Book reviews

Smith, L. D. (1986). Behaviorism and logical positivism: A reassessment of the alliance. Stanford, CA: Stanford University Press. Pp. ix + 398. ISBN 0-8047-13014. $42.50.

Schusterman, R. J., Thomas, J. A., & Wood, F. G. (Eds.). (1986). Dolphin cognition and behavior: A comparative approach. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Pp. xv + 393. ISBN 0-89859-5940. Paperback, £17.00.

Rauschecker, J. P. & Marler, P. (Eds.). (1987). Zmprinting and cortical plasticity: Comparative aspects of sensitive periods. New York: John Wiley & Sons. Pp. 377. ISBN 0-471-84368-7. £57.50.

Walker, S. (1987). Animal learning: An introduction. London: Routledge & Kegan Paul. Pp. 426. ISBN 0-7102-0482-5; hardback, £20.00. ISBN 0-7102-1152-X; paperback, £10.95.

Gray, J. A. (1987). The psychology of fear and stress (second edition). Cambridge: Cambridge University Press. Pp. X+422. ISBN 0521-24958-9 (hardback). £42.50. ISBN 0521-27098-7 (paperback). £1 5.00.     

Predicting adolescent eating and activity behaviors: the role of social norms and personal agency.

Guided by the theory of planned behavior, this 2-week longitudinal study examined health behaviors in a sample of 279 adolescents. Social norms and perceived behavioral control (PBC) were tested as predictors of self-reported intentions and behaviors in 2 domains, eating and physical activity. Differentiating, as opposed to aggregating, parent and peer norms provided unique information. For PBC, the authors distinguished global causality beliefs from self-related agency beliefs and intraself (effort, ability) from extraself (parents, teachers) means. Intraself agency beliefs strongly predicted healthy intentions, whereas intraself causality beliefs had a negative influence. Patterns differed somewhat across behaviors and gender. Results highlight theoretical issues and provide potential targets for research on health promotion programs for youth.     

Age and pre quit-day attrition during smoking cessation treatment

ABSTRACT

The present study aimed to replicate the finding that younger age predicts higher pre quit-day attrition. Our second aim was to explain this relation by examining empirically and theoretically informed age-related risk factors for low smoking cessation treatment engagement. 136 participants (M _age = 44.2 years, SD = 11.3 years; age = 22–64 years) were randomized to 15-weeks of either 1) an exercise intervention (n = 72) or 2) a wellness education control condition (n = 64). First, a logistic regression analysis was employed to test whether younger adults were more likely than older adults to drop prior to quit date. Next, we assessed whether smoking related health concerns, social expectancies, and/or perceived severity of craving affected the strength of the relation between age and attrition, by adding these three variables to the logistic regression along with age. The logistic regression model indicated that younger age and treatment condition were significantly related to the odds of dropping from treatment prior to the scheduled quit date. Further, health concerns, social expectancies, and/or perceived severity of cravings did not account for the effect of age on pre quit-day attrition. These findings highlight the importance of identifying empirically and theoretically informed variables associated with the pre quit-day attrition problem of young smokers.     

The Moderating Effect of Trainee Implicit Beliefs on the Relationship between Cognitive Modeling Orientation and Training Outcomes

Two studies investigated the interactive effects of trainees’ dispositional implicit theory of ability (entity versus incremental) and the use of a promotion versus prevention orientation during the cognitive modeling component of training in the use of a problem‐solving technique. The dependent variables were trainees’ self‐reported behavioral intentions (Study 1) and performance (Study 2), which was assessed by two independent judges following the training program and in a 1‐month follow‐up in the use of the problem‐solving technique. As predicted, entity theorists were more responsive to the social cues contained in the promotion and prevention orientations during the cognitive modeling of the problem‐solving technique. As a result, a promotion orientation produced stronger behavioral intentions (Study 1) and performance (Study 2) than a prevention orientation for entity theorists but not for incremental theorists. The results point to the need to understand the implicit theories of trainees, particularly those who have an entity theory of ability, and for trainers to adopt a strong promotion orientation in their presentation of materials. Trainers who stress the avoidance of errors and overemphasise the importance of performance may unwittingly undermine the intentions and performance of those who have doubts about the efficacy of the training. Deux recherches ont porté sur l’interaction chez des sujets en formation des conséquences de la théorie implicite des capacités dont chacun dispose (stables ou amendables) et de l’orientation vers la prudence ou le progrès lors de la modélisation cognitive dans l’utilisation d’une technique de résolution de problèmes. Les variables dépendantes étaient les intentions comportementales rapportées par les stagiaires (Recherche n? 1) et la performance (Recherche n° 2) évaluée par deux juges indépendants à la fin du programme de formation et un mois plus tard. Comme prévu, les partisans des capacités stables étaient plus sensibles aux signes sociaux présents dans les orientations prudence ou progrès lors de l’élaboration cognitive de la technique de résolution de problèmes. Une orientation vers le progrès était à l’origine d’intentions comportementales plus affirmées (Recherche n? 1) et d’une meilleure performance (Recherche n? 2) pour les tenants de la stabilité des capacités, mais pas pour ceux qui pensaient que les capacités pouvaient être améliorées. Ces résultats montrent qu’il est indispensable de prendre en considération les théories implicites des stagiaires, et plus particulièrement de ceux qui pensent que les capacités sont figées. Quant aux formateurs, il leur faut adopter une orientation fortement axée sur le progrès dans leur présentation des contenus. Les formateurs qui insistent sur l’évitement des erreurs et exagèrent l’importance de la performance peuvent involontairement nuire aux intentions et aux résultats de ceux qui doutent de l’efficacité de la formation.