Book reviews

SCHIFF, W. AND FOULKE, E. (Eds.). Tactual Perception: A Source Book. Cambridge: Cambridge University Press. 1982. Pp. 464. ISBN 0 521 24095 6. £25.00.

GILHOOLY, K. J. Thinking: Directed, Undirected and Creative. London: Academic Press. 1982. Pp. 178. ISBN 0 12283482 8. £5.50.

DEUTSCH, D. The Psychology of Music. New York: Academic Press, 1982. Pp. 542. $49.50. ISBN 0 12 2135601.

SHEPARD, R. N. and COOPER, L. A. Mental Irnuges and Their Transfomutions. Cambridge, Mass: MIT Press. 1982. Pp. 364. ISBN 0 262 19200 4. £17.50

WADE, N. The Art and Science of Visual Illusions. London: Routledge & Kegan Paul. 1982. Pp. 293. E1y. 95 ISBN 0 7100 0868 6.

REED, S.K. Cognition: Theory and Applications. Montery, Calif.; BrooksiCole Publishing Co. 1982. Pp. 394. $19.95 ISBN 0 8185 0462 5.

CAELLI, T. Visual Perception Theonl and Practice. Oxford: Pergamon Press. 1981Pp. 197. £8.50 (paper) ISBN 0 08 oz4419/0~4420.

A. M. UTTLEY. Infomation Transmission in the Nervous System. London: Academic Press. 1979.Pp. 111 £7.50 ISBN 0 12709750 3.

ANDERSON, J. R. (Ed.). Cognitive Skills and their-Acquisition. Hillsdale, New Jersey: Erlbaum. 1981. Pp. 386. 00.00. ISBN 0 89859 093 0.

KUCZAC, S. (Ed.). Language Development. Volume I: Syntux and Semantics. Hillsdale, N.J.: Erlbaum. 1982. Pp. 492. ISBN 0 89859 1OO 7.

DEUTSCH, W. (Ed.). The Child's Construction of Languuge. London: Academic Press. 1981. Pp. 393. ISBN 0 12213580 6. £19.20.

BAKER, C. L. and MCCARTHY, J. J. (Eds). The Logical Problem of Language Acquisition. Cambridge, Mass.: MIT Press. 1981. Pp. 358. ISBN 0 262 02159 5. £19.25.

DIXON, N. F. Preconscious Processing Chichester: Wiley 1981. Pp. 313. ISBN 0 471 27982 X. £14.95.     

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.     

Toward an Integration of Interpersonal Risk Models of Depression and Cognitive‐Behaviour Therapy

Empirical research has increasingly focused on interpersonal variables associated with the development and maintenance of depression. This article outlines some key interpersonal risk factors for depression, including anxious attachment, sociotropy, excessive reassurance seeking, interpersonal stress generation, reduced social support, social skills deficits, and social avoidance. Recommendations are made for how cognitive‐behavioural therapy may be adapted to address such factors. Specifically, suggestions are offered for how cognitive and behavioural interventions, such as cognitive restructuring, behavioural activation, behavioural experiments, and skills training, may be used with depressed clients to promote positive relationships and reduce maladaptive interpersonal behaviours.     

Combating Examination Stress among University Students: Action Research in an Institutional Context

167 students completed a questionnaire survey immediately after completing their final examinations. A significant minority of students reported finding their experiences moderately to highly stressful. Stress levels were related to general psychological states in the whole of the preceding year, particularly anxiety, depression and sleeplessness. Major sources of stress were seen to be work overload, revision difficulties, and uncertainty about examination content and the future. Stress was shown to have a detrimental effect on examination performance. Students employed a variety of coping strategies. Strategies that were widely used and felt to be effective included peer support, taking time off work and away from the institution, and exercise. There is some evidence that these strategies were actually effective in reducing stress, and that the early help of a counsellor increases the repertoire of coping strategies. The principal institutional response urged by respondents was the partial or total dismantling of the final examination system and its replacement with a variety of assessment forms distributed throughout the course. The implications of these findings for the roles of counsellors and other staff are discussed.     

The communication of musical metre in piano performance

Six pianists of varying levels of experience were required to give repeated performances of a note sequence presented for sight-performance under two conditions. The two conditions differed only in the location of metrical stresses signified by the notation. In condition (b) the bar-lines and beams were shifted one note to the right in comparison to condition (a). Details of note duration and intensity were recorded by computer. This allowed the discovery of significant differences in expressive treatment between the two conditions. There were significant agreements between subjects concerning the position, nature and direction of expressive variation. The more experienced players, however, made greater use of expressive variation than did the less experienced players. In a second experiment listeners were asked to identify the metre of each performance from the first experiment. They achieved greatest success at this with the most experienced player, least success with the least experienced player. A detailed examination of between-performer agreements and disagreements, and their effects on listeners, allowed the isolation of a proposed set of generally effective procedures for signalling stress. These procedures imply the existence of an internal representation guiding performance which identifies the major metrical subdivisions of a bar in the absence of notational symbols specifically marking these subdivisions.     

Individual differences in music performance

Music cognition depends on the existence and deployment of processes for detecting, storing and organizing musical materials according to underlying structural features. Common cultural experiences develop these processes to a certain degree, but specifically designed and supported learning environments are required to achieve the levels of expertise required to perform western art music. Certain motivational and social factors are therefore implicated in the maintenance of activities that promote skill-acquisition, such as practice. Expert musical performance is not just a matter of technical motor skill, it also requires the ability to generate expressively different performances of the same piece of music according to the nature of intended structural and emotional communication. This review examines these abilities and describes how some of them have been shown to have lawful relationships to objective musical and extra-musical parameters. Psychological research is thus engaged in a process of demystifying musical expertise, a process that helps to improve upon culturally prevalent, but ultimately non-explanatory, notions of inborn 'talent'.     

Operant behavior and the galvanic skin potential under DRL schedule

Motor and galvanic skin potential (GSP) activity were investigated during the conditioning, extinction, and reconditioning of motor responses under a differential reinforcement of low rate (DRL) schedule of reinforcement. Interresponse time (IRT) distributions for motor responses during conditioning and reconditioning gradually stabilized at a peak just beyond the minimal IRT required for reinforcement. Few unreinforced motor responses and "bursts" of motor responses were observed during conditioning and reconditioning. Relative to conditioning and reconditioning, extinction effected larger IRTs and smaller GSP amplitudes. GSP amplitudes were greater for unreinforced than for reinforced motor responses during conditioning and reconditioning. However, GSP amplitudes associated with the unreinforced extinction responses were smaller than either the reinforced or unreinforced responses during conditioning and reconditioning.     

Collective Apologies and Their Effects on Forgiveness: Pessimistic Evidence but Constructive Implications

In the last three decades, there has been an explosion in the frequency with which leaders of groups have issued official apologies for collective transgressions. These apologies are commonly assumed to lay a pathway to forgiveness and reconciliation, but empirical examination of the downstream consequences of collective apologies is still in its infancy. In this article, we review a series of studies—including interview studies, survey studies, and experiments—that question the assumed wisdom that collective apologies lead to intergroup forgiveness. Reasons for the muted evidence of an apology–forgiveness link at the intergroup level are elaborated, and implications for how best to issue gestures of reconciliation and remorse are discussed.     

Expansion of Genetic Services Utilizing a General Genetic Counseling Clinic

We established a general genetic counseling clinic (GCC) to help reduce long wait times for new patient appointments and to enhance services for a subset of patients. Genetic counselors, who are licensed in Tennessee, were the primary providers and MD geneticists served as medical advisors. This article describes the clinic referral sources, reasons for referral and patient dispositions following their GCC visit(s). We obtained patients by triaging referrals made to our medical genetics division. Over 24 months, our GCC provided timely visits for 321 patients, allowing the MD geneticists to focus on patients needing a clinical exam and/or complex medical management. Following their GCC visit(s), over 80 % of patients did not need additional appointments with an MD geneticist. The GCC allowed the genetic counselor to spend more time with patients than is possible in our traditional medical genetics clinic. Patient satisfaction surveys (n?=?30) were very positive overall concerning the care provided. Added benefits for the genetic counselors were increased professional responsibility, autonomy and visibility as health care providers. We conclude that genetic counselors are accepted as health care providers by patients and referring providers for a subset of clinical genetics cases. A GCC can expand genetic services, complement more traditional genetic clinic models and utilize the strengths of the genetic counselor health care provider.