Book reviews

Arnold, M. Memory and the brain. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. 532. ISBN 0-89859-290-9. £47.90.

Green, T. R. G., Payne, S. P. and van der Veer, G. C. (Eds.). The psychology of computer use.. London: Academic Press. 1983. Pp. 225. ISBN 0-12-2974204. $9.50.

Stunkard, A. J. and Stellar, E. (Eds.). Eating and its disorders. New York: Raven Press. 1984. Pp. 302. ISBN 0-89004-891-6. $58.50.

Spillmann, L. and Wooten, B. R. (Eds.) Sensory experience, adaptation, and perception: Festschrift for Zero Kohler. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. xxvii + 748. ISBN 0 8985-3-218-6. £70.85.

Geschwind, N. and Galaburda, A. M. (Eds.)Cerebral dominance: The biological foundations. Cambridge, Mass.: Harvard University Press. 1984. Pp. 232. ISBN 0-674-10658-X. £24.35.

Annett, M. Left, right, hand and brain: The right shift theory. 1985. London and Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. xiii + 474. ISBN 0-86377418-5 £29.95.

Ericsson, K. A. and Simon, H. A. Protocol analysis: Verbal reports as data. Cambridge, Mass.: The M.I.T. Press. 1984. Pp. 426. ISBN 0-262-05029-3. £28.95.     

Differences in occupational stress in three European countries

In this study, the reliabilities of the Dutch translation of the Occupational Stress Inventory, which is based on the theory of Cooper (Cooper & Marshall, 1976), was investigated. The sample comprised 436 nurses. A comparison is made of the individual and job satisfaction stress levels of Dutch and British nurses (N = 546), and of British managers (N =123) and German managers (N =133). The differences in the reliabilities of the Dutch version, compared to the British and German, are small. The differences between the stress and satisfaction scores are found to be greater between occupational groups than between nations.     

Instructed versus pharmacological effects of alcohol in alcoholics and social drinkers

Twelve alcoholics and 12 social drinkers were studied in an experiment where instructions about alcohol or placebo were orthogonally crossed with administration of alcohol or placebo in a Balanced Placebo Design. Three subjects were simultaneously observed while watching soccer games on the TV together and having free access to a mixed drink, which in the alcohol conditions contained 150ml of 80% proof vodka. The assessment procedure included several aspects of drinking behavior, behavioral observations during the session, psychiatric ratings and nurse observations before and after each session, ratings for craving, self-reported state anxiety and physiological changes (heart rate and blood pressure). In general, the results showed the alcoholic's behavior to be controlled by instruction-induced expectancies rather than by the actual beverage given, whereas the social drinkers showed tendencies in the opposite direction. The implications of these results for the traditional disease conception of alcoholism and for learning theory approaches are discussed.     

Children's detection and awareness of textual anomaly

Children of 8 and 11 years were assessed in two experiments for their sensitivity to textual anomaly. In Experiment 1, subjects read stories containing two target lines, one appropriate and the other anomalous in relation to previously given information. Both age groups read the anomalous line more slowly than the appropriate line, but in a subsequent test of comprehension monitoring, the older group was more likely than the younger group to pick out the anomalous line as not fitting in with the rest of the story. Experiment 2 produced similar results: both 8- and 11-year-old children read an anomalous line more slowly, but 11-year-olds were more likely than 8-year-olds to cite the anomalous line or part of it when questioned about the possible presence of a line that did not fit in with the rest of the story. The results indicate that an age change in comprehension monitoring as indexed by citation or selection of a textual anomaly need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate.     

A preliminary sketch of a Jungian socioanalysis – an emerging theory combining analytical psychology,complexity theories,sociological theories,socio- and psycho-analysis,group analysis and affect theories1

This paper presents a preliminary sketch of what we have termed a Jungian socioanalysis – an emerging theory combining analytical psychology, complexity theories, sociological theories, socio- and psycho-analysis, group analysis and affect theories. Our assumption is that Jungian theory and practice need to attend to and focus more on social contexts, sociality and the influence of societal developments. But also, on the other hand, that analytical psychology, primarily Jung’s theory of individuation and the transcendent function as well as the broad complexity perspective of his theory of psyche, can be extended to a ‘socio’ and not just a ‘psycho’ perspective. The paper presents five foundational assumptions for a Jungian socioanalysis, with the following headings: 1) A Jungian socioanalysis calls for a complex psychology; 2) (Un)consciousness is social and sociality has a dimension of (un)consciousness; 3) A Jungian socioanalysis explores social fields ‘from within’ by smaller groups; 4) A Jungian socioanalysis enables and is enabled by emerging metaphors and affect-imagery; 5) Socio-cultural fields have an impulse toward individuation. This is the first of two papers in the present edition of the journal – the second paper gives socio-clinical illustrations of our thesis in this paper.     

Disentangling the far transfer of language comprehension gains using latent mediation models

While we know that interventions targeting oral language can be effective, little is known about what drives these effects. In this study, we examine whether gains in transfer measures are mediated through the specific words that are trained in a language intervention. Based on a large‐scale randomized controlled trial of language intervention in 4‐ to 5‐year‐old children, latent mediation models were used to disentangle oral language gains in transfer measures. The results first showed that the effects of the language intervention and the transfer effects are generated through expressive rather than receptive measures of language. Second, we found that the effects of the intervention on intermediate transfer measures of language were mediated through the ability to define the trained words. Third, and critically, for far transfer measures that did not contain any of the trained words, the effects were mediated through the trained words. The findings relate to theories of transfer and support the idea that far transfer is possible, at least within the same domain. In addition, it seems that effects on receptive language skills are difficult to obtain and that what is improved is instead the children's ability to express themselves and use procedures to explain words. Thus, to optimize intervention effects, future studies should focus on expressive language.     

Unawareness is more than a chance event: comment on Lovibond and Shanks (2002)

P. F. Lovibond and D. R. Shanks (2002) suggested that expectancy of the unconditional stimulus and emotional ratings are valid indexes of awareness in Pavlovian conditioning and that participants are aware if they can discriminate the conditional stimuli. However, research suggests that processes that are irrelevant to awareness affect these measures. Further, as awareness refers to conscious experience, a valid measures needs to index subjective state rather than discrimination ability. In support, research using subjective measures has demonstrated qualitatively different effects depending on whether participants reported being aware or unaware of the stimuli. In this research, participants reported being unaware of the stimuli even though they were clearly able to discriminate the stimuli. These findings question the validity of Lovibond and Shanks' concept of awareness and their suggestion of a close association between conditioning and awareness.