Reviews

Book Review in this Articles:
HISTORY AND IDEOLOGY IN ANCIENT ISRAEL by Giovanni Garbini
TOWARD A THEOLOGY OF INCULTURATION by Aylward Shorter
THE ROOTS OF CHRISTIAN FREEDOM. THE THEOLOGY OF JOHN A.T. ROBINSON by A. Kee
THE MAKING OF THE MODERN CHURCH: CHRISTIANITY IN ENGLAND SINCE 1800 by B.G. Worrall
PAUL AND HIS THEOLOGY, A Brief Sketch by Joseph A. Fitzmyer S.J.
THE PAULINE CHURCHES: A Sociohistorical Study of Institutionalization in the Pauline and Deutero-Pauline Writings, by Margaret Y. MacDonald
ONE GOD, ONE LORD. Early Christian Devotion and Ancient Jewish Monotheism by L.W. Hurtado     

Book Reviews

Book reviewed in this article: Counseling: Philosophy, Theory and Practice by Dugald Arbuckle. Human Relations—A Conceptual Approach by Ronald B. Levy. Principles of Educational and Psychological Testing by Frederick G. Brown. Today's Guidance: A Book of Readings edited by Carroll H. Miller and George D. Weigel. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Mental Retardation edited by Alfred Baumeister. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: The Cloak of Competence by Robert B. Edgerton. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Mental Retardation: Its Social Context and Social Consequences by Bernard Farber. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: A High School Work-Study Program for Mentally Subnormal Students by Oliver P. Kolstoe and Roger M. Frey. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Counseling and Psychotherapy with the Mentally Retarded edited by Chalmers L. Stacey and Manfred F. DeMartino. SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Management of the Family of the Mentally Retarded edited by Wolf Wolfensberger and Richard A. Kurtz. Vocational Rehabilitation of the Disabled: An Overview by David Maliken and Herbert Rusalem. The Woman Doctorate in America by Helen S. Astin. Strategies for Success in Compensatory Education: An Appraisal of Evaluation Research by Edward L. McDill, Mary S. McDill, and J. Timothy Sprehe. Videotape Techniques in Psychiatric Training and Treatment edited by Milton M. Berger. Personality Tests and Reviews by Oscar K. Buros. Reaching the Disadvantaged Learner edited by A. Harry Passow. The Slow Learner edited by Joseph S. Roucek. Guidance and the Emerging Adolescent by Philip A. Perrone, T. Antoinette Ryan, and Franklin R. Zeran. The Elementary School Counselor by William H. Van Hoose, Mildred Peters, and George E. Leonard. Strategies in Counseling for Behavior Change by Samuel H. Osipow and W. Bruce Walsh. Notes to Myself by Hugh Prather. The Psychology of Counseling by Edwin C. Lewis. The Professions: Roles and Rules by Wilbert E. Moore in collaboration with Gerald W. Rosenblum. The Counselor's Work in the Elementary School by James J. Muro. Counseling and Values by James A. Peterson. Remembering the Answers: Essays on the American Student Revolt by Nathan Glazer. Occupational Psychology by Donald E. Super and Martin J. Bohn, Jr. Occupations and the Social Structure by Richard H. Hall. People and Information edited by Harold B. Pepinsky. America's Problem Youth: Education and Guidance of the Disadvantaged edited by Oscar G. Mink and Bernard A. Kaplan. The Troubled Campus edited by G. Kerry Smith. Vocational Education and Guidance: A System for the Seventies by James A. Rhodes. Free-Access Higher Education by Warren W. Willingham.     

A role for the perceptual representation memory system in category learning

There is growing evidence that working memory, episodic/semantic memory, and procedural memory all play important roles in at least some types of category learning. Little is known, however, about the role of the perceptual representation memory system (PRS). Two experiments are reported that provide evidence that under certain conditions, the PRS, by itself, is sufficient to mediate category learning. Both experiments compared performance in (A, not A) and (A, B) prototype distortion category-learning tasks, in which category exemplars are created by randomly distorting one category prototype in the (A, not A) conditions or two prototypes in the (A, B) conditions. Results showed that (A, not A) performance was more sensitive to prototype similarity and less affected by the removal of feedback than (A, B) performance. These results support the hypothesis that (A, not A) performance was mediated by the PRS, but that (A, B) performance recruited other memory systems.     

Reviews

Review in this Article
A PRIESTLESS PEOPLE? A NEW VISION FOR THE CATHOLIC PRIESTHOOD by Vincent McLaughlin
LIBERATING ESCHATOLOGY. ESSAYS IN HONOUR OF LETTY M. RUSSELL edited by Margaret A. Farley and Serene Jones
COLERIDGE, PHILOSOPHY AND RELIGION: AIDS TO REFLECTION AND THE MIRROR OF THE SPIRIT by Douglas Hedley
LAY SANCTITY, MEDIEVAL AND MODERN: A SEARCH FOR MODELS edited by Ann W. Astell
THE NEW WORLD OF FAITH by Avery Dulles SJ
RADICAL ORTHODOXY?— A CATHOLIC ENQUIRY edited by Laurence Paul Hemming     

REVIEWS

Book reviewed in this article
CHARACTER AND THE CHRISTIAN LIFE: A STUDY IN THEOLOGICAL ETHICS. by Stanley Hauerwas. San Antonio, Texas.
PROPOSALS FOR A NEW SEXUAL ETHIC: by Jack Dominion.
ATHEISM AND THE REJECTION OF GOD, by Stewart R. Sutherland.
A HISTORY OF THE CHURCHES IN THE UNITED STATES AND CANADA by Robert T. Handy.
THE SOCIOLOGY OF SECULARISATION, A CRITIQUE OF A CONCEPT, by Peter E. Glasner.
DEVIANT LOGIC: SOME PHILOSOPHICAL ISSUES, by Susan Haack.     

真核双基因表达载体p1RES-Rb94-E1A的构建与鉴定

以pE1A质粒为模板,扩增E1A基因,然后将E1AcDNA片段插入前期已经构建好的真核表达载体pIRES-Rb94的MCSB的SalI与NotI之间,获得真核双基因表达质粒p1RES-Rb94-E1A,转染肺腺癌A549细胞后,采用RT—PCR和Westernblot方法检测Rb94和E1A在A549细胞中的表达,为研...     

Reviews

Book Review in this Articles:
THE CHURCH IN THE MIDST OF CREATION by Vincent J. Donovan
TOWARDS A THEOLOGY OF RELIGIONS by Glyn Richards
NEW PERSPECTIVES ON OLD-TIME RELIGION by George N. Schlesinger
WISDOM IN THE Q-TRADITION: The aphoristic teaching of Jesus by R.A. Piper
ANGLO-CATHOLICISM: A STUDY IN RELIGIOUS AMBIGUITY by W.S.F. Pickering
THE SACRED MEMORY OF MARY by Walter T. Brennan     

Book Reviews

Book reviewed in this article: Education and Identity by Arthur W. Chickering. Psychodrama and Audience Attitude Change by Ira A. Greenberg. Essentials of Psychological Testing by Lee J. Cronbach. Education and Employment: The Early Careers of College Graduates by Laure M. Sharp Technological Change and Human Development edited by Wayne L. Hodges and Matthew A. Kelly Success, Failure, and Wastage in Higher Education by Gordon W. Miller. The Counseling Center in Higher Education edited by Phillip J. Gallagher and George D. Demos Helping and Human Relations: A Primer for Lay and Professional Helpers, Volume II, Practice and Research by Robert R. Carkhuff. Collaboration in School Guidance: A Creative Approach to Pupil Personnel Work by Mary A. Sarvis and Marianne Pennekamp. Counseling and Guidance in the Twentieth Century: Reflections and Reformulations edited by William H. Van Hoose and John J. Pietrofesa How To Get Results from Interviewing—A Practical Guide for Operating Management by James M. Black. New Priorities in Training by Bernard J. Bienvenu. Educational Research by Practitioners: An Elementary Casebook edited by William C. Budd and Sam P. Kelly. Mental Health Counselors at Work by Thomas M. Magoon, Stuart E. Golann, and Robert W. Freeman.     

Acquired equivalence and distinctiveness of cues

In Experiments 1 and 2, rats received initial training in which two stimuli (A and N) were either followed by the same consequence (food) or by different consequences (food and no food). Subsequently N was paired with electric shock and the generalization of conditioned suppression to A was assessed. Suppression to A was more marked when A and N had both been followed by food than when they had had different outcomes. In Experiment 3, 3 stimuli (A, B, and N) were presented initially. For one group, A and N were paired with food and B was nonreinforced: for a second group, B was paired with food and A and N were nonreinforced. Generalization of suppression was found to be more substantial to A than to B for both groups. These results indicate that the extent to which stimuli are treated as being equivalent is partly determined by their reinforcement histories.     

Intrahippocampal administration of A beta(1-40) impairs spatial learning and memory in hyperglycemic mice

Age-related neurodegenerative dementia, particularly Alzheimer's disease (AD), may be exacerbated by several interacting risk factors including genetic predisposition, beta amyloid (A beta) protein accumulation, environmental toxins, head trauma, and abnormal glycolytic metabolism. We examined the spatial learning and memory effects of A beta(1-40) administration on hyperglycemic mice by their performance in the Morris water maze. Chronic hyperglycemia was induced in male C57BL/6J mice to mimic diabetes mellitus by intraperitoneal injection of streptozotocin (STZ), which specifically destroys pancreatic beta-islet cells. Ten days after STZ treatment, intrahippocampal infusion of vehicle, monomer, or oligomer A beta(1-40) was given to these hyperglycemic mice. Our results demonstrate that in comparison with vehicle or monomer A beta(1-40), oligomer A beta(1-40) induced significant deficits of spatial learning and memory in hyperglycemic mice. Apoptotic signals were identified in the CA1 and dentate gyrus of hippocampus in hyperglycemic mice. A beta accumulation, oxidative stress, and apoptosis in the CA1 region were more intensive in hyperglycemic mice than that in normoglycemic mice after acute treatment with oligomer A beta(1-40) peptide treatment. These results indicate that CA1 apoptosis was enhanced by oxidative stress resulting from accumulation of A beta. Considered together, these findings suggest that hyperglycemic mice are more vulnerable to the A beta-induced-oxidative stress than normal subjects. We therefore propose that A beta accumulation would be enhanced by hyperglycemia, and the oxidative stress caused by A beta accumulation would in turn enhance the AD symptoms.     

Book Review

Book reviewed in this article: Guide to American Graduate Schools by Herbert B. Livesey and Gene A. Robbins. Students' Guide to Occupational Opportunities and Their Lifetime Earnings. by Juvenal Angel. Research for Teachers and Counselors. by Dean E. L. Tolbert. To Work Is Human: Mental Health and the Business Community. edited by A. McLean. Counseling the Adolescent. by Alexander A. Schneiders and Contributors. Student Personnel Services for Adults in Higher Education. edited by Martha L. Farmer Teaching Without Tears (A Guide to Teaching Techniques). by R. L. Bowley.     

The relation between type A behavior and chronic emotional distress: a meta-analysis

A meta-analysis was conducted of studies examining the relation between Type A behavior and chronic emotional distress as measured by standard psychological scales. Aggregating across all studies, the average effect size was .27, indicating a positive association between Type A and chronic dysphoria; however, there was considerable variability in the size of the relation among studies. Partitioning by Type A measure revealed that Structured Interview-assessed Type A was unrelated to chronic dysphoric emotions; however, most of the self-report measures of Type A behavior were moderately correlated with upset. The Framingham Type A Scale and the Bortner Scale showed the strongest relations. Thus, contrary to the traditional view, Type A measured by self-report does have some emotional concomitants, although they are not in the pathological range. Also discussed are how the results bear on the proposal that the maladjusted personality confers coronary risk, the implications for reported associations between Type A and illness complaints, and for the study of the Type A as a social psychological construct.     

Book Reviews

Book reviewed in this article: Mental Deficiency: The Changing Outlook by A. M. Clarke and A. D. B. Clarke. Mental Retardation: A Handbook for the Primary Physician by C. Covert. The Mentally Retarded Child: Development, Education and Treatment by M. Hutt and R. Gibby. The Mentally Retarded Child: A Psychological Approach by H. Robinson and N. Robinson. Psychological Problems in Mental Deficiency by S. Sarason and J. Doris. Social and Cultural Foundations of Guidance edited by Esther M. Lloyd-Jones and Norah Rosenau Educating Emotionally Disturbed Children: Readings edited by Henry Dupont. Theories and Methods of Group Counseling in the Schools edited by George M. Gazda. Personalizing Information Processes by Joseph W. Hollis and Lucille V. Hollis. Helping and Human Relations: A Primer for Lay and Professional Helpers, Volume 1, Selection and Training by Robert R. Carkhuff. Agony and Promise: Current Issues in Higher Education 1969 edited by G. Kerry Smith.     

Emergent Simple Discrimination via Transfer from Differentially Reinforced S+ Stimuli: A Further Test of the Stimulus-Response Interaction Model

This study examined emergent form discrimination through contiguity of the forms (B stimuli) with colours (A stimuli) associated with different magnitudes of reinforcement. In Experiment 1, children were trained on two colour discriminations. In both, the colour stimuli had the same form: A1B1/A2B1 and A3B1/A2B1. Responding to A1/B1 was followed by three units of reinforcement, to A3B1 by one unit of reinforcement, and to A2B1 by no reinforcement. There followed five tests in which stimuli were presented without programmed consequences. These assessed: (1) the maintenance of accurate performance on the training tasks; (2) S+ preference (A1B1/A3B1); (3) stimulus generalization (A1B2/A2B3, A3B4/A2B5); (4) S+ preference again (A1B6/A3B6); and (5) transfer from the S+ colours to the forms (A4B2/A4B4). On the final test, seven of the eight subjects selected A4B2. Experiment 2 demonstrated that a preference for A4B2 also occurred when the S+ preference tests were omitted. This preference was also found when the total amounts of reinforcement associated with the S+ colours (A1 and A3) were the same (Experiment 3). These findings: (a) indicate that children can acquire new discriminations under non-reinforced conditions through contiguity with differentially reinforced S+ stimuli; (b) support the Stimulus-Response Interaction model (Smeets, 1993) for specifying transfer.     

Book Review

Book reviewed in this article: Catholics in College—Religious Commitment and the Intellectual Life. by James W. Trent with Jenette Golds. Operating Guidance Services for the Modern School. by Gerald T. and Norma Geiss Kowitz. Achieving Perceptual-Motor Efficiency: A Space-Oriented Approach to Learning. by Ray H. Barsch. Educational and Psychological Measurement: Contributions to Theory and Practice. edited by David A. Payne and Robert F. McMorris. Society's Children: A Study of Ressentiment in the Secondary School. by Carl Nordstrom, Edgar Z. Friedenberg, and Hilary A. Gold.     

Book Reviews

Obsolescence and Professional Career Development by H. G. Kaufman. A Legal Perspective for Student Personnel Administrators by Robert Laudicina and Joseph L. Tramutola. Flexible Guidance in the Elementary School: Tested Techniques for a Stress-Free Classroom by Elaine Todd Koren. Communication Workshop for Parents of Adolescents: Leader's Guide by Jane E. Brownstone and Carol J. Dye. Fundamentals of Counseling by Bruce Shertzer and Shelley C. Stone. The Big Welfare Mess: Public Assistance and Rehabilitation Approaches edited by John G. Cull and Richard E. Hardy. Black Agenda for Career Education edited by Roosevelt Johnson. Creating the Future: A Guide to Living and Working for Social Change by Charles Beitz and Michael Washburn. The Counselor and Religious Questioning and Conflicts by Bryan T. Clemens and Darrell Smith. Value Clarification as Learning Process by Brian P. Hall and Maury Smith. A Humanistic Psychology of Education—Making the School Everybody's House by Richard A. Schmuck and Patricia A. Schmuck.     

BOOK REVIEWS

Book reviewed in this article: Revolution in Counseling: Implications of Behavioral Science edited by John D. Krumboltz. Impact and Change: A Study of Counseling Relationships by Bill L. Kell and William J. Mueller. Bright Underachievers by Jane Beasley Raph, Miriam L. Goldberg, and A. Harry Passow. The Brooklyn College Student: A Pilgrim's Progress by Gladys Hippie Watson. The Validity of Occupational Aptitude Tests by Edwin E. Ghiselli. Techniques of Guidance: An Approach to Pupil Analysis by Robert L. Gibson and Robert E. Higgins. A Supplement to the Dictionary of Occupational Titles The Counselor In Our Time by Joseph Samler. Madison Lectures on Vocational Rehabilitation. Series Editor: George N. Wright.     

Reviews

Book Review in this Articles:
THE MYSTERY OF THE TRIUNE GOD by John J O'Donnell
FAITH AS A THEME IN MARK'S NARRATIVE (Society for New Testament Studies Monograph Series 64) by Christopher D. Marshall
PHILOSOPHICAL LOGIC: AN INTRODUCTION by Sybil Wolfram
RELIGION. REASON AND THE SELF. ESSAYS IN HONOUR OF HYWEL D. LEWIS. Ed. by Stewart R. Sutherland and T.A. Roberts
HILDEGARD OF BINGEN, 1098–1179, A VISIONARY LIFE by Sabina Flanagan     

Low spatial frequencies dominate apparent motion

Experiments are reported which have been designed to establish what features of a pair of figures can be used as an input for apparent motion. The display consisted of a central figure, A, which appeared briefly and was followed immediately afterwards by two figures, B and C, which appeared on either side of the original location of A. Figure A can thus move towards either B or C. When A was a low-pass filtered square it moved towards C (a low-pass filtered square that was similar to A but 'rotated' by 45 degrees) rather than toward B (a high-pass filtered square identical to A in orientation and size). When A was an unfiltered square it moved towards C (a low-pass filtered square of identical orientation) rather than towards B (a high-pass filtered square of identical orientation). Lastly, when A was a 'solid' square it moved towards C (a solid circle) rather than towards B (an outline square). All three experiments suggest that the direction of perceived movement is determined exclusively by low spatial frequencies rather than by similarity of oriented edges, especially when speed of alternation is rapid.     

Evaluation of the relation between Pavlovian occasion-setting and instrumental discriminative stimuli: a blocking analysis

Experiments with rat subjects used a blocking design (A+, then AB+) to assess the relation between Pavlovian occasion-setting and instrumental discriminative stimuli. Prior conditioning of both associative and occasion-setting functions of A in a serial feature-positive procedure blocked acquisition of an instrumental discriminative function by a novel stimulus (B) trained in compound with A. However, neither prior conditioning of only an A-US (unconditioned stimulus) association nor prior conditioning of Stimulus A using a Pavlovian simultaneous feature-positive procedure, which does not endow A with an occasion-setting function, blocked acquisition of an instrumental discriminative function by B. Prior acquisition of an instrumental discriminative function by A blocked acquisition of a Pavlovian occasion-setting function by a novel stimulus (B) trained in compound with A, but did not block acquisition of an association between B and the US. These outcomes indicate that Pavlovian occasion-setting and instrumental discriminative properties of a stimulus are functionally equivalent and that both Pavlovian occasion-setting and instrumental discriminative properties of a stimulus are functionally independent of simple associative relations between that stimulus and other events.