Candace Newmaker was an adopted girl whose mother felt the child suffered from an emotional disorder that prevented loving attachment. The mother sought attachment therapy--a fringe form of psychotherapy--for the child and was present at her death by suffocation during that therapy. This text examines the beliefs of the girl's mother and the unlicensed therapists, showing that the death, though unintentional, was a logical outcome of this form of treatment. The authors explain legal factors that make it difficult to ban attachment therapy, despite its significant dangers. Much of the text's material is drawn from court testimony from the therapists' trial, and from 11 hours of videotape made while Candace was forcibly held beneath a blanket by several adults during the "therapy." This book also presents history connecting attachment therapy to century-old fringe treatments, explaining why they may appeal to an unsophisticated public. This book will appeal to general readers, such as parents and adoption educators, as well as to scholars and students in clinical psychology, child psychiatry, and social work.

This book is a response to the conceptual crisis in clinical psychology. With over 250 psychotherapies, clinical psychology is a patchquilt that critically needs a theoretical thread to bind the patches together. Skurky proposes a model that views behavior as functioning simultaneously on the individual and systemic levels and provides psychotheraphy with a theoretical foundation. This approach focuses on human behavior as a holistic process and applies systems theory to individual functioning. This book offers some original and excellent ideas that can be a distinct contribution to working with couples and with members of families. These ideas might work well in actual practice and be quite helpful to many marital and family therapies.

" Albert Ellis, President, Institute for Rational-Emotive Therapy"

"The Levels of Analysis Paradigm" is this author's response to the conceptual crisis in clinical psychology. With over 250 psychotherapies, clinical psychology is a patchquilt that critically needs a theoretical thread to bind the patches together. The author proposes a model that views behavior as functioning simultaneously on the individual and systemic levels and provides psychotherapy with a theoretical foundation. This approach focuses on human behavior as a holistic process and applies systems theory to individual functioning. The book gives a brief history of clinical psychology as a critique of alternate therapy approaches. The tripartite approach to psychotherapy is then presented together with practical applications and case studies.

This monograph introduces practitioners and theorists to a new approach to clinical psychology . . . a model of individual and systemic therapy. Chapters cover: Conceptual Issues in Clinical Psychology; The Levels of Analysis Paradigm; The Tripartite Model of Individual and Systemic Therapy; Practical Applictions of the Tripartite Model; The Levels of Analysis Paradigm: Further Considerations.

The surge of contemporary interest in Vygotsky's contribution to child psychology has focused largely on his developmental method and his claim that higher psychological functions in the individual emerge out of social processes, that is, his notion of the "zone of proximal development." Insufficient attention has been given to his claim that human social and psychological processes are shaped by cultural tools or mediational means. This book is one of the most important documents for understanding this claim. Making a timely appearance, this volume speaks directly to the present crisis in education and the nature/nurture debate in psychology. It provides a greater understanding of an interdisciplinarian approach to the education of normal and exceptional children, the role of literacy in psychological development, the historical and cultural evolution of behavior, and other important issues in cognitive psychology, neurobiology, and cultural and social anthropology.

Since the publication of Vygotsky's Thought and Language in the United States, a number of North American and European investigators have conducted systematic observations of children's spontaneous private speech, giving substantial support to Vygotsky's major hypotheses - particularly those regarding the social origins of higher psychological functions. However, there still remain many vital questions about the origins, significance, and functions of private speech: How can social and private speech be validly differentiated? What kinds of social interactions promote the use of private speech? What are the sources of individual differences in the use of private speech? This unique volume addresses these and many other important questions. Characterized by a strong emphasis on original data, it reports on systematic observations of spontaneous private speech in children and adults in both laboratory and naturalistic settings. In addition to its systematic analysis of common methodological problems in the field, the book contains the most comprehensive bibliography of the private speech literature currently available.

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

Originally published in 1976, this volume contains new and original contributions of the time addressed to a related set of ideas concerning processes of memory in animals. The theme is that animals remember and that theories of animal learning must take this into account as well as the coding processes that have been assumed to be specific to human beings. The focus of the book is on processes, and some progress is reported in differentiating types of memory. The emphasis in applying animal work to studies of human memory is made not in terms of paradigms but in terms of processes implicated via performance in a variety of tasks. Also, many of the chapters reflect the usefulness of applying a memory framework to a variety of "nonmemory" paradigms. This work will be essential reading for all those interested in animal as well as human memory, and provided the most up to date and broadest examination of animal memory processes at the time, from both a theoretical and conceptual framework.

Originally published in 1902, this title was discovered as a manuscript after the author's death and was published 4 years later. David Kay published articles on various subjects and was one of the sub-editors on the eighth edition of Encyclopaedia Britannica. After writing an article on mnemonics he became very interested in the subject of memory. He had already published a title in 1888, Memory: What It Is, and How to Improve It, and this volume was intended to build on that discussion. A great opportunity to read one of the early discussions on human memory.

'Someday we expect that computers will be able to keep us informed about the news. People have imagined being able to ask their home computers questions such as "What's going on in the world?"...'. Originally published in 1984, this book is a fascinating look at the world of memory and computers before the internet became the mainstream phenomenon it is today. It looks at the early development of a computer system that could keep us informed in a way that we now take for granted. Presenting a theory of remembering, based on human information processing, it begins to address many of the hard problems implicated in the quest to make computers remember. The book had two purposes in presenting this theory of remembering. First, to be used in implementing intelligent computer systems, including fact retrieval systems and intelligent systems in general. Any intelligent program needs to use and store and use a great deal of knowledge. The strategies and structures in the book were designed to be used for that purpose. Second, the theory attempts to explain how people's memories work and makes predictions about the organization of human memory.

Are our efforts to help others ever driven solely by altruistic motivation, or is our ultimate goal always some form of self- benefit (egoistic motivation)? This volume reports the development of an empirically-testable theory of altruistic motivation and a series of experiments designed to test that theory. It sets the issue of egoism versus altruism in its larger historical and philosophical context, and brings diverse experiments into a single, integrated argument. Readers will find that this book provides a solid base of information from which questions surrounding the existence of altruistic motivation can be further investigated.

Originally published in 1928 this short essay looks two rival theories of the time, both hypothetical, and explores which one 'better fits the facts'. Whether memory depends on "enduring traces" in brain structure (to use the language of Professor Semon), or whether it depends on records in "psychical structure" (to use the language of Professor McDougall). Today it can be read and enjoyed in its historical context.

This book documents the third in a series of annual symposia on family issues--the National Symposium on International Migration and Family Change: The Experience of U.S. Immigrants--held at Pennsylvania State University. Although most existing literature on migration focuses solely on the origin, numbers, and economic success of migrants, this book examines how migration affects family relations and child development. By exploring the experiences of immigrant families, particularly as they relate to assimilation and adaptation processes, the text provides information that is central to a better understanding of the migrant experience and its affect on family outcomes. Policymakers and academics alike will take interest in the questions this book addresses: * Does the fact that migrant offspring get involved in U.S. culture more quickly than their parents jeopardize the parents' effectiveness in preventing the development of antisocial behavior? * How does the change in culture and language affect the cognitive development of children and youth? * Does exposure to patterns of family organizations, so prevalent in the United States (cohabitation, divorce, nonmarital childbearing), decrease the stability of immigrant families? * Does the poverty facing many immigrant families lead to harsher and less supportive child-rearing practices? * What familial and extra-familial conditions promote "resilience" in immigrant parents and their children? * Does discrimination, coupled with the need for rapid adaption, create stress that erodes marital quality and the parent-child bond in immigrant families? * What policies enhance or impede immigrant family links to U.S. institutions?

This volume contains contributions from 24 internationally known scholars covering a broad spectrum of interests in cross-cultural theory and research. This breadth is reflected in the diversity of the topics covered in the volume, which include theoretical approaches to cross-cultural research, the dimensions of national cultures and their measurement, ecological and economic foundations of culture, cognitive, perceptual and emotional manifestations of culture, and bicultural and intercultural processes. In addition to the individual chapters, the volume contains a dialog among 14 experts in the field on a number of issues of concern in cross-cultural research, including the relation of psychological studies of culture to national development and national policies, the relationship between macro structures of a society and shared cognitions, the integration of structural and process models into a coherent theory of culture, how personal experiences and cultural traditions give rise to intra-cultural variation, whether culture can be validly measured by self-reports, the new challenges that confront cultural psychology, and whether psychology should strive to eliminate culture as an explanatory variable.

A collection of the articles written by the author throughout his extensive career, this book achieves three goals. First, it reprints selected research and theory papers on stress and coping from the 1950s to the present produced by Lazarus under five rubrics: his dissertation; perennial epistemological issues including the revolt of the 1940s and 1950s; his transition from laboratory to field research; the clinical applications of stress and coping; and expanding stress to the emotions. Second, it provides a running commentary on the origination of the issues discussed, what was occurring in psychology when the work was done, and where the work led in the present. Third, it integrates various themes about which psychologists debate vociferously, often without recognizing the intellectual bases of these differences.

How can managers motivate their employees? After conducting detailed field studies of work groups in settings as diverse as insurance company offices and regatta sailboats, Judith Komaki has identified two key behaviours that seem to distinguish effective from ineffective managers; monitoring workers' performance and communicating consequences. Drawing on her research over the last ten years, Komaki combines behavioural and cognitive theories of leadership and puts forward a new model for the study of leadership from an operant perspective.

"Working memory" is a term used to refer to the systems responsible for the temporary storage of information during the performance of cognitive tasks. The efficiency of working memory skills in children may place limitations on the learning and performance of educationally important skills such as reading, language comprehension and arithmetic. Originally published in 1992, this monograph considers the development of working memory skills in children with severe learning difficulties. These children have marked difficulties with a wide range of cognitive tasks. The studies reported show that they also experience profound difficulties in verbal working memory tasks. These memory problems are associated with a failure to rehearse information within an articulatory loop. Training the children to rehearse material is shown to help alleviate these problems. The implications of these studies for understanding normal memory development, and for models of the structure of working memory and its development are discussed. It is argued that the working memory deficits seen in people with severe learning difficulties may contribute to their difficulties on other cognitive tasks.

An enormous amount of scientific research compels two fundamental conclusions about the human mind: The mind is the product of evolution; and the mind is shaped by culture. These two perspectives on the human mind are not incompatible, but, until recently, their compatibility has resisted rigorous scholarly inquiry. Evolutionary psychology documents many ways in which genetic adaptations govern the operations of the human mind. But evolutionary inquiries only occasionally grapple seriously with questions about human culture and cross-cultural differences. By contrast, cultural psychology documents many ways in which thought and behavior are shaped by different cultural experiences. But cultural inquires rarely consider evolutionary processes. Even after decades of intensive research, these two perspectives on human psychology have remained largely divorced from each other. But that is now changing - and that is what this book is about. Evolution, Culture, and the Human Mind is the first scholarly book to integrate evolutionary and cultural perspectives on human psychology. The contributors include world-renowned evolutionary, cultural, social, and cognitive psychologists. These chapters reveal many novel insights linking human evolution to both human cognition and human culture - including the evolutionary origins of cross-cultural differences. The result is a stimulating introduction to an emerging integrative perspective on human nature.

Originally published in 1979, the chapters in this volume summarize the available knowledge pertaining to a variety of functional - as opposed to explicitly organic - amnesias and disruptions of memory. Each chapter is written by an expert, and each author has attempted to integrate his area of inquiry into the contemporary body of theory and research on memory and cognition. Functional memory disorders may prove to be a significant testing ground for current theorizing, and the study of these phenomena may provide insights into memory and cognition that might be obscured in the usual sorts of laboratory investigations. The intent of the volume is to contribute to the development of a more comprehensive account of the processes involved in remembering and forgetting. The reader will find bold new treatments of repression and childhood amnesia, systematic explorations of certain experimental amnesias, and challenging analyses of the anomalies of everyday memory, in this ground-breaking work of the time.

In the ten years prior to its original publication in 1987, cognitive psychology uncovered the increasingly important role of knowledge stored in memory and the integrated nature of cognitive processes. In Memory, Thinking and Language the author takes these three traditional topics and places them within the new cognitive approach. Judith Greene's 1975 book Thinking and Language, proved to be a highly successful student resource. This book provides an equally clear introduction to complex ideas. It also emphasises the practical applications of cognitive psychology for teaching and learning as well as for everyday life.