Book Reviews

Book reviewed in this article: Handbook of Clinical Psychobiology and Pathology . Sanford I. Cohen and Robert N. Ross. N.Y. Hemisphere Images of Illness . Linda L. Viney. Malabar, Florida. Robert E. Kreiger Organisational Behaviour: The Australian Context . Russell Lansbury and Robert Spillane. Youth, Transition and Social Research . D.S. Anderson and C. Blakers. Motivation, Career Striving and Aging . Joel Raynor and Elliot Entin. Educational Policy and Management: Sex Differentials . Patricia A. Schmuck, W.W. Charters and Richard O. Carlson (Eds.). Sex Education in the Eighties . Lorna Brown (Ed.). Children's Sexual Thinking . Ronald and Juliette Goldman. Routledge & Kegan Paul. Birth Order: Its Influence on Personality . Cécile Ernst and Jules Angst. Measuring Emotions in Infants and Children . Carroll E. Izard (Ed.). Three Further Clinical Faces of Childhood . E.J. Anthony and D.C. Gilpin (Eds.). Television and the Socialization of the Minority Child . Gordon L. Berry and Claudia Mitchell-Kernan (Eds.). Strangers in the World . Leo Eitinger and David Schwarz (Eds.). Group Psychotherapy: A Peer Focused Approach . Richard A. Hogan. Models of Influence in Psychotherapy . Patrick Pentony. New York. Psychotherapy, Insight and Style . Len Bergantino. Understanding the Mid-Life Crisis . Peter O'Connor. Melbourne. Present and Past in Middle Life . Dorothy Eichorn and John Clausen (Eds.). Confusion, Prevention and Care . Mary O. Wolanin and Linda R.F. Phillips. Adjustment: The Development and Organization of Human Behavior . R. Douglas Whitman. Anger and Aggression . James R. Averill.     

Book Reviews

Book reviewed in this article: Influencing Human Interaction by Norman Kagan. Successful Programs and Practices for Counseling the College-Bound Student by A. Martin Bloom. Family Therapy: A Triadic-Based Approach by Gerald H. Zuk. Perspective and Challenge in College Personnel Work by James F. Penney. Organization and Administration of Guidance Services by T. Antoinette Ryan and Franklin R. Zeran. The People Dynamic: Changing Self and Society through Growth Groups by H. J. Clinebell, Jr. Clinical Assessment in Counseling and Psychotherapy edited by Robert Henley Woody and Jane Divita Woody. Youth: Search for Meaning by Edward A. Dreyfus. Goals and Behavior in Psychotherapy and Counseling edited by Jack T. Huber and Howard L. Millman. The Counseling Process by Daniel J. Delaney and Sheldon Eisenberg. Career Education: Perspective and Promise edited by Keith Goldhammer and Robert E. Taylor. The Colleges and the Courts: The Developing Law of the Student and the College by M. M. Chambers. Group Leadership: A Manual for Group Counseling Leaders by Marlyn M. Bates and Clarence D. Johnson. Youth: Critical Issues by Marvin Powell. Reaching Out: Interpersonal Effectiveness and Self-Actualization by David W. Johnson.     

Book Review Section

Book reviewed in this article: Corynne McSherry. Who Owns Academic Work? Battling for Control of Intellectual Property. Dick Grote. The Performance Appraisal Question and Answer Book: A Survival Guide for Managers. DeAnne Rosenberg. Hiring the Best Person for Every Job: Facilitator's Guide, and Hiring the Best Person for Every Job: Participant Workbook. Barrie Gunter and Adrian Furnham. Assessing Business Potential: A Biodata Approach. Robert Hogan and Robert Smither. Personality: Theories and Applications. J.R. Hackman. Leading Teams: Setting the Stage for Great Performances. Frank LaFasto and Carl Larson. When Teams Work Best: 6,000 Team Members and Leaders Tell What it Takes to Succeed. P. Christopher Earley and Cristina B. Gibson. Multinational Work Teams. Mark Allen (Editor). The Corporate University Handbook: Designing, Managing, and Growing a Successful Program. William J. Rothwell. The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies. W. Warner Burke. Organization Change: Theory and Practice. Peter Reason and Hilary Bradbury (Editors). Handbook of Action Research: Participative Inquiry and Practice. Charles Ransom Schwenk. Identity, Learning, and Decision Making in Changing Organizations. A. Bar‐Haim. Participation Programs in Work Organizations: Past, Present, and Scenarios for the Future. Peter Herriot. The Employment Relationship: A Psychological Perspective. A.D. Amar. Managing Knowledge Workers: Unleashing Innovation and Productivity. Kenneth Cloke and Joan Goldsmith. The End of Management and the Rise of Organizational Democracy. Rob Lebow and Randy Spitzer. Accountability: Freedom and Responsibility Without Control. E. Appelbaum, T. Bailey, P. Berg, A. L. Kalleberg. Manufacturing Advantage: Why High‐Performance Work Systems Pay Off. The Emirates Center for Strategic Studies and Research. Leadership and Management in the Information Age. Theresa K. Lant and Zur Shapira (Editors). Organizational Cognition: Computation and Interpretation. Stephen G. Post, Lynn G. Underwood, Jeffrey P. Schloss, and William B. Hurlbut (Editors). Neal M. Ashkanasy, Wilfred J. Zerbe, and Charmine E.J. Hartel (Editors). Managing Emotions in the Workplace.     

Expectations and perceptions at school transitions: The role of peer status and aggression

This study integrated research on aggression, peer status, and social and academic functioning across the middle- and high-school transitions. We examined how peer status and aggression are related to adolescents' expectations about their academic and social functioning in a new school system before the transition into that system, and their perceived academic and social functioning after the transition. Social preference, perceived popularity, overt and relational aggression, and social and academic expectations were assessed in Grades 5 and 8; identical peer status and aggression constructs and perceived social and academic functioning were assessed in Grades 6 and 9. Results indicated moderate correlations between adolescents' social and academic expectations and perceived functioning across both school transitions. Girls reported higher social and academic functioning than boys did in most cases. Perceived popularity was consistently positively associated with academic and social expectations for middle and high school, whereas social preference was associated with perceived social functioning in both middle school and high school. The link between aggression and outcome variables varied by age and was moderated by gender and peer status.     

Book Review Section

Book reviewed in this article: Susan T. Fiske, Daniel L. Schacter, and Carolyn Zahn‐Waxler (Editors). Annual Review of Psychology. Manuel London (Editor). How People Evaluate Others in Organizations. Louis Diamant and Jo Ann Lee (Editors). The Psychology of Sex, Gender, and Jobs: Issues and Solutions. Ronald Fry, Frank Barrett, Jane Seiling, and Diana Whitney (Editors) Appreciative Inquiry and Organizational Transformation: Reports from the Field. Terence L. Gargiulo. Making Stories: A Practical Guide for Organizational Leaders and Human Resource Specialists. Manuel London. Leadership Development: Paths to Self‐Insight and Professional Growth. Daniel Goleman, Richard Boyatzis, and Annie McKee. Primal Leadership: Realizing the Power of Emotional Intelligence. Louis Carter, David Giber, and Marshall Goldsmith (Editors). Best Practices in Organization Development and Change. Carol Beatty and Harvey Schachter. Employee Ownership: The New Source of Competitive Advantage. Margaret B. W. Graham and Alec T. Shuldiner. Corning and the Craft of Innovation. C. Fred Alford. Whistleblowers: Broken Lives and Organizational Power. Peter Koestenbaum and Peter Block. Freedom and Accountability at Work: Applying Philosophical Insight to the Real World. Reviewed by Anthony F. Buono, Professor of Management and Sociology, Bentley College, Waltham, MA. Jane Galloway Seiling. The Meaning and Role of Organizational Advocacy: Responsibility and Accountability in the Workplace. Daniel C. Kramer. Workplace Sabbaticals: Bonus or Entitlement? Andrew Mayo. The Human Value of the Enterprise: Valuing People as Assets–Monitoring, Measuring, Managing. Richard A. Swanson. Assessing the Financial Benefits of Human Resource Development. Tom W. Goad. Information Literacy and Workplace Performance. Lisa A. Burke (Editor). High‐Impact Training Solutions: Top Issues Troubling Trainers. John B. Kidd, Xue Li and Frank‐Jurgen Richter (Editors). Advances in Human Resource Management in Asia. Edmund Heery and Mike Noon. A Dictionary of Human Resource Management. Peter Warr (Editor). Psychology at Work (5th edition). Neil Anderson, Deniz S. Ones, Handan Kepir Sinangil, and Chockalingam Viswesvaran (Editors). Handbook of Industrial, Work, and Organizational Psychology. Biostat. Power and Precision: A Computer Program for Statistical Power Analysis and Confidence Intervals.     

Father-adolescent relationships and the role of genotype-environment correlation.

This study uses 2 samples of adolescents and parents--the child-based Nonshared Environment in Adolescent Development project (NEAD; D. Reiss, J. M. Neiderhiser, E. Hetherington, & R. Plomin, 2000; N = 395 families) and the parent-based Twin and Offspring Study in Sweden (TOSS; N = 909 twin family pairs)--to investigate passive and evocative genotype-environment correlation (rGE) on fathering. Both samples used the same measures of positivity, negativity, control, and monitoring. A previous report examining mothering found evidence for passive rGE for positivity and monitoring, and evocative rGE for negativity and control, although both types of rGE were suggested in many cases. The current report focuses on fathering. Father reports of positivity and control are influenced by evocative rGE, whereas father reports of negativity and monitoring are influenced by both passive and evocative rGE. Adolescent reports of father's positivity and negativity were influenced by both evocative and passive rGE, and control and monitoring by passive rGE. The most notable difference in findings for fathers and mothers is for positivity and the presence of rGE for father's control and monitoring. These findings and their implications are discussed.     

Social values priorities and orientation towards individualism and collectivism of Greek university students

The study aimed to explore the value priorities of Greek young adults and their orientation towards individualism and collectivism and to investigate for possible relationships between value types and individualism and collectivism. Greek undergraduate students (n = 484) completed the Social Values Survey, the Auckland’s Individualism and Collectivism Scale and a form of demographic information. Benevolence, self-direction and hedonism were found to be the most highly rated value types for both males and females. In the case of individualism and collectivism participants scored higher on collectivism. Males and science and technology students scored higher on value types regarding openness to change and self-enhancement. Females and social and humanities students scored higher on conservation and self-transcendence value types. Religiosity was associated to collectivism and to value types regarding conservation and self-transcendence. Regression analysis revealed a direct association between individualism and openness to change and self-enhancement. Collectivism was found to be associated with conservation and self-transcendence.     

The Simon effect and its reversal in three-choice Hedge and Marsh tasks: evidence for irrelevant stimulus-response compatibility and stimulus congruity

In 2-choice A. Hedge and N. W. A. Marsh (1975) tasks or S. Kornblum's (1992) Type-5 ensembles, irrelevant stimulus-response compatibility (SRC), logical recoding, display control arrangement correspondence (DCC), and stimulus congruity are confounded. By using 3 response alternatives and both compatible and incompatible stimulus-response mappings, irrelevant SRC was pitted against logical recoding and both of them were disentangled from DCC and stimulus congruity. By varying response labels on a trial-by-trial basis and using different stimuli and responses, DCC and stimulus congruity were decoupled. Results from 4 experiments showed that neither logical recoding nor DCC contributes to the Simon effect and its reversal. Irrelevant SRC and stimulus congruity are necessary but neither is sufficient to account for the Simon effect and its reversal. A connectionist model of compatibility incorporating both irrelevant SRC and stimulus congruity appears to account for the results.     

Book Reviews

Books reviewed:
Greenberg, Clement. Homemade Esthetics: Observations on Art and Taste .
Diderot, Denis. Diderot on Art—I: The Salon of 1765 and Notes on Painting .
Diderot, Denis. Diderot on Art—II: The Salon of 1767 .
Rosen, Charles. Romantic Poets, Critics, and Other Madmen .
Foster, Hal. The Return of the Real .
Wyss, Beat. Hegel's Art History and the Critique of Modernity .
Kemal, Salim, Ivan Gaskell, and Daniel W. Conway, eds. Nietzsche, Philosophy and the Arts .
Kostka, Alexandre, and Ivan Wohlfarth, eds. Nietzsche and "An Architecture of Our Minds."
Benezra, Neal, and Olga Viso, eds. Regarding Beauty: A View of the Late Twentieth Century .
Wartenberg, Thomas E. Unlikely Couples: Movie Romance as Social Criticism .
Bober, Phyllis Pray. Art, Culture and Cuisine: Ancient and Medieval Gastronomy .
Marra, Michele, ed. and trans. Modern Japanese Aesthetics: A Reader .
Mitias, Michael, ed. Architecture and Civilization .
Hill, Richard. Designs and Their Consequences .
Leach, Neil. The Anaesthetics of Architecture .
Byrne, Alex, and David R. Hilbert, eds. Readings on Color, Volume 1: The Philosophy of Color .
Byrne, Alex, and David R. Hilbert, eds. Readings on Color, Volume 2: The Science of Color .     

An automatic analysis method of utterance and pause lengths and frequencies

Automatic analysis of the lengths and frequencies of utterance and pauses is highly desirable in the study of large amounts of speech produced by pathologic speakers and of interactive speech such as that between mother and child, clinician and client, and teacher and student. This paper describes a microcomputer-based analysis method of utterance and pause lengths and frequencies in connected speech. The instrumentation consists of a rectifier-smoother circuit, an analog-to-digital convertor and an Apple microcomputer. The printouts list utterances and pauses (in milliseconds) in the order of occurrence, and means and standard deviations of the utterances and pauses. The program and the results of reliability and validity tests of this method are described.     

Negative bodily self in suicide attempters

In the present study we investigated the relationship between suicidal behavior and aspects of bodily perception and parental care. Measures of bodily perception included measures of tactile sensitivity, body attitudes, and body experiences. Measures of parental care included parental bonding, negative and positive touch, and early maltreatment. One hundred and two adolescents (suicidal and nonsuicidal inpatients, and a control group) participated in the study. It was hypothesized that suicidal adolescents would (1) have higher tactile sensation thresholds, and more negative body attitudes and experiences; and (2) report less parental care, lower positive and higher negative parental touch, and higher parental maltreatment. It was also hypothesized that bodily sensitivity would mediate the relationship between suicidal tendencies and perceived negative early care. These hypotheses were confirmed. The role of a negative bodily self in suicidal behavior is proposed and discussed.     

Advances in the conceptualization and measurement of religion and spirituality. Implications for physical and mental health research

Empirical studies have identified significant links between religion and spirituality and health. The reasons for these associations, however, are unclear. Typically, religion and spirituality have been measured by global indices (e.g., frequency of church attendance, self-rated religiousness and spirituality) that do not specify how or why religion and spirituality affect health. The authors highlight recent advances in the delineation of religion and spirituality concepts and measures theoretically and functionally connected to health. They also point to areas for areas for growth in religion and spirituality conceptualization and measurement. Through measures of religion and spirituality more conceptually related to physical and mental health (e.g., closeness to God, religious orientation and motivation, religious support, religious struggle), psychologists are discovering more about the distinctive contributions of religiousness and spirituality to health and well-being.     

Ethnic differences in mother-infant language and gestural communications are associated with specific skills in infants

We examined gestural and verbal interactions in 226 mother-infant pairs from Mexican, Dominican, and African American backgrounds when infants were 14 months and 2 years of age, and related these interactions to infants' emerging skills. At both ages, dyads were video-recorded as they shared a wordless number book, a wordless emotion book, and beads and string. We coded mothers' and infants' gestures and language/vocalizations. Each maternal utterance was coded as referential (e.g. 'That's a bead') or regulatory (e.g. 'Put it there'). Mothers reported on infants' gestural, receptive, and productive vocabularies at 14 months, and infants were assessed on receptive language, expressive language, and action sequencing and imitation at 2 years of age. Mothers of the three ethnicities differed in their gesturing, distributions of the two types of language, and coupling of language and gestures. Mothers' ethnicity, language, and gestures were differentially associated with infants' 2-year skills. Mother-infant communicative interactions are foundational to infant learning and development, and ethnic differences in modes of early communication portend divergent pathways in the development of specific skills.     

The reconstruction of reminiscence

The lifting of repression and of infantile amnesia was an original aim and goal of clinical psychoanalysis. Memory may be more or less reliable and authentic. However, it tends to be subjective, self-serving, and selective, and there are different memory modalities and systems. The recovery of repressed childhood memory has been largely subsumed under the analysis of unconscious conflict and fantasy. "Hysterics suffer mainly from reminiscences," and these reminiscences interweave with and contribute to reconstruction, which is intrinsic to psycho-analysis. Memory and reconstruction are subject to the influence of special interests, transference, and countertransference. Since open questions remain concerning preoedipal, and particularly preverbal, reconstruction, external confirmation may further both the analytic process and analytic research. The process of reconstruction integrates and transcends memory, facilitating personality reorganization.     

Examining a multidimensional model of student motivation and engagement using a construct validation approach

Background. This study seeks to examine a multidimensional model of student motivation and engagement using within‐ and between‐network construct validation approaches. Aims. The study tests the first‐ and higher‐order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement Scale – High School (MES‐HS; formerly the Student Motivation and Engagement Scale). Sample. The study draws upon data from 12,237 high school students from 38 Australian high schools. Methods. The hypothesized 11‐factor first‐order structure and the four‐factor higher‐order structure, their relationship with a set of between‐network measures (class participation, enjoyment of school, educational aspirations), factor invariance across gender and year‐level, and the effects of age and gender are examined using confirmatory factor analysis and structural equation modelling. Results. In terms of within‐network validity, (1) the data confirm that the 11‐factor and higher‐order factor models of motivation and engagement are good fitting and (2) multigroup tests showed invariance across gender and year levels. In terms of between‐network validity, (3) correlations with enjoyment of school, class participation and educational aspirations are in the hypothesized directions, and (4) girls reflect a more adaptive pattern of motivation and engagement, and year‐level findings broadly confirm hypotheses that middle high school students seem to reflect a less adaptive pattern of motivation and engagement. Conclusion. The first‐ and higher‐order structures hold direct implications for educational practice and directions for future motivation and engagement research.     

Book Review Section

Book reviewed in this article: Reuven Bar‐On and James D.A. Parker. The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School, and in the Workplace. Valerie I. Sessa and Jodi J. Taylor. Executive Selection: Strategies for Success. Charles A. O'Reilly III and Jeffrey Pfeffer. Hidden Value: How Great Companies Achieve Extraordinary Results with Ordinary People. Robert L. Heneman. Business‐Driven Compensation Policies. Peter Bamberger and Ilan Meshoulam. Human Resource Strategy: Formulation, Implementation, and Impact. Neal M. Ashkanasy, Charmine E. J. Hartel, and Wilfred J. Zerbe (Editors). Emotions in the Workplace: Research, Theory and Practice. Stephen Ackroyd and Paul Thompson. Organizational Misbehaviour. W. Bruce Walsh, Kenneth H. Craik, and Richard H. Price (Editors). Person‐Environment Psychology: New Directions and Perspectives. Denise M. Rousseau and René Schalk (Editors). Psychological Contracts in Employment: Cross‐National Perspectives. Neal M. Ashkanasy, Celeste P. M. Wilderom, and Mark F. Peterson (Editors). Handbook of Organizational Culture and Climate. Marlene E. Turner (Editor). Groups at Work: Theory and Research. Steven D. Jones and Don J. Schilling. Measuring Team Performance: A Step‐by‐Step Customizable Approach for Managers, Facilitators, and Team Leaders. Robert E. Cole and W. Richard Scott (Editors). The Quality Movement and Organizational Theory. Barbara Mackoff and Gary Wenet. The Inner Work of Leaders: Leadership as a Habit of Mind. Kenneth W. Thomas. Intrinsic Motivation at Work: Building Energy and Commitment. Stewart D. Friedman and Jeffrey Greenhaus. Work and Family–Allies or Enemies: What Happens When Business Professionals Confront Life Choices. Blake E. Ashforth. Role Transitions in Organizational Life: An Identity‐Based Perspective. Bonnie A. Nardi and Vicki L. O'Day. Information Ecologies: Using Technology with Heart.     

How intelligence and education contribute to substance use: Hints from the Minnesota Twin family study

In old and even middle age, there are associations between physical health and both intelligence and education. This may occur because intelligence and/or education exert effects on lifestyle choices that, in turn, affect later health. Substance use is one aspect of lifestyle choice in young adulthood that could play such a role. The effects of intelligence and/or education on substance use could be direct and environmental, or indirect due to the presence of confounding genetic and shared family influences. We used the Minnesota Twin Family Study to distinguish these effects in males and females at age 24. In contrast to prevailing expectations, there were moderately negative direct nonshared environmental effects of both IQ and education on both smoking and drinking in both males and females. That is, controlling for family background effects in the form of both genetic and shared environmental influences, both higher IQ and greater education were associated with greater alcohol and nicotine use. These effects were accounted for by alcohol and nicotine use at age 17. Our results suggest that genetic and family-culture variables confound the associations between intelligence and education and substance use in young adults, rendering them indirect. Further research is needed to understand the roles of IQ and education in alcohol and nicotine use and their relative impacts on physical health throughout the lifespan.     

BOOK REVIEWS

Book reviewed in this article: Theories of Counseling and Psychotherapy by C. H. Patterson. Beyond Counseling and Therapy by Robert R. Carkhuff and Bernard G. Berenson On Method: Toward a Reconstruction of Psychological Investigation by David Bakan Guidance Services by J. Anthony Humphreys, Arthur E. Traxler, and Robert D. North. Teachers and Testing by David A. Goslin. Executive Success: Stresses, Problems, and Adjustment by Eugene Emerson Jennings Teen-age Marriage and Divorce edited by Seymour M. Farber and Roger H. L. Wilson     

Dancing on the Razor’s Edge: How Top-Level Women Leaders Manage the Paradoxical Tensions between Agency and Communion

Research documents a heightened need for women leaders to be perceived as both agentic and communal and to deal with the incongruity between communal gender-role expectations and agentic leader-role expectations. However, paradoxical tensions exist between agency and communion because they are associated with distinct, and at times conflictual, cognition, behavior, and motivation. How women leaders manage these tensions remains under-explored. To address this gap in the literature, we conducted an inductive study based on interviews with 64 U.S. women executives from various industries. Drawing from a paradox lens, we first identified four pairs of apparently contradictory agentic and communal tendencies that are interwoven in women leaders’ narratives: demanding and caring, authoritative and participative, self-advocating and other-serving, and distant and approachable. We also identified five mechanisms through which women leaders bring together agency and communion: situational accentuating, sequencing, overlapping, complementing, and reframing. Our findings highlight the underlying mechanisms and constructive routes through which women leaders juxtapose agency and communion to cope with role incongruity. They also offer guidance to women leaders and leadership-development practitioners in expanding mental models and behavioral repertoires to deal with the challenges stemming from tensions between agency and communion.     

The Tragic and Faith in Pastoral Counseling

This essay uses Edward Farley's notion of the interrelation of tragic vulnerability and creation and Niebuhr's idea of faith in offering a conceptualization of the process and goals of pastoral counseling. Openness, novelty, separation, and change, which characterize creative activity, give rise to anxiety, fear, and suffering as created entities seek to achieve their ends and needs amidst the limits of life. Faith as vital concern—defined as human and transcendent relations marked by reciprocal belief, hope, trust, and fidelity—is a response that represents participation and cooperation in creative activity with its concomitant anxiety and suffering. Pastoral counseling may be understood as an activity that facilitates a response of faith as vital concern. The process of pastoral counseling involves three essential and interrelated tasks. First, the counselor invites the person to experience present and past painful disappointments, losses, and betrayals. Second, the counselor invites the client to explore the types of trust and fidelity that are distorted and diminish his or her capacities for risking intimacy, spontaneity, and freedom. The third task is learning to recognize, contain, and work through the inevitable disappointments, broken promises, frustrations, and betrayals encountered in human relationships. Thus the work of pastoral counseling involves reciprocal experiences of belief, hope, trust, and fidelity, which provide the essential and necessary ground through which persons develop a) the capacities for and experiences of spontaneity, awe, and freedom, b) the ability to handle and work through experiences and perceptions of distrust and infidelity, and c) a sense of subjective and intersubjective identity, continuity, and cohesion.