For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series."

The ten year anniversary of the book offers an excellent opportunity to publish a second edition. Several aspects of the book have evolved considerably since its first printing. For instance, substantial revision to the internship, licensure, and certification processes has occurred, and are reflected in this resource. Much of the literature on clinical psychology, cultural sensitivity, and the current job market is updated. Changes in technology have large effects on teaching and practicing clinical psychology. These modifications are needed to offer appropriate and updated information for students. In short, virtually every chapter has substantial modification to ensure that the material is accurate and up to date.

ALOIS ANGLEITNER and JERRY S. WIGGINS The personality questionnaire has been with us for more than 60 years. It has been, and still is, the most popular method of personality assessment and it no doubt will continue to be so. The method has been sharply criticized since its inception (e. g. , Allport, 1921; Watson, 1933; Ellis, 1946; Janke, 1973), and this criticism is also likely to continue. The long-standing indifference of test con structors to criticisms of their craft is brought home by noting the similarities between objections raised many years ago and those that are offered today (Gynther & Green, 1982). Within this context, one might well ask why a book on personality questionnaires should appear at this time. Despite the centrality of the personality questionnaire to personality as sessment, there are, to our knowledge, no recent books on the general topic of personality questionnaires. There are of course books on specific instru ments (e. g. , Dahlstrom, Welsh & Dahlstrom, 1972, 1975), books on interpre tation of specific instruments (e. g. , Comrey, 1980), and books on specific is sues such as response styles (e. g. , Block, 1965). Although not specifically focused on personality questionnaires, Bass and Berg's (1959) Objective Ap proaches to Personality Assessment dealt with a number of issues that are cen tral to questionnaires.

Progress in understanding humor and developing a comprehensive, testable theory of humor has been slow in coming. Fortunately, we do not need to have at our command a thorough understanding of a phenomenon in order to make use of it. In Volume II, Applied Studies, of the Handbook of Humor Research, there is a movement away from theoretical issues that lay beneath humor and laughter as biological, psychological, and social acts. Rather than attempting to deal with the dynamics of humor-with why a particular situation or object elicits laughter-the chapters in Volume II explore humor and laughter as behaviors that are correlated with and have effects upon a great many other realms of social and psychological life. In this volume we explore the uses and consequences of humor. Joel Goodman is one of only a handful of individuals who teaches the development of humor, not for purposes of entertainment, but for the enhancement of human relationships. He has taught humor techniques to business executives and rank and file workers, teachers, medical and mental health practitioners, and government employees. In recognizing that humor is an important form of social communication, Goodman focuses on making conscious the often unthinking use of humor. What does a card-carrying comedian think of humor? More than you may have supposed. In Chapter 2, Stanley Myron Handelman likens humor to religion, a set of beliefs and a foundation for interpreting the cosmos.

The United Nations' designation of 1979 as the International Year of the Child marked the first global effort undertaken to heighten awareness of the special needs of children. Activities initiated during this special year were designed to promote purposive and collaborative actions for the benefit of children throughout the world. Michigan State University's celebration of the International Year of the Child was held from Septem ber 1979 through June 1980. A variety of activities focused attention on the multiplicity of factors affecting the welfare of today's children as well as the children of the future. Many people involved with the university were concerned that benefits to children continue beyond the official time allocated to the celebration. The series Child Nurturance is one response to this concern. The first five volumes of Child Nurturance reflect directly the activities held on the Michigan State University campus and consist of original contributions from guest speakers and invited contributors. Subsequent biennial volumes will present original contributions from individuals representing such fields as anthropology, biology, education, human ecology, psychology, philosophy, sociology, and medicine. We hope the material presented in these volumes will promote greater understanding of children and encourage interdisciplinary inquiry into the individual, family, societal and cultural variables which influence their welfare and development. We would . like to express both our thanks and our admiration for who not only typed the camera-ready copy for each of Margaret Burritt the volumes, but also served as general manager of the entire project."

The Collective Unconscious in the Age of Neuroscience brings the connection between C. G. Jung's theory of a collective unconscious, neuroscience, and personal experiences of severe mental illness to life. Hallie B. Durchslag uses narrative analysis to examine four autobiographical accounts of mental illness, including her own, and illuminate the interplay between psychic material and human physiology that Jung intuited to exist. Durchslag's unique study considers the links between expressions of the collective unconscious, such as myth, fairy tales, folk tales, and 'big dreams', and the experiences of those diagnosed with severe mental illnesses, such as schizophrenia and bipolar I disorder. The author's personal narrative account of a psychotic episode is at its heart, bringing both an intimate foundation and exceptional insight to the book. With reference to neuroscientific and genetic research throughout, The Collective Unconscious in the Age of Neuroscience highlights gaps in depth psychological notions of etiology and treatment, highlights patterns of collective material in the qualitative experience of these genetic and biological disorders, and explores how the efficacy of pharmacological treatment sheds light on Jung's theoretical model. The Collective Unconscious in the Age of Neuroscience will be essential reading for academics and students of Jungian and post-Jungian studies, consciousness, neuroscience and mental health. It will also provide unique insight for analytical psychologists interested in severe mental illness and the collective unconscious.

The major portion of the investigations described in the present volume would never have been undertaken without the generous support of the Deutsche Forschungsgemeinschaft (German Research Society). During my professorship at the University of Marburg, I could not have carried on with my work in the psychology of language had it not been for the aid offered by this institution. Since these experimental investigations constitute the empirical backbone of the entire argument, I feel especially indebted to the Society. My warm thanks are also extended to the over two thousand subjects whose willing cooperation enabled my associates and myself to collect the body of data reported in these pages. I would like to thank the many parents, teachers, and school principals whose good will and collaboration were the prerequisites for conducting many of our experiments. The book also incorporates valuable contributions by my associates, insofar as my ideas and arguments bear the imprint of our joint work and discussion, to an extent that makes an accurate acknowledgement of each inspiration next to impossi ble. Giving them due credit, I would like to thank my assistants, the graduating students, and the student-aides back in Marburg and more recently in Mannheim."

Im beruflichen Alltag sind wir immer wieder mit Konflikten konfrontiert. Dieses Buch stellt anhand zahlreicher Praxisbeispiele dar, wie Konflikte in Unternehmen traditionell gehandhabt werden und welche komplementaren Formen der Konfliktbearbeitung es gibt. Stephan Proksch erlautert diese innovativen Methoden und stellt ihre Einsatzmoglichkeiten nachvollziehbar dar. Die Mediation wird als wirkungsvolle Form der Konfliktlosung ins Zentrum der Betrachtung gestellt. Gesprachs- und Fragetechniken als Werkzeuge des Konfliktmanagers werden leicht verstandlich erklart.

Die 2. Auflage ist komplett uberarbeitet und um das Kapitel Konfliktpravention sowie das Thema Konfliktanalyse erganzt. "

This book provides an alternative method for measuring individual differences in psychological, educational, and other behavioral sciences studies. It is based on the assumptions of ordinal statistics as explained in Norman Cliff's 1996 Ordinal Methods for Behavioral Data Analysis. It provides the necessary background on ordinal measurement to permit its use to assess psychological and psychophysical tests and scales and interpret the data obtained. The authors believe that some of the behavioral measurement models used today do not fit the data or are inherently self-contradictory. Applications of these models can therefore lead to unwarranted inferences regarding the status of the derived variables. These methods can also be difficult to apply, particularly in small-sample contexts without making additional, unrealistic assumptions. Ordinal methods more closely reflect the original data, are simple to apply, and can be used in samples of any size. The book's approach is in essence a return to simple empiricism in psychological measurement. Ordinal Measurement in the Behavioral Sciences provides: *methods for analyzing test responses; *extensive discussions of ordinal approaches to analyzing data that are judgments of stimuli; *methods for treating psychological data in ways consistent with its ordinal nature so as to stimulate new developments in this area; and *ordinal test theory and the unfolding methods that are applicable to cross-cultural studies. Advanced students, researchers, and practitioners concerned with psychological measurement should find this book relevant. Measurement professionals will find it provides useful and simple methods that stimulate thought about measurement's real issues.

Examines the importance of evolutionary biology for key issues in human development. Illustrates the power of socio- biological approaches in understanding developmental pheno- mena and their importance in generating new, empirically verifiable predictions.

The Proliferation of Action Theories and Their Applications Jaan Valsiner and Louis Oppenheimer Our contemporary psychology becomes satiated by references to "action" and "activity. " Over the recent decade numerous theoretical perspectives have appeared. all of which operate with the notion of "action" (Ajzen. 1985; Eckensberger & Silbereisen. 1980; Keller & Reuss. 1984; Lantermann. 1980). each of which define it (see Oppenheimer. Chapter 1 of this volume). Likewise. the empirical literature in child psychology is filled with "action-theoretic" notions--facilitated by the ease of seeing children acting within their environments at a pace that surpasses that of even the most hyperactive adult! Of course. the empirical discourse in contemporary psychology is highly limited by its empiricistic emphasis. which dissociates empirical work from theoretically elaborate reasoning. At times. one can find in the literature an "anything goes" attitude--as long as the "umbrella" (theoretical) notion under which the given empirical study looks consensually respectable. the theoretical needs of "research" are satisfied. and psychologists can continue to accumulate "data" in their pursuit of "normal science. " The latter attitude to theory. of course, is but a convenient illusion. For any serious hope for progress in any discipline, the conceptual sphere must be explicitly developed further together with the empirical efforts. This sentiment led us to organize a symposium at the conference of the Society for Research in Child Development (SRCD) in Baltimore, Maryland, in 1987. The presentations at that symposium gave us the idea of editing a book on the origins of action.

Dreams seem the most private territory of experience. Yet Dreaming Culture argues they are a space in which we practice, consider, question, and adapt cultural models of the self, gender, sexuality, relationships, and agency. Through an innovative "dream ethnography" from college students in the northwestern U.S., this book contributes to recent research on dreaming and the brain in psychology and continuing research on dreaming and the self in clinical psychology and psychological anthropology. Dreaming Culture uses critical theory to understand power relations embedded in cultural models, a perspective often lacking in cognitive anthropology and in psychological studies of self and mind.

Scientific work on mnemonics and imagery conducted in the 1960s and early 1970s was directed at testing enthusiastic claims of the efficacy of memory tech niques developed by the ancient Greeks and further refined in the popular litera ture by "professional" mnemonists. The early research on imagery and mnemonics confirmed many of these claims and also illuminated the limitations of some techniques (e. g., bizarre imagery). As such, these seminal studies clearly were valuable in providing a solid data base and, perhaps as important, making imagery and mnemonics acceptable research areas for experimental psycholo gists and educators. After this initial surge of work, however, it seemed that sub sequent contributions met with the attitude that "mnemonic techniques and imagery help memory, what else is new?" This attitude was not completely justi fied, however, given the theoretical insights from the work of such imagery and mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the 1980s this claim is completely unjustified. Research on mnemonics and imagery has grown in exciting ways. Researchers are tapping the area's theoretical potential, both in terms of extending basic memory theories to account for the robust effects produced by mnemonic techniques and in terms of using explanations of mnemonic effects to understand basic memory processes. Individual differences in the use of imagery and mnemonic encoding activities are also being explored. This research has provided valuable information for basic memory theories (e. g."

About a decade ago we edited The Psychology of Humor. Besides the summary chapter and bibliography of about 400 items, the book contained eleven original papers that represented the state of knowledge at that time. We confess that it was not easy to fill that volume with first-rate contributions. In a few instances we invited contributors only on the basis of having heard through the grapevine that they were doing interesting work on humor. Our sources proved reliable and we were pleased with the results. We even made new friends as a result of these blind invitations. But the fact remains that in the early 1970s there was only a handful of social scientists studying humor and laughter. The history of humor research prior to the 1970s can also be characterized in terms of the short-term commitment to investigating humor among those who did venture out and try their hand at designing humor studies. For reasons that remain unclear, many investigators published only one or two humor studies before abandoning the area in favor of some other research domain. We have the impression that for decades social scientists have been very intrigued by the idea of studying humor. Psychologists have suspected for a long time that humor somehow is very important in the lives of people. We find laughter and humor occurring almost wherever we find people engaged in social interaction.

"Memory: Interdisciplinary Approaches" arrays the most current research and thinking on the cognitive, social, and neural aspects of memory. An international group of experts discusses the domains of working memory and the modularity of storage processes while other contributors examine the social and developmental consequences of memory. This volume represents the most comprehensive reviews of "frontline" memory work to date. This collection is based on the first series of G. Stanley Hall Lectures sponsored by Williams College.

Recently, in the area of learning disabilities, a subarea of special educa tion, an interesting development has become discernible. This develop ment centers on the increasing focus of learning disabilities professionals on theory building and empirical research, and it is reflected in the spate of books currently being published. With their clear emphasis on con ceptual and methodological issues along with directions for future re search, these newly published books differ essentially from the bulk of learning disabilities textbooks. They include S. Vaughn and C. Bos (Eds. ), Research in Learning Disabilities: Issues and Future Directions, published in 1987 by College-Hill; T. E. Scruggs and B. Y. L. Wong (Eds. ), Intervention Research in Learning Disabilities, published in 1990 by Springer-Verlag; and L. Swanson (Ed. ), Learning Disabilities: Theore tical and Research Issues, published in 1991 by Lawrence Erlbaum Asso ciates. As reflected in these three books, the discipline began with a service orientation and has evolved beyond that to come of age with aspirations of becoming a scientific discipline. These books can be taken to voice the concerted efforts, of learning disabilities professionals to promote theory building and empirical research. Undeniably these books provide valuable information on conceptual issues and research in learning disabilities. Nevertheless, they appear to have one drawback, namely, they focus exclusively on learning disabilities research in North America."

This edited volume gives a new and integrated introduction to item re sponse models (predominantly used in measurement applications in psy chology, education, and other social science areas) from the viewpoint of the statistical theory of generalized linear and nonlinear mixed models. Moreover, this new framework aHows the domain of item response mod els to be co-ordinated and broadened to emphasize their explanatory uses beyond their standard descriptive uses. The basic explanatory principle is that item responses can be modeled as a function of predictors of various kinds. The predictors can be (a) char acteristics of items, of persons, and of combinations of persons and items; they can be (b) observed or latent (of either items or persons); and they can be (c) latent continuous or latent categorical. Thus, a broad range of models can be generated, including a wide range of extant item response models as weH as some new ones. Within this range, models with explana tory predictors are given special attention, but we also discuss descriptive models. Note that the 'item responses' that we are referring to are not just the traditional 'test data, ' but are broadly conceived as categorical data from a repeated observations design. Hence, data from studies with repeated-observations experimental designs, or with longitudinal designs, mayaIso be modeled. The intended audience for this volume is rather broad."

Contemporary society is in constant change. Transitions and crises occur in every life, regardless of status, ethnicity, sex, race, education, or religion. Yet, the traditional societal forms for helping with these transitions and crises are changing as well. The typical nuclear family has given way to single-parent, blended, or dual-career structures. Religious, health, educational, social service, philanthropic, and other organizational support systems have also changed from their pre-1950 counterparts. As these sometimes evolutionary, sometimes revolutionary, changes have occurred, considerable scholarship and empirical research has attempted to identify and develop methods of helping people encounter these transitions and crises. These efforts have come from various fields: psychology, sociology, anthropology, linguistics, law, social work, nurs ing, medicine, education, labor relations, and others. Each has brought its own theories, research methods, and practical experiences to bear on the problems. One of the methods that these fields have universally been intrigued with is the use of empathy. Empathy, that crucial but elusive pheno menon (so the literature has reported), has been identified as important in human interactions. Labor mediators, legal arbitrators, psychiatric psychoanalysts, encounter group facilitators, classroom instructors, and kindred helpers have been told that "understanding how the other person or group is thinking and feeling" will help that person or group. The anxious parent and troubled spouse have been urged to "understand the other's point of view." Some writers have even argued that empathy is crucial to resolving international tensions and terrorist group violent actions."

*Invaluable school practitioner resource, revised and updated: 25% new material includes telehealth applications, cyberbullying updates, and more. *Expanded coverage of adolescent issues, such as antisocial behavior, substance use, social media, sexual orientation, and gender identity. *Practice-oriented work gives psychologists, counselors, social workers, and educators ready-to-use, downloadable tools. *Authoritative, research-based information.

This practical guide for succeeding in aptitude tests, which are increasingly being used to test applicants for jobs and academic courses, offers general information (benefits, drawbacks, use of tests) in addition to many examples of themed tests with recommended answers and explanations. This practical guide for succeeding in aptitude tests, which are increasingly being used to test applicants for jobs and academic courses, offers general information (benefits, drawbacks, use of tests) in addition to many examples of themed tests with recommended answers and explanations. It is an essential aid for anyone faced with an aptitude or psychometric test - particularly one that can make the difference between getting a job or losing it!

Psychiatric clinicians should use rating scales and questionnaires often, for they not only facilitate targeted diagnoses and treatment; they also facilitate links to empirical literature and systematize the entire process of management. Clinically oriented and highly practical, the Handbook of Clinical Rating Scales and Assessment in Psychiatry and Mental Health is an ideal tool for the busy psychiatrist, clinical psychologist, family physician, or social worker. In this ground-breaking text, leading researchers provide reviews of the most commonly used outcome and screening measures for the major psychiatric diagnoses and treatment scenarios. The full range of psychiatric disorders are covered in brief but thorough chapters, each of which provides a concise review of measurement issues related to the relevant condition, along with recommendations on which dimensions to measure - and when. The Handbook also includes ready-to-photocopy versions of the most popular, valid, and reliable scales and checklists, along with scoring keys and links to websites containing on-line versions. Moreover, the Handbook describes well known, structured, diagnostic interviews and the specialized training requirements for each. It also includes details of popular psychological tests (such as neuropsychological, personality, and projective tests), along with practical guidelines on when to request psychological testing, how to discuss the case with the assessment consultant and how to integrate information from the final testing report into treatment. Focused and immensely useful, the Handbook of Clinical Rating Scales and Assessment in Psychiatry and Mental Health is an invaluable resource for all clinicians who care for patients with psychiatric disorders.

Featuring contributions from some of the leading researchers in the field of SEM, most chapters are written by the author(s) who originally proposed the technique and/or contributed substantially to its development. Content highlights include latent variable mixture modeling, multilevel modeling, interaction modeling, models for dealing with nonstandard and noncompliance samples, the latest on the analysis of growth curve and longitudinal data, specification searches, item parceling, and equivalent models. This volume will appeal to educators, psychologists, biologists, business professionals, medical researchers, and other social and health scientists. It is assumed that the reader has mastered the equivalent of a graduate-level multivariate statistics course that included coverage of introductory SEM techniques.

Psychological Testing: A Practical Introduction 4e offers students of psychology and allied disciplines a comprehensive survey of psychometric principles and tests in the major categories of applied assessment. Coverage includes test norms, reliability, validity, and test development, with an entirely new chapter on test fairness and bias. Chapters on assessment of cognitive ability, achievement, personality, clinical instruments, and attitudes provide up-to-date examples of the widely used tests in each category. Recognizing that active engagement maximizes learning, the text presents as an active learning device rather than a reference work. Extensive use of chapter objectives, key point and end-of-chapter summaries, practice problems, applied scenarios, internet-based resources, and statistics skills review enable students to engage more fully with the material for a deeper understanding. Written in a clear, reader-friendly style, the text approaches challenging topics by balancing technical rigor with relatable examples of contemporary applications.

In this book, experts in statistics and psychometrics describe classes of linkages, the history of score linkings, data collection designs, and methods used to achieve sound score linkages. They describe and critically discuss applications to a variety of domains. They define what linking is, to distinguish among the varieties of linking and to describe different procedure for linking. Furthermore, they convey the complexity and diversity of linking by covering different areas of linking and providing diverse perspectives.