Book reviews

Contemporary psychology Experiments: Adaptations for Laboratory. By John Jung and Joan Bailey. London and New York: Wiley. 1966 Pp. xiii + 155. 238.

A Textbook of Psychology. Second Edition. By D.O. Hebb. Philadelphia and London: W.B. Saunders & Co. 1966. Pp xvi + 353. Pound2.

Behaviour Therapy Techniques: A Guide to the Treatment of Neuroses. By Josweph Wolpe and Arnold A. Lazarus. Oxford and London: Pergamon Press. 1966. Pp. ix + 198. 21s.

Motivated Learning: a Developmental Study from Birth to the Senium. By Miriam E. Hebron. London: Methuen. Methuen's Manuals of Modern Psychology. 1966. Pp. 264. 35s.

Human Brain and Psychological Processes. By A.R. Luria. Translated by Basil Haigh. New York and London: Harper & Row. 1966. Pp.xix + 587. £5 $14.50.

Higher Cortical Functions in Man. By A. R. Luria. Translated by Basil Haigh. London: Tavistock Publications. 1966. Pp xvi + 513. £6 6s.

Productive Thinking. By Max Wertheimer. Edited by Michael Wertheimer. social science Paperbacks. London: Tavistock Publications. 1966. Pp xvi + 302. 30s.

Problem Solving: Research Method and Theory. Edited by B. Kleinmuntz. London and New York: Wiley. 1966. Pp. ix + 406. 53s.

Human Conceptual Behavior. By Lyle E. Bourne, Jr. Boston: Allyn and Bacon. 1966. Pp. viii + 139. $2.50.

Attraction and Hostility. An Experimental Analysis of Interpersonal and Self Evaluation. By albert Peptone. London: Tavistock Publications. 1966. Pp. ix + 234. 30s.

Ability Structure and subgroups in Mental Retardation. By John Clausen. London: Macmillan. Washington: spartan Books. 1966. Pp. viii + 208. 80s.

The Biologiv Basis of Schizophrenia. By Jon L. Karlsson. springfield. Illionois: Thomas. 1966. Pp.xi + 77. $4.75.

Psychology for Psychiatrists. By C.G. Costello. London: Commonwealth and Unversity Library, pergamon Press. 1966. Pp. 328. 25s.

Science and theory of Psychoanalysis. Edited by Irwin G. Sarason. London: Van Nostrand. Insight Book No. 26. 1965. Pp xiii + 205. 14s.

Aspects of Learning and Memory. Edited by D. Richter. London: heinemann. 1966. Pp. x + 185. 35s.

The Spiral After-Effect. By Harry C. Holland. London: pergamon. 1965. Pp.xii + 99. 35s.

Dynamics of Response. By J.M. Notterman and D.E. Mintz. London and New York: Wiley. 1965. Pp. 277. 70s.

Contrary Imaginations: A Psychological Study of the English Schoolboy. By Liam Hudson. London: Methuen. 1966. Pp. vii + 181. 25s.

The Structure of Association in Language and Thought. By James A. Deese. London: Oxford University Press: Johns Hopkin Press. 1960. Pp. xiii + 216. 52s.

A source Book in the History of Psychology. Edited by R. J. Herrnstein and E.J. boring. London: Oxford University Press; Harvard University Press. 1965. Pp. xvii + 636. £5.     

Eye movement indices of mental workload

Four investigations were carried out to assess the feasibility of using eye movement measures as indices of mental workload. In the first experiment, saccadic extent was measured during free viewing while subjects performed low, moderate and high complexity, auditory tone counting as the workload tasks. The range of saccadic extent decreased significantly as tone counting complexity (workload) was increased. In the second experiment the range of spontaneous saccades was measured under three levels of counting complexity with a visual task that did not require fixation or tracking. The results indicated that the extent of saccadic eye movements was significantly restricted as counting complexity increased. In the third experiment, the effects of practice were examined and decreased saccadic range under high tone counting complexity was observed even when significant increases in performance occurred with practice. Finally, in experiment 4, the first experiment was repeated with additional optokinetic stimulation and the saccadic range was again observed to decrease with tone counting complexity. The results indicated that the extent of spontaneous and elicited eye movements was significantly restricted as counting complexity increased. We conclude that this measure may provide a valuable index of mental workload.     

Conditioned reinforcement versus time to reinforcement in chain schedules.

Pigeons were trained on three-component chain schedules in which the initial component was either a fixed-interval or variable-interval schedule. The middle and terminal components were varied among fixed-interval fixed-interval, variable-interval variable-interval, and an interdependent variable-interval variable-interval schedule in which the sum of the durations of the two variable-interval components was always equal to the sum of the fixed-interval fixed-interval components. At issue was whether the response rate in the initial component was controlled by its time to primary reinforcement or by the temporal parameters of the stimulus correlated with the middle terminal link. The fixed-interval initial-link schedule maintained much lower response rates than the variable-interval initial-link schedule regardless of the schedules in the middle and terminal links. Nevertheless, the intervening schedules played some role: With fixed-interval schedules in the initial links, response rates were consistently highest with independent variable-interval schedules in the middle and terminal links and intermediate with the interdependent variable-interval schedules; these initial-link differences were predicted by the response rates in the middle link of the chain. With variable-interval schedules in the initial links, response rates were lowest with the fixed-interval fixed-interval schedules following the initial link and were not systematically different for the two types of variable-interval variable-interval schedules. The results suggest that time to reinforcement itself accounts for little if any variance in initial-link responding.     

Effects of word- and sentence-level contexts upon word recognition

In the present experiments, we investigated the facilitatory effects of auditorily presented prime words in neutral sentence contexts upon visually presented target words. It is shown that when the target task is a lexical decision, facilitation is obtained when the relationship between the prime and the target is one of synonymy (and low association strength). When instead the target is an antonym (again of low association strength), there is no priming effect; lexical decision is facilitated only when the prime word is presented in isolation. In further experiments, it is shown that primes in sentence contexts can produce facilitation of antonyms if they are strongly associated, or in the absence of association if the target must be named. The results are explained in terms of an integration process, which checks for the coherence between an upcoming word and the highest available level of representation of the context, but which affects only responses in the lexical decision task.     

An Attributional Analysis of Reactions to Magic Johnson1

Principles from attribution theory were used to analyze public reactions to the health status of Magic Johnson. An experimental study containing two distinct samples (college students and African-American adults) together with supplemental reports from local and national media confirm the value of this approach. The findings show that inferences about causal responsibility are related to affective reactions of sympathy and anger toward Magic Johnson. Implications for attribution theory, as well as for future attitudes toward Magic Johnson, are discussed.     

Cultural phenomena and the research enterprise: Toward a culturally anchored methodology

Highlights the points at which culture intersects major phases of the research enterprise — problem formulation, population definition, concept and measurement development, research design, methodology, and data analysis — and influences and constrains what researchers deem worthy of investigation and how they interpret what they observe. These ethnocentric biases inhibit the development of a knowledge base for understanding diverse cultural communities. At each step of the research process, the need to carefully examine and expose the underlying cultural assumptions and to generate and develop alternative choices is emphasized. Guidelines are provided to encourage researchers to be aware of and deliberately make choices toward the development of a culturally anchored methodology that balances the demands for rigor and sensitivity.