A TEXTBOOK OF PSYCHOLOGY. By D. 0. Hebb. Philadelphia and London, W. B. Saunders Co., 1958. 276 pp. $4.50. The large and heterogeneous collection of books written over the past fifteen years for the first course in psychology can be fitted rather loosely into two categories-the encyclopedic and the systematic. At their worst, the \"encyclopedic\" text is merely sprawling and the \"systematic\" merely personal, but a good defense can be presented for both ways of introducing the undergraduate to a field as various as psychology. Professor Hebb has thrown his weight to the systematic side with a short and cleanly written exposition of his technique for comprehending behavioral data. Drawing on the theoretical position presented in his Organization of Behavior, he has brought into articulation such usually diverse topics as perception, maturation, thinking, and motivation. He manages this task of integration with wit and modesty, and without surrendering to the students' fear of physiological detail. More than this, he accepts much of the layman's language and leads the student past the pitfalls of \"mind,\" \"thought,\" \"consciousness,\" and \"imagery\" by thoughtful analysis rather than by wholesale rejection of such terms. This respect for Everyman's point of view, together with his tendency to present empirical findings in a condensed narrative free of tables and graphs, will win friends for Professor Hebb among students, but such reasonableness may make it difficult to convince these students that they need to revise the versions of psychology they bring to the first class. This is the paradox of Professor Hebb's book. He demands a great deal of the student in his treatment of neurophysiological hypotheses (for example, 36 of 78 figures detail the nervous system and its function), but he does not tamper too much with their other preconceptions about behavior (for example, there is scarce mention of psychoanalysis, social, psychology, or clinical methods, and a slim 25 pages are given to the vast field of learning). Perhaps the encyclopedists have a point-a dry recitation of empirical results does not charm or persuade, but it permits the teacher to advance his speculative integrations from a comparatively firm base. The systematic or personal textbook of psychology, in 1958, at any rate, may set undesirable boundaries on the first student's appreciation of the complex tasks psychologists face. Valuable as it is in presenting a coherent point of view, Professor Hebb's treatment of psychology can be used effectively as a primary textbook in the first course only by teachers already committed to his view of psychology.

Treatment of the Child in Emotional Conflict

This study was conducted with the participation of the students of the ELT department of Cukurova University in Turkey. We have tried to find out what students think about the effects of the culture class they attended in the fall semester of 2003-2004 academic year. As a result of the study, a significant similarity between the students’ views and the theoretical benefits of a culture class as argued by some experts in the field was observed. Regarding the benefits of learning about culture, attending the culture class has raised cultural awareness in ELT students concerning both native and target societies. This study illustrates how arguments of language teaching experts in favour of a culture class in language learning and teaching are justified by some sound evidence provided by the participants of this study.

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Culture in language learning and teaching

Approaches, contexts, and problems of social psychology : a book of readings

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Teaching for Cross-Cultural Understanding. Foreign Language Curriculum Series, Publication No. 414.

Articles treating various aspects of the teaching of Hispanic culture at the secondary and junior high school levels are intended to improve methodology and facilitate the development,of teacher-made instructional materials. An overview of the field relating problems and procedures in several areas is deve-loped. Selections cover: (1) bilinguality, concept formation, and language development; (2) foreign language for preschool children; (3) a cultural framework for teaching Spanish to children; (4) direct classroom teaching of cultural concepts; (5) teaching culture through comic strip; (6) use of the folksong; (7) Latin America studies programs for Spanish-speaking Americans; (8) Spanish dialectology; (9) a North American view of a-congress,on adult education held in Caracas, Venezuela; (10) the "yanqui" image in Asturias, "banana trilogy"; (11) Argentina as a Latin enigma; (12) ways to develop more positive attitudes toward native speakers of Spanish; (13) psychological theory of language learning; (14) three "levels" of competence for Spanish classes; and (15) testing understanding of the foreign culture. (RL) Perspectives for Teachers of Latin American Culture MICHAEL J. BAKALIS SUPT. OF PUBLIC INSTRUCTION 302 STATE OFFICE BUILDING SPRINGFIELD, ILLINOIS.62706 Division of I ns.auction Joshua Johnson, Assistant` Superintendent Illinois Title ill, NDEA Program Paul E. Woods, Director Derald Merriman, Assistant. Director for Foreip Languages

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Michael J. Bakalis

Papers

Perspectives for Teachers of Latin American Culture