significantly higher using the one-at-a-time procedure than the grouped procedure. Results suggest that the best practice for mug books may be the use of groups of pictures per page rather than the one-at-a-time procedure long advocated by experts for use in lineups and photospreads.     

Can QOL Researchers Learn Anything “Scientifically” Meaningful from Popular Cultural Icons Who Speak on Happiness and Well-Being?

This is review of two books written by “gurus” who address the topic of happiness and well-being from a spiritual perspective. One book is Matthieu Ricard’s Happiness: A Guide to Developing Life’s Most Important Skill (published by Little, Brown and Company, 2003). The other book is Eckhart Tolle’s A New Earth: Awakening to Your Life’s Purpose (published by A Plume Book, 2005). The books are thought provoking and interesting reading for the layperson. From a scientific perspective, they should not be treated with any credibility. They advocate an image of the human condition and well-being that is not based on a good and scientific understanding of human nature.     

What Experiences Do Expository Books on Recommended Book Lists Offer to K–2 Students?

Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001–2002 and 2011–2012. The current study explored instructional possibilities these expository books afford. More recent books have more content, academic vocabulary, and supplementary information. However, many earlier and recent books lack text features such as page numbers, tables of contents, glossaries, and indexes. Teachers will need to supplement these books with other texts to provide experiences enabling proficiency with exposition.     

Violent Comic Books and Perceptions of Ambiguous Provocation Situations

This study investigated the effects of reading very violent versus mildly violent comic books on the interpretation of ambiguous provocation situations, independent of trait hostility. 119 introductory psychology students read either a violent comic book, Curse of the Spawn, or a mildly violent comic book, Archie & Friends. After reading the comic books, participants read six short stories in which a child caused a negative event to happen to another child, but the intent of the peer causing this negative event was ambiguous. After each story, participants were asked a series of questions about the harmdoer's intent, potential retaliation toward the harm-doer, and about the harmdoer's emotional state. Responses were coded in terms of amount of negative and violent content. Results indicate that those male participants reading the violent comic books responded more negatively on the ambiguous provocation story questions than male participants reading the mildly violent comic books. For females, responding was primarily governed by trait hostility. These data suggest that hostile attributional bias may be influenced by gender, trait hostility, and exposure to violent media.     

Catching ghosts

There are few psychoanalytically informed, first-person commentaries on the creative process of writing fiction. In this paper, the author, a psychoanalyst with a parallel career as a children's book writer, explores his associations, autobiographical details, and related theoretical constructs as they relate to the writing of one of his published picture book texts. Lastly, he questions whether a piece of fiction not only illustrates the writer's current and past history, but also points to the writer's future psychological potentialities.