Book reviews

Thomassen, A., Keuss, P. and van Galen, G. (Eds.). Motor aspects of handwiriting. Amsterdam: North-Holland. 1984. Pp 354. ISBN 0444-86774-0. $50.

Klatskyk, R. L. Memory and awareness. New York: W. H. Freeman. 1984. Pp. 155. ISBN 0-7167-1600-3. £9.95.

Longman Dictionary of Psychology and Psychiatry. New York: Longman. 1984. ISBN 0-582-28257, pp 816, £46.00.

Kintsch, W., Miller, J. R., and Polson, P. G. Methods and tactics in cognitive seience. Hilisadale, N.J.: Lawrence Erlbaum Associates. 1984. Pp. xii+324. ISBN 0-89859-372-1. £27.50.

Dubery, F. and Williats, J. Perspective and other drawing systems. London: The Herbert Press. 1983. Pp. 128. ISBN 0-906969 -25-5. £4.95.

Morris, P. E. and Hampson, P. J. Imagery and consciousness. London: Academic Press. 1983. Pp. 341. ISBN 0-12-507680-0. $36.50.

Bundy, A. The computer modelling of mathematical reasoning. London: Academic Press. 1983. Pp. 322. ISBN 0-12-141252-0. $15.00.

Jeeves, M. A. and Greer, G. B. Analysis of structural learning. London: Academic Press. 1983. Pp. 265. ISBN 0-12-382080-4. $40.00.

Taylor, I. and Taylor, M. M. The psychology of reading. New York: Academic Press, 1983. Pp. 511. ISBN 0-12-684080-6 $29.50.

Wade, N. J. (Ed.). Brewster and Wheatstone on vision. London: Academic Press. 1984. Pp. 358. ISBN 0-12-729550-X. $39.00.

Harre, R. and Lamb, R. The encyclopedic dictionary of psychology. Oxford: Blackwell. 1983. ISBN 0-631-12663-5. £55.00.

Kail, R. and Spear, N. E. (Eds.). Comparative perspectives on the development of memory. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. x+ 374. ISBN 0-89859-317-4. £37.50.

R. Hockey (Ed.). Stress and fatigue in human performance. London: Wiley. 1983. ISBN 0-471 10-265-2. £16.50.

Sarris, V. and Parducci, A. (Eds.). Perspectives in psychological experimentation: Toward the year 2000. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. 370. ISBN 0-89859-272-9. £33.30.     

Effect of cognitive bias modification-memory on depressive symptoms and autobiographical memory bias: two independent studies in high-ruminating and dysphoric samples

Memory bias is a risk factor for depression. In two independent studies, the efficacy of one CBM-Memory session on negative memory bias and depressive symptoms was tested in vulnerable samples. We compared positive to neutral (control) CBM-Memory trainings in highly-ruminating individuals (N?=?101) and individuals with elevated depressive symptoms (N?=?100). In both studies, participants studied positive, neutral, and negative Swahili words paired with their translations. In five study–test blocks, they were then prompted to retrieve either only the positive or neutral translations. Immediately following the training and one week later, we tested cued recall of all translations and autobiographical memory bias; and also measured mood, depressive symptoms, and rumination. Retrieval practice resulted in training-congruent recall both immediately after and one week after the training. Overall, there was no differential decrease in symptoms or difference in autobiographical memory bias between the training conditions. In the dysphoric but not in the high-ruminating sample, the positive training resulted in positive autobiographical bias only in dysphoric individuals with positive pre-existing bias.

We conclude that one session of positive retrieval-based CBM-Memory may not be enough to yield symptom change and affect autobiographical memory bias in vulnerable individuals.     

The American South: Explorations on southern attachments and personal values

ABSTRACT

Group membership is central to understanding political behavior and political psychology. However, regional group membership is rarely examined, despite its relevance to political psychology and personal values. To address this, we investigated the relationships among southern identity, southern nationalism, southern pride, and southern constructive patriotism for the U.S. South, as well as the connections between personal values and southern attachments. Results from the structural equation modeling (N = 268) revealed that stronger southern identity predicted more southern nationalism, southern pride, and southern constructive patriotism. Additionally, greater endorsement of conservation values predicted stronger southern identity and southern pride; those favoring self-transcendence values exhibited less southern nationalism and more southern constructive patriotism; and those with higher self-enhancement values expressed more southern nationalism. This study confirms the predictive role of southern identity on other southern attachments and provides support for how different southern attachments are related to but distinctive from each other.     

Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Abstract

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3–5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition and recognition), and self-efficacy for reading. Quantitative analyses of the survey and interview data were consistent in indicating that the students experienced these motivations to a moderate to strong degree, with the exception that interview-based scores for competition were fairly low, in comparison to both the interview-based scores for the other motivations and the survey-based score for competition. Correlations between scores on the survey and interview measures for each construct varied. Qualitative analyses illustrated the depth and variety of students’ thinking about their reading motivations, and provided insight into studying and strengthening students’ reading motivation in ways that may be particularly relevant for DLLs.