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The article comments on several research articles contributed to the "Decision Sciences" periodical in 1974 by behavioral scientists who are producing scholarship contributory to effective decision making and implementation. The research articles offer a range of theory, new empirical data and critical review from multiple behavioral disciplines. The article discusses each research paper and examines its key contributions to studies on decision making and decision theory.

This article presents a list of books related to psychology. Some of the books enlisted are "Assessment of Sexual Function: A Guide to Interviewing," vol. 28, "Psychoanalytic Investigations," by Therese Benedek, "Inside Psychotherapy," by Adelaide Bry, "Situational Management: A Contingency Approach to Leadership," by Howard M. Carlisle, "Designing Complex Organizations," by Jay Galbraith, "Organizational Behavior and the Practice of Management," by David R. Hampton, Charles E. Summer, Ross A. Webber, "Institution Building in India: A Study of International Collaboration in Management Education," Thomas M. Hill, W. Warren Haynes and Howard Baumgartel with the collaboration of Samuel Paul, "From Diagnosis to Treatment: An Approach to Treatment Planning for the Emotionally Disturbed Child," vol.8, "Tomorrow's Organizations: Challenges and Strategies," by Jong S. Jun and William Storm, "Organization Change: Techniques and Applications," by Newton Margulies and John Wallace and "Deaths of Man," by Edwin S. Shneidman.

The author reflects on applying behavioral science procedures to managerial accounting and the paper "The Effect of Frequency of Feedback on Attitudes and Performance" by Doris M. Cook. He discusses the limitations and ambiguities that are contained in the paper by Cook in order to help future researchers. The empirical test of hypotheses relating success or failure to the frequency of feedback of performance is, to the author, not needed.

A list of research papers that will be appearing in the forthcoming issues of "The British Journal of Psychology," is presented. It includes "The Development of the Ability to Decenter in Time," by R. F. Cromer, "Divergent Thinking: A Complex Function of Interacting Dimensions of Extraversion-Introversion and Neuroticism-Stability," by W. J. Di Scipio, and "Strategies in Rotary Pursuit Tracking," by C. D. Frith.

A list of scholarly papers in phsycology that are scheduled to appear in the next issue of the journal is presented.

In this article the author comments on the two methods of conducting accounting research, the search for universal relationship between accounting variables and the behavior of information researchers, and another approach which considers differences in peoples' use of information systems. The author comments on Edward J. Lusk's research paper related to the cognitive aspects of annual reports that the author claims does not successfully use either approach. According to the author, Lusk's paper is very vague about his experimental procedure, presenting data on eighty-seven randomly selected students and on thirty-four randomly selected financial analysts, not stating how the students and analysts were selected, nor why only thirty-five analysts were included.

A list of articles related to psychology to be published in the forthcoming issues is presented including "Handedness in the children of tow left-handed parents," by M. Annett and "Orienting and Defence Reactions to Simple Auditory Stimulation in Man," by D. Carroll.

A list of books related to psychology is presented. They include "The Underground Stream," by N. Adler, "The Role of Genetics in Mental Retardation," by R. M. Allen, A. D. Cortazzo, and R. P. Toister, and "The Brain and Hearing: Hearing Disturbances Associated with Local Brain Lesions," by A. V. Baru and T. A. Karaseva.

The article presents a commentary on the paper "LIFO and the Diffusion of Innovation," by Ronald M. Copeland and John K. Shank. The author suggests that there is some confusion as to what is being attempted in Copeland and Shank's analysis. He explains that the authors state they are testing an alternative to the view that economic variables alone can explain the adoption of innovation and to see if the theory is really useful in explaining the adoption of accounting changes. He notes that there are significant differences in these two purposes.

A list of books related to psychology is presented. They include "An Outline of Piaget's Developmental Psychology," by R. M. Beard, "An Introduction to the Principles of Psychology," Second edition, by B. R. Bugelski, and "Mental Retardation and Behavioural Research," edited by A. D. B. Clarke and A. M. Clarke.

The article reports on the discussion of the study concerning the learning of mathematics. The discussion contains arguments regarding the paper written by professor Stone about functions. One of the arguments that is given attention to, is the concept of function being connected with the primitive concepts of pure logic, nearly unanalyzable and must be grasped by a psychological act of direct perception. This argument is also related to the child's development as the notion of grasping and perception are described to occur at some point in the development.

A list of articles related to psychology that were published in several journals are presented including "Smoking, Health and Behavior," by E. F. Borgatta and R. R. Evans, "Authority and Addiction," by L Brill and L. Lieberman and "Moral Judgement From Childhood to Adolescence," by N. J. Bull.

The article discusses the studies related to personal psychology in France. It mentions that several periodicals in France featured issues related to applied psychology which prove that French psychologists were also concern on developing studies and criterion that would define the intelligence and behavior of French people. It states that French psychologists use several methods in their experimental tests including pencil and paper tests, vocabulary tests and accentuation tests. It says that French also have problems in grammatical rules, which is correlated with knowledge.

There are two aims to this paper; to report in brief preliminary form a number of studies on group risk-taking that have been carried out in Bristol in the past two years, and to relate these studies to an explanation of group risk-taking phenomena primarily in terms of group polarization. The paper has five sections. The first section supplies some background material regarding basic phenomena and previous attempts at explanations. The second section relates to initial individual decisions and the third section to decisions following group discussion and consensus. In the fourth section a tentative explanation of group risk-taking effects is proposed in terms of group polarization processes, together with something like an overall value for risk. Group polarization itself is discussed in terms of normative and informational aspects of social influence. The final section deals with two implications of the proposed explanation, one relating to the role of individual familiarization and the other to the generality of group polarization processes. [ABSTRACT FROM AUTHOR]

Comments on the article "Technique and counter-transference," previously published in the "Journal of Analytical Psychology." Carl Jung's contributions to analytical thought and practice; Need for psychoanalysts' theoretical and technical equipment to the constantly reviewed.

This research paper presents a case history of a man in his late twenties, and analyzes the case psychologically. The man, from his late teens had a difficulty in relating to women. He was a bright scholar and on leaving the university started a career in the diplomatic sphere, furthered this with considerable success during his war service, and found himself returned to civil life with good prospects and considerable status at the age of twenty-five. He talked of his fear of returning to his work and his shame at having had a breakdown. By analyzing the dreams of this patient, this paper focuses upon the significance of the latent homosexual orientation of symptom-formation, its influence upon the transference, and in particular on the part it plays in the therapeutic process.

Discusses the developmental aspects of finger painting, as an indication of its value as a medium of expression, in children and seeks to explain whether there are similarities or differences among age groups. Relationship between finger painting and personality diagnosis; Analysis of the trend in concept development in children and the representations showed.

Cognitive styles have been described as the distinctive ways in which individuals come to grips with reality. This research paper holds that such styles are manifestations of different response probabilities or response strengths in certain types or classes of behaviors. A cognitive style may manifest itself as a directive influence on behavior, i.e., certain responses have a greater probability of occurrence in ambiguous situations, or as an ability to resist disruption under interference conditions such as distraction. It is assumed that these response characteristics are common to responses within certain classes of behavior. A specific style or pattern appears, then, whenever a particular class of behavior is elicited. The present paper describes certain behavioral classes within which specific cognitive styles may be expected. Researchers have previously demonstrated a cognitive style involving conceptual and perceptual-motor classes of behavior. Subsequent unpublished work, however, has suggested that this style, which is termed conceptual versus perceptual-motor dominance, is limited to conceptual and perceptual-motor tasks which are novel, difficult, or concentration-demanding.

In this article, two studies are summarized, that employ a previously developed experimentally validated measure of castration anxiety to test derivations from psychoanalytic theory. The first study compares homosexual males and normal males in a search for differences in castration anxiety. The second study makes the same comparison for normal men and women. S. Freud, in one of his earliest papers, suggests that castration anxiety, because of its role in the resolution of the Oedipus complex, is of crucial importance to subsequent object choice. Later papers repeat this statement without essential castration anxiety inhibits the boy's object choice and, if reinforced by organic factors, may result in exclusive homosexuality. The weight of psychoanalytic theory suggests castration anxiety is of differential importance in the personalities of normal men and women, Freud, speaking of castration anxiety in the female, states "She accepts castration as an established fact, an operation already performed. The castration dread thus being excluded in her case."

The paper is a report of some experiments, which were developed to test the hypothesis that a preference for tints on the one hand or for strong color on the other hand is associated with certain characteristics of personality. It was believed that individuals are fairly consistent in their choosing of either colors or tints and that these choices are associated with two different ways of experiencing life. The ideas underlying the research herein reported were brought sharply into focus while the authors were discussing some paintings. One author expressed the opinion that she would have used dark reds and blues and found the use of tints inconceivable. Preference for color or for tint would appear to have been fairly reliably measured in the first individual session of this experiment. Several interpretations of the data presented in the table of results appeared possible. The interpretations, however, did not seem to apply equally well when checked against the everyday behavior of a number of subjects known intimately.

This article presents the authors' response to the commentary by William R. Kinney, Jr. on their two previously published articles related to an auditor's sampling objectives. The authors clarify that in their first article they acknowledged that an auditor may sample high-valued items because of their normal association with high variance. They say similarly sampling from a high error rate category may be explained as contributing to representative sampling because of the higher degree of contribution in reducing the error of estimate. The authors say they have attempted to point out that there may be non-statistical reasons which also explain a set of auditor's behavior.

The article reports on research which examined the relationship between information structures, decision making, and learning patterns of business enterprises. A set of controlled laboratory experiments were conducted in 1968 with the objective of generating empirical evidence as to the relation between information, information value, and decision. The empirical value of timely information was significantly greater than the expected theoretical value calculated according to the principles of information economics. Experts say a major problem in developing a theory of human problem solving is that there are different effects resulting from similar informational input streams due to what can be termed "structural variables" in the mental organization of the decision maker.

The article presents a commentary on the paper "The Influence of Quarterly Earnings Announcements on Investor Decisions as Reflected in Common Stock Price Changes," by Robert G. May. The author recommends additional research be conducted in the area of interim reporting including contact with the readers of interim financial data to determine their viewpoints as to the reliability of the data and their use of it. He says a great deal remains to be done in the area of interim financial reporting. The author acknowledges that May's study should be useful in advancing the state of the art towards the creation of more useful financial data.

The author reflects on the paper "The Effect of Frequency of Feedback on Attitudes and performance" by Doris M. Cook and the application of behavioral science procedures in managerial accounting. He believes that performance report feedback is positively related and necessary for success in a task. He states that the attitude measures used by Cook confound attitude components including interest in the task, satisfaction with the task, and satisfaction with achievement.

The purpose of this paper is to acquaint the reader with psychology's recent endeavors to answer this general question. Along the way we shall touch on a number of related topics, including studies of the accuracy and reliability of judgment; techniques for modeling the judgment process and making intuition explicit; biases in judgments of probability, variability, and correlation; experimental studies of risk-taking behavior; and discussion of the relative merits of scientific versus intuitive approaches to making judgments and decisions. Wherever possible, implications of this work for investment decision making will be noted. If, as we proceed, we expose some warts, prejudices, and twitches, it is done in the belief that a full understanding of human limitations will ultimately benefit the decision maker more than will naive faith in the infallibility of his intellect. [ABSTRACT FROM AUTHOR]

A list of books that related to psychology is presented.

This paper's thesis is that many adolescent problems, particularly those involving sex, can be strikingly reduced or eliminated by intelligent, rationally planned parental management beginning at birth. Among the principal features of desirable parental management, the paper stresses effective parent-child communication. Of approximately 1,500 couples who received routine medical and psychological preparation for marriage over a period of 35 years, approximately 500 remained under continuing counsel and observation after their children came for premarital service. Thus conclusions could be drawn as to how effective she parents had been in preparing their children for adolescence and for marriage, and what type of parental management reduces problems of adolescence and increases capability for successful marriage. Young people' demand for earlier marriage is seen as acceptable when they have matured under improved standards of democratic process and sex education in the family. [ABSTRACT FROM AUTHOR]

The author's one plea in connection with these papers would be for a more explicit statement of the neurological brain models which are implied to make such a statement with surprise because for many years one has objected to what the authors have conceived to be premature neurologizing. It seemed so obvious that psychology was handicapped and led astray by the narrow neurological concepts which it took over uncritically from, say, the physiologist's account of decorticate frogs. And so, for a long time, one has feared any attempt to bolster psychology by trying to base it on the as yet observed or postulated facts of neurology. The author still has qualms about present day neurology, even if it be called "Cybernetics." Nevertheless, under the influence of the Gestalt movement, the author says that he has come to realize that a tentative, hypothetical brain model is in fact inevitable and to be desired. A model provides a conceptual substrate-a substrate which is endowed by its author with certain intrinsic properties of its own.

This paper reexamines a great deal of research that has dealt with psychological maladjustment and glossolalia, including more recent studies of tongue-speaking in middle- and upper-class groups. Issue is taken with the conclusion of some recent research that there is no relationship between psychological or personality factors and glossolalia. Some data commonly used to substantiate this conclusion is reexamined and found to support rather different conclusions, though many of the studies looked at art faulted on methodological pounds. Special attention is given to the much-cited but unpublished work of Lincoln Vivier. It is argued that misleading conclusions may have been drawn from this important study. Suggestions are made for further research on glossolalia that would allow more definitive conclusions to be reached. [ABSTRACT FROM AUTHOR]

A list of books related to psychology is presented. They include "Mental Illness & the Economy," by M. H. Brenner, "The Neuropsychology of Thirst: New Findings and Advances in Concepts," edited by A. N. Epstein, H. R. Kissileff, and E. Stellar, and "The Psychological Assessment of Mental and Physical Handicaps," edited by P. Mittler.

This article presents some questions for the attention of medical sociologists. Some medical educators, admittedly few, still subscribe to the view that they alone are competent to provide role models for medical students and that, therefore, no matter what the subject, the proper training of the physician requires that a physician teach it. Others, adopting a less extreme standpoint, appear to be prepared to accept the behavioral sciences on trust as it were, even while retaining some of these reservations and often questioning the relevance of sociological theory and method to the practical problems of health and illness. While there are then a few medical educators with reservations, it appears that the vast majority nowadays consider that sociology, psychology and anthropology, and perhaps other allied disciplines, have an acknowledged place somewhere in the medical curriculum. It is not proposed in this paper to enter into the general debate on whether the behavioral sciences have anything to contribute to medicine and should be incorporated into medical training.

Marriage Council of Philadelphia, a community service agency which offers leadership of sex education courses requested by schools, colleges, and lay and religious groups, uses a ‘counselor-educator’ approach and process rather than the traditional educator's emphasis on information-giving. Staff members try to help teenagers not only to increase sex knowledge but to enlarge their understanding of emotional interactions and to develop the verbal and nonverbal skills needed for interpersonal competence. This paper emphasizes the leader's approach to the concept that sex experience is related to the full range of self-expressiveness and communication, and hopefully to the full valuing of another human being in sex and in all of life's personal relationships. Contacts with parents, schools, and community groups are also described as part of the leader's responsibility in educating teen-agers about sex. [ABSTRACT FROM AUTHOR]

The article presents a lists books and literature on personnel psychology. Some of the books and research papers are: "Abstracts of Articles on Assessment and the Socially Handicapped"; "Grievance Handling: 101 Guides for Supervisors," by Walter E. Baer; "Current Perspectives for Managing Organizations," edited by Bernard M. Bass and Samuel D. Deep; "Positive Discipline," by James Menzies Black.

The purpose of this paper was to review the research literature on the relationship between "Consideration," "Initiating Structure," and organizational criteria. The results show a predominance of low to moderate correlations, but almost all of a concurrent validity nature. There is as yet almost no evidence on the predictive validity of "Consideration" and "Initiating Structure" nor on the kinds of situational moderators which might affect such validity. [ABSTRACT FROM AUTHOR]

Research conducted during the last few years has investigated the relationship between these personality variables and several dependent variables including performance on classroom tests, preference for certain degrees of risk, estimation of future success, persistence at tasks, and several others. The extent of these findings has seemed substantial enough to warrant the use of achievement-motivation variables as predictors of performance in applied as well as laboratory studies. This is not to imply that the reported findings are always consistent or that significant differences are always discovered. Since the theory of achievement motivation does appear to be of considerable potential use in several areas, any attempt at clarification would seem to be a contribution in a practical as well as a theoretical sense. In this paper one such attempt will be reviewed and data will be presented that seem to clarify some of the inconsistencies in the literature. In particular, control-of-reinforcement theory, originally devised by Julian Rotter, will be reviewed and an attempt will be made to show how a consideration of this theory along with the theory of achievement motivation can aid in understanding the conditions under which both theories apply.

The thesis of this paper is that there are two styles of creativity; one a measured, problem-solving approach to the development of new knowledge, and the other, an emotional, and comparatively uncontrolled, free expression. This duality has a long tradition, for example, the distinction made in the 18th Century between Enlightenment (or Classicism) and Romanticism, in the 19th Century, and in the zone between the "two cultures," scientific and literary. This paper investigates whether corresponding styles of creativity can be discovered. A study was reported in which two types of behavior appeared a permissive, expressive type, and a controlled, coping type. Both of these correlated positively with self- reported creativity. A second study contrasted the correlates of originality on tests of divergent thinking with originality on projective tests. Two clusters emerged, one representing competent, stable, resourceful personalities who scored high on divergent thinking tests of originality, the other representing impulsive, emotionally expressive, imaginative persons who scored high on projective test originality. It was concluded that there are two creativity styles corresponding to the two types of cognitive process, and these styles were labeled "cold" creativity and "hot" creativity. Both styles play a part, in varying proportions, in any creativity process Performance on the divergent thinking tests of originality is more closely related to cold than hot creativity and, therefore, the distinction does not correspond with that between convergent and divergent thinking. Nor does it correspond with differences between scientific and artistic interests and creativity.

The article focuses on a study which examined the implications of symmetry and asymmetry in interpersonal relations for the concept of projection. A distinction between symmetrical and asymmetrical cases of projection has been fundamental since it was introduced by Murray and remains so in the recent review by Holmes. It is usually implied that the two types of cases require entirely different accounts in terms of different psychological processes. The implication of the present paper is quite different. Consider any cognitive process whereby once perceives the characteristics of oneself and the other person according to the likely relationship between them. It follows from the earlier argument that such a process will lead to symmetrical cognitions for certain characteristics and asymmetrical cognitions for others. The application to cases of asymmetrical projection is most direct. Murray used complementary projection to refer to an asymmetrical situation where children who were afraid attributed maliciousness to photographs. He suggested a process, similar to that just proposed, involving the attribution of characteristics to others that explain or justify one's own. This type on interpretation has traditionally bee applied only to asymmetrical cases. Murray used supplementary projection for the symmetrical cases dealt with by classical psychoanalytic mechanism of defense. It was in order to clarify such cases that the study included adjectives to represent both relatively strong and milder versions of the Freudian motives of sex and aggression all of which gave clearly evidence for symmetry.

The article informs that the proceedings of an international meeting, even one in tropical Nigeria, are like an iceberg, only a fraction of the value of the exchange appears above the surface in the published transactions. Such is very much the case with the Ibadan Conference. Of course, the main communication gap that the Conference was explicitly designed to bridge was the one between social psychologists from the industrialized countries of Europe and America and their counterparts from the developing countries, particularly in Africa. The strategy of the Conference, seemingly confirmed by the result, was that communication toward collaborative planning for research, training and scientific communication could proceed most freely and constructively if it occurred after considerable discussion of concrete research topics and considerable opportunity to grow to know and like one another personally outside the formal Conference sessions. The formal papers that are included in this issue reflect the interests and current research of the conferees. As the reader has seen, they converge on issues of motivation for national development, of education and the diffusion of information, and of general research methodology.

This paper emphasizes that misperception or cognitive distortion is a clue that may help in resolving the paradox which could help to explain how normally sane human beings can involve themselves step by step in actions that lead to war. Psychological research and psychiatric experience are brought in where they seem relevant, but since history can be described as psychology teaching by examples, the main emphasis of this paper is on recent and contemporary history, psychologically interpreted. There is a brief examination of the background of World Wars I and II, with an effort to discover and to clarify the role that misperception played in making possible the actions that were most important in bringing about those two wars. A detailed examination of the background of the conflict in Vietnam is also presented.

The relationship of psychology and history has been scanty for such a long time that the title line of this paper alone demands an explanation. Professor Willcox's essay showed how the historian deals with social change. This is certainly a subject historians and psychologists have in common, although it is obvious, too, that they share in it neither equally nor equitably. Psychologists will argue that the difference between history and psychology is in the method even if the two disciplines should overlap in subject matter. Psychology is an experimental and quantitative science while history is merely descriptive. It will be tie aim of this paper to examine in greater detail what psychology and history have in common, especially when the study of social change is concerned; why the two disciplines have so little relationship at present; and what the impact of method might be upon this state of alienation.

This paper has suggested the need to reexamine die value-stance of sociology. In adopting the ideology of science, it eschewed experimentation as a basic methodological device. Yet, this paper has also suggested that there is a tendency to confuse the extra-scientific values and norms of science with the scientific method. Thus, the greatest danger to scientific objectivity may not lie so much in sociological experimentation as the inability of the sociologist to separate scientific from value decision-making. Value decisions, undiscriminated and rooted in the ideology of pure science, can be as inhibiting to the effective use of the scientific method in expanding the boundaries of knowledge as any other institutionalized norms. The paper also sugegsted that experimentation had much to oiler sociology. But in failing to imitate the physical sciences in this regard, it may have sacrificed a tool important to its development. A possible means of reconciling ideological and methodological differences over this issue might lie in the development of systematic methods by which to examine the values as well as the methodology which underlie any research effort. The investigator could review the values implicit in his research in much the same way as he now reviews the steps involved in his application of the scientific method. Much could be learned. Human intellectual experience suggests that we proceed more efficiently when the grounds for our behavior are set down, cares fully reviewed, and criticized. [ABSTRACT FROM AUTHOR]

Highlights the Fifth International Congress of Analytical Psychology in London, England on September 1-8, 1971. Theme of the congress; List of the proceedings; Structure and organization of the congress.

Presents several books on psychology. "The Structure and Dynamics of the Psyche," by C. G. Jung; "A Magic Dwells," by Sheila Moon; "The Symbolic Quest," by Edward C. Whitmont; "Between Parent and Child," by Haim G. Ginott; Others.

Comments on the various stages of Freud's thinking on very early psychological states and processes. Appraisal of the validity of archetypal theory; Modifications of the classical Jungian thesis; Development of concepts from the material basis of infant observation and experimental data on the early modes of perception.

Lists the books received for review by the "Journal of Analytical Psychology," compiled as of January 1970. "The Mystic Vision," by J.E. Campbell; "Man and His Symbols," edited by C.G. Jung; "On the Nature of Psyche,: by C.G. Jung.

Presents several conferences on psychology. Topics discussed at the British Psychological Society, Medical Section meeting in London, England; Speakers at the conference of the New York Association for Analytical Psychology in New York; Schedule of the clinical meetings of the German Society for Analytical Psychology in Germany.

The paper presents a general paradigm for the structuring of a science course behaviorally and cites examples of behavioral schema from the life sciences. The first step in structuring a course behaviorally is to decide upon the terminal behaviors. These behaviors indicate what the student should be able to do when he completes the program. The essence of good curriculum development is the sequencing of instructional paradigms to maximize learning and minimize the duplication of previously learned material. Behavioral objectives should form an integral part of the process.

The article cites a study to assess performance of personality. The individual responds to actual, physical stimuli of some potential significance rather than to conceptual or verbally defined stimuli. In devising the tests it was assumed that a person enters a situation with relatively stable tendencies to perceive and to respond selectively, endowing the stimuli with positive, negative, or neutral incentive values according to his unique personality characteristics. It was also assumed that personality characteristics are revealed, in some respect, by the stimulus materials he values or rejects and through the kinds of changes he physically imposes on these objects.