Showing papers in "Annual Review of Psychology in 1976"

Human Abilities: A Review of Research and Theory in the Early 1970s

Abstract: Okay, so what are they saying in the study of human abilities? Granted that the "they" in this question is a loo-headed Hydra, is there any concert in the movements of this body such that we can make sense out of where it has been and where it is likely to meander tomorrow? Without in the least presuming to have discerned such harmony (if it exists) in the body of published material which has been presented since about 1971 in this area, the effort here nevertheless has been one of listening intently for any unification of thinking that is likely to carry forth into noteworthy clarifications. As in previous reviews of this area by Leona Tyler in 1972, Edwin Fleishman in 1969, and George Ferguson in 1965, the focus has been on substan­ tively based theory development, critical evaluations, and research results derived mainly from study of individual differences, rather than on logical analyses, methods of measurement, tests, techniques of data analysis, description of norms, and text­ book treatments of the subjects. Inevitably, of course, one will find spillover of the latter into the former: at least what looks to be critical evaluation, say, to the reviewer will be seen by some others as preoccuP!ltion with techniques for data analysis or with textbook treatment. So be it. In this respect also it must be acknowl­ edged that the review is highly selective. The aim has been to develop a few major points adequately, rather than touch only briefly on a larger number of the impor­ tant issues. Entire areas (e.g. physiological correlates) are thus omitted. The refer­ ences cited are in many cases only illustrative, not the full list upon which the review evaluation is based. A larger, more fully documented draft of the review can be obtained from the author on request. In sum the aim has been to detect major trends rather than provide a full catalog of specific findings, to interpret history rather than to record it.

Biochemistry and Behavior: Some Central Actions of Amphetamine and Antipsychotic Drugs

Abstract: tempted to presen t a relatively broad coverage of the different levels of analysis of amphetamin e action s. We have chosen to emphasize two promin ent behavioral effects of amphetamin e on spontaneous behavior, i.e. increased locomotor behavior and stereotyped behavior, and the biochemical and neurophysiological studies that relate primarily to these behavioral effects. One of the most interestin g aspects of this emphasis will be the provocative effects of lon g-term amphetamin e admin istra­ tion , which in experimen tal animals leads to a progressive augme nta tion of these behavioral effects, and which in humans produces the condition termed "ampheta­ mine psychosis. " Clinically the symptoms associated with this syndrome are difficult to distin guish from those characteristic of paran oid schizophrenia, and without a prior knowledge of the history of drug abuse, amphetamine psychosis has often been misdiagn osed as an idiopathic schizophrenic disorder. A large number of books and reviews on amphetamin e and related drugs has been published within the past 5 years, many of which are cited in this review for the interested reader. However, this topic has not been treated previously in the Annual Review of Psychology. The literature search for this manuscript ended in March 1975 .

Psychology and the Law: an Overture

Abstract: 1976 is an auspicious birth year for the first chapter on the state of the psychology/ law interface. Although it has not been 200 years since these two fields--concerned with the rules of and for human behavior-initiated collaboration, the history of psychology and law dates back to the first decade of the twentieth century. While Freud in 1906 in Vienna (42) was lecturing judges on the practicality of psychology, others in the United States circa 1 9 10 were also connecting the classroom (psycho­ logical laboratory) with the courtroom (law). In 1908, Munsterberg of Harvard University's psychological laboratory attempted in his book, On the Witness Stand, to apply psychology to legal problems by demonstrating that the psychological processes of perception and memory must be considered in evaluating courtroom testimony (128). In 1909, Healy established in Chicago the first psychological clinic to be attached to a juvenile court-a first also for law; in 1 9 1 5, he wrote Honesty:

Engineering Psychology and Human Performance

Abstract: There have been four previous chapters on "Engineering Psychology" in the 27-year history of the Annual Review of Psychology. The first, by the late Paul M. Fitts (74), appeared in Volume 9 (1958) and covered the literature from January 1956 to May 1957. This was followed 2 years later (Volume 11) by the chapter by Arthur W. Melton and the late George E. Briggs (153), which surveyed the literature from June 1957 through May 1959. The third chapter, by Alphonse Chapanis (39), appeared in Volume 14 (1963) and extended the survey of the literature to April 1962. E. C. Poulton's (172) review was published in Volume 17 (1966) and was based on literature surveyed to April 1965. The present chapter, for which a lO-year span of literature has been surveyed, has the two terms in its title, "Engineering Psychology and Human Performance." It is meant to provide a transition from the reviews of engineering psychology that appeared every two or three years between 1958 and 1966, to the reviews of human performance that are being planned to appear at 4-year intervals hereafter [see the master plan listed in the preface of Volume 26, 1975 (181)].

Change Induction in Small Groups

Abstract: Almost every conceivable arrangement used for almost every conceivable end with almost every conceivable type of person can define the small face-to-face group whose function is to effect change or psychological repair. A fair reading of the literature suggests that no single technique, type of group, or theoretical orientation succeeds for the majority of group participants. On the other hand, one cannot find a technique, type of group, or orientation that does not work with at least one other person. The focus of this review lies between these poles. Although the specific focus is the use of groups in meeting mental health goals, the more general area considered is group-based changed induction. The survey is of group psychotherapy, experiential groups (variously labeled sensitivity training or encounter groups), consciousness-raising activities, and self-help groups. This in­ clusiveness is justified by observations that the processes of these various groups are

Neurological and physiological bases of psychopathology.

Abstract: The biological bases of adverse psychological functions represent an area entirely too extensive to deal with satisfactorily in a review chapter. The present paper attempts to provide an overview of the area, highlighting interesting recent contribu­ tions and citing earlier references in some instances to help identify emerging trends of research. In addition to reviewing some of the aberrant biological findings asso­ ciated with the major psychoses, consideration is given to psychological deficits resulting from known structural cerebral lesions in adults and children as well as those related to minimal brain dysfunction and learning disabilities.

Models of learning

Abstract: This review centers on mathematical models of learning and their empirical tests. 2 Trends noted by Greeno & Bjork (77) have continued and accelerated: mathematical learning theory has become 'more cognitive in terminology, learning models have made even greater use of trees or networks to represent process and structure, and material learned in the laboratory has born increasing similarity, if not identity, to real world knowledge. Extension of these trends raises a question whether practice effects or tasks requiring extensive practice during acquisition are a central aspect of learning. Indeed it could be argued that one of the finest learning models avail­ able, that of Norman, Rumelhart, and the LNR groupl (140), discusses learning only peripherally as a side issue to the treatment of memory storage, question answering, and problem solving. Greeno & Bjork's (77) implicit definition of learning as the new storage of infor­ mation in memory or the modification of a structure of knowledge forms a basis for identifying studies to be cited here. The

Personnel and Human Resources Development

Abstract: In order to organize this chapter, an open systems model is put forward that views the personnel function as located on the boundary between the organization and the external environment: The inputs from the environment that the personnel function needs to mediate include uncertainty, changing values, rising expectations, and the emergence of new power groups in society. They also include increased concern for minority groups, whether based on enlightened self-interest or more humane consid­ erations. The review will present a critical discussion of certain aspects of our subject area and an assessment of changing trends since about 1970. Personal interests have influenced the choice of particular topics, but in addition an attempt has been made to guess which of the current trends and problems are likely to stay with us for some time. We have also been influenced by recent chapters in the Annual Review of Psychology, particularly those by Campbell (24), Back (6) and Friedlander & Brown (60), who between them have covered a very considerable range of research relevant to our field. The literature and our own experience on several continents suggest that the role of psychology within what is broadly called the personnel area in modern organiza­ tions is now under critical review from a number of directions. We shall see that several eminent psychologists are dissatisfied with the development of our subject, and other social scientists, particularly sociologists, are covering crucial aspects of the personnel field. Even managers, who it is alleged psychologists are always trying to please, are sometimes bewildered by our reluctance to move into new areas of

Scientific Psychology in France

Abstract: This review was prepared with certain limitallons that should be made explicit. By scientific psychology we mean work where'the experimental method is employed, whether in the laboratory or in the field. It is certain that this method, even if it is the best for testing hypotheses, is not the only one that French psychologists use. But it is the only one in which the author has some competence and, therefore, is able to select material for an international public. Within this limitation we will nevertheless treat many of the main areas of psychology-perception, learning, language, differential, personality, developmental, social, and industrial psychology. For the same reason of personal competence, we have had to eliminate the areas of physiological psychology and animal psychology, even though these are particularly active in France. A further limitation comes from the necessity of presenting a somewhat coherent review focused on a small number of themes; in order to satisfy this requirement we have selected only work touching on problems tre. ated by at least two or three investigators, in some cases adding other studies that have an indirect but clear relation to these. Having decided upon these limitations, we have also added two other "filters" that seemed necessary to satisfy an international public. We have given priority to original research rather than to synthesizing reviews, and we are restricting this review almost entirely to already published research because of its greater availabil­ ity than unpublished research. It is hoped that non-French readers will keep in mind all of these limitations and will realize that the following pages give only a partial review of psychological research in France.