Book reviews

Clark, M. S. and Fiske, S. T. (Eds.). Affect and cognition: The Seventeenth Annual Cornegie Symposium on Cognition. Hillsdale, N.J.: Lawrence Erlbaum Associates. 1982. Pp. 357. ISBN 0-89859-212-7. £24.00.

Norman, D. A. (Ed.). Perspectives on Cognitive Science. Norwood, New Jersey: Ablex. 1981. Pp. 303. ISBN 0-89391-071-6. $19.95

Gollin, E. S. (Ed.). Developmental Plasticity: Behavioral and Biological Aspects of Variations in Development. New York: Academic Press. 1981. Pp. 282. ISBN 0-12-289620-3. £16.60.

Rapin, I. Children with Brain Dysfunction. New York: Raven Press. 1982. Pp. 300. ISBN 0-89004-844-4. $46.50.

Schank, R. C. Reading and Understanding: Teaching from the Perspective of Artificial Intelligence. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1982. Pp. xii + 196. ISBN 0-89859-169-4. £13.95.

Sheehan, P. W. and McConkey, K. M. Hypnosis and Experience: The Exploration of Phenomena and Process. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1982. Pp. 297. ISBN 0-89859-195-3. £17.50.

Burton, A. (Ed.). The Pathology and Psychology of Cognition. London: Methuen. 1983. Pp. 306. ISBN 0-416-30810-4. Hardback, £13.00; paperback, £5.95.

Otto, W. and White, S. (Eds.). Reading Expository Material. London: Academic Press. 1982. Pp. xiv + 303. ISBN 0-12-531050-1. £19.60.

Lerdahl, F. and Jackendoff, R. A Generative Theory of Tonal Music. Cambridge, Mass.: MIT Press. 1983. Pp. 368. ISBN 0-262-12094-1. £31.30.

Lewis, B. (Ed.). Bioacoustics: A Comparative Approach. London: Academic Press. 1983. Pp. 493. ISBN 0-12-446550-1. £29.50.

Carpenter, T. P., Moser, J. M. and Romberg, T. A. Addition and Subtraction: A Cognitive Perspective. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1982. Pp. 245. ISBN 0-89859-171-6. £14.95.

Le Ny, J-F. and Kintsch, W. (Eds.). Language and comprehension. Amsterdam: North-Holland. 1982. Pp. 358. ISBN 0-444-86538-1.Dfl. 120.00.

Schwartz, B. and Lacey, H. Behaviorism, science and human nature. New York: W. W. Norton. 1982. Pp. 282. ISBN 0-393-01585-8. $19.95.

Cole, P. R. Language disorders in preschool children. Englewood Cliffs, N.J.: Prentice Hall. 1982. Pp. 178. ISBN 0-13-522862-X. £19.75.

Wood, M. L. Language disorders in school-age children. Englewood Cliffs, N.J.: Prentice Hall. 1982. Pp. 156. ISBN 0-13-522946-4. £19.75.

Baddeley, A. D. Your memory: A user's guide. London: Sidgwick & Jackson. 1982. Pp. 222. ISBN 0-283-98929-7. £9.95.

Lass, N. J. (Ed.). Speech and language: Advances in basic research and practice, Vol. 6. London: Academic Press. 1982. Pp. 477. ISBN 0-12-608606-0. £36.40.

Neisser, U. (Ed.). Memory observed: Remembering in natural contexts. San Francisco: W. H. Freeman. 1982. Pp. 433 + xiii. ISBN 07167-1 1371-3. £8.80 (paperback), £18.80 (hardback).

Gentner, D. and Stevens, A. L. Mental models. Hillsdale, N.J.: Lawrence Erlbaum Associates. 1983. Pp. viii + 348. ISBN 0-89859-242-9. £24.95.

Miles, T. R. Dyslexia: The pattern of diculties. London: Granada. 1983. Pp. 225. ISBN 0-246-11345-6. £9.95.

Humphrey, N. Consciousness regained. Oxford: Oxford University Press. 1983. Pp. 222. ISBN 0-19-217732-X. £12.95.

Levinson, S. C. Pragmatics. Cambridge: Cambridge University Press. 1983. Pp. xvi + 420. ISBN 0-521-22235-4 (Case). £25.00. ISBN 0-521-29414-2 (Paper). £8.50.     

Memory conformity for confidently recognized items: The power of social influence on memory reports

Memory conformity occurs when one person's memory report influences another's. Memory conformity is more likely to occur when the information comes from a credible source, and when internal evidence is weak. Here, we investigate whether there are situational variations in how heavily participants weigh internal cues to accuracy when confronted with conflicting information from a partner. The results show that even confidently held memories are subject to influence from external sources, and that social influence is exaggerated when the source is seen to be highly credible.     

Screening for Psychotherapy by an Open-Ended Group

A developmental model of conducting a time-limited, short-term inpatient psychotherapy group is described. The therapist's primary goal in this model is to promote members' awareness of their dysfunctional interpersonal behaviors and the conflicts underlying these behaviors. The therapist pursues this goal by facilitating the group in resolving the conflicts of the four phases through which the group passes. In Phase I, the group addresses conflicts related to the establishment of trust. In Phase II, issues related to dependency wishes focused upon authority figures occupy the group's attention. In Phase III, conflicts within peer relation-ships become focal. In Phase IV as the group approaches termination, group members explore feelings related to the acceptance of loss. For each phase, optimal therapist interventions are described.     

A Confirmatory Factor Analytic Investigation of the TAS–20: Corroboration of a Five-Factor Model and Suggestions for Improvement

Two studies conducted around 1950 provided aggregate data on college students' attribution of characteristics to men or women (sex-role stereotype). Seeman (1950) provided data for three attributes clearly sex-role identified. Fernberger (1948) used a “story” with 16 blank spaces for response of “men” or “women” to assess sex-role stereotypes. Replications of these studies were conducted in undergraduate psychology classes during the 1970–71 school year to assess changes in sex-role stereotypes and in personal preferences. Results for stereotypes indicated either no change for the Seeman data or even more polarized stereotypes for the Fernberger data. No evidence for role convergence was found for stereotypes. Ss personal preferences were markedly discrepant from their stereotypic responses, as the literature would predict.     

The effects of contextual scenes on the identification of objects

Memory & Cognition - This experiment demonstrates the influence of the prior presentation of visual scenes on the identification of briefly presented drawings of real-world objects. Different...     

Deterministic Frankfurt cases

According to the principle of alternative possibilities (PAP), people are morally responsible for what they do only if they could have done otherwise. Over the last few decades, this principle has dominated discussions of free will and moral responsibility. One important strand of this discussion concerns the Frankfurt-type cases or Frankfurt cases, originally developed by Frankfurt (J Philos 66:829–839, 1969), which are alleged counterexamples to PAP. One way in which proponents of PAP have responded to these purported counterexamples is by arguing that they fall prey to a dilemma, both horns of which undermine their cogency. Recently, Fischer (Philos Rev 119: 315–336, 2010) has defended the Frankfurt cases against one horn of this dilemma. In this essay, I criticize Fischer’s defense of the Frankfurt cases and argue that he does not successfully show how the cases can avoid this horn of the dilemma. If I am right, then, despite Fischer’s claims to the contrary, the original dilemma plaguing the cases still stands.