Book reviews

Jacknedoff, R. (1985). Semantics and cognition. Cambridge, MA: The MIT Press, Pp. 283. ISBN 0-262-60013-7. £ 9.95.

Lakoff, g. (1987). Women, fire and dangerous things : What categories reveal about the mind. Chicago, IL.: Chicago University Press. Pp. 624. ISBN 0-266-46803-8. £19.95.

Longuet-Higgins, H. C. (1987). Mental processes : Studies in cognitive science. Cambridge, MA: The MIT Press. Pp. 424. ISBN 0-262-12119-0. £22.50.

Nowakowska, M. (1986). Cognitive sciences: Basic problems, new perspectives, and implications for artificial intelligence. Orlando, FL: Academic Press. Pp. 379. ISBN 0-12-522620-9. £44.50.

Winograd, T. & Flores, F. (1986). Understanding computers and cognition: A new foundation for design. Norwood, NJ: Ablex. Pp. 207. ISBN 0-89391-050-3. £23.

Weisberg, R. W. (1986). Creativity: Genius and other myths. New York:W. H.Freeman and company. Pp. 169. ISBN 0-1767-1769-7. £9.95.

Bosshardt, H. R. S. G (1986). Perspektiven auf Sprache. Berlin : Walter de Gruyter. Pp. 326. ISBN 3-11-010068-1. DM134.00.     

Developmental Contributions to Emotional Awareness

The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, &; Zeitlin, 1990 Lane, R., Quinlan, D., Schwartz, G., Walker, P., &; Zeitlin, S. (1990). The Levels of Emotional Awareness Scale: A cognitive-developmental measure of emotion. Journal of Personality Assessment, 55, 124–134. doi:10.1080/00223891.1990.9674052[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.