Publisher: Cambridge University Press
Online publication date: January 2018
Print publication year: 2018
Online ISBN: 9781316817049
I do
not wish to quote myself too often, but in my 2013 review of Sternberg’s
Handbook of Intelligence I raised an eyebrow about how often he quoted
himself, and by means of an internal citation count questioned whether
his choice of authors constituted a fair representation of the field. In
a reply, Sternberg said that since he was developing the field beyond
general intelligence, it was natural that he should be quoting the new
approaches he had initiated.
Sternberg
begins his latest volume with an explanation: he has invited the 19
most cited psychometricians to contribute (the late lamented Buz Hunt
was too ill to participate). This method is good, and will set a
standard for other editors to follow. Respect.
- Intelligence as Potentiality and Actuality. Phillip L. Ackerman
- Hereditary Ability: g Is Driven by Experience- Producing Drives. Thomas J. Bouchard, Jr.
- Culture, Sex, and Intelligence: Descriptive and Proscriptive
Issues. Stephen J. Ceci, Donna K. Ginther, Shulamit Kahn, & Wendy M.
Williams
- The Nature of the General Factor of Intelligence. Andrew R. A. Conway & Kristof Kovacs
- Intelligence in Edinburgh, Scotland: Bringing Intelligence to Life. Ian J. Deary & Stuart J. Ritchie
- Intelligence as Domain-Specific Superior Reproducible
Performance: The Role of Acquired Domain- Specific Mechanisms in Expert
Performance. K. Anders Ericsson
- Intelligence, Society, and Human Autonomy. James R. Flynn
- The Theory of Multiple Intelligences: Psychological and
Educational Perspectives. Howard Gardner, Mindy Kornhaber, & Jie-Qi
Chen
- g Theory: How Recurring Variation in Human Intelligence and the
Complexity of Everyday Tasks Create Social Structure and the Democratic
Dilemma. Linda S. Gottfredson
- Puzzled Intelligence: Looking for Missing Pieces. Elena L. Grigorenko
- A View from the Brain. Richard J. Haier
- Is Critical Thinking a Better Model of Intelligence? Diane F. Halpern & Heather A. Butler
- Many Pathways, One Destination: IQ Tests, Intelligent Testing,
and the Continual Push for More Equitable Assessments. Alan S. Kaufman
- My Quest to Understand Human Intelligence. Scott Barry Kaufman
- Mapping the Outer Envelope of Intelligence: A Multidimensional View from the Top. David Lubinski
- The Intelligence of Nations. Richard Lynn
- Intelligences about Things and Intelligences about People. John D. Mayer
- Mechanisms of Working Memory Capacity and Fluid Intelligence
and Their Common Dependence on Executive Attention 287 Zach Shipstead
& Randall W. Engle
- Successful Intelligence in Theory, Research, and Practice. Robert J. Sternberg
First
up is Phillip Ackerman, distinguishing between intellectual
potentiality and actuality. I don’t agree with many of his arguments, so
let me explain them. Ackerman is good at distinguishing between sheer
general problem-solving brain power and accumulated, skilled knowledge.
Intelligence testing includes plenty of the former, and a selection of
the common denominator of the latter. He notes that when you get into
wide ranging content areas, men and women differ considerably, and
argues that the only reason we don’t have separate normative data for
the sexes is that Lewis Terman preferred that the sexes be declared
equal on the Stanford Binet, and achieved this by counter-balancing
items so they appeared the same. One learns something every day.
Academic domains of general knowledge usually show a male advantage, but
women are ahead in health matters. Ackerman proposes that effort is a
big part of actual human achievement, and who would quibble with that,
save some of the facts? Practice makes one third perfect.
His chapter has one data table, and one theoretical figure.
Thomas
Bouchard next, on hereditary ability. He immediately counters (and
refines) Ackerman’s effort argument with Darwin’s admission that Galton
has convinced him that intelligence is hereditary and of major
importance:
You
have made a convert of an opponent in one sense, for I have always
maintained that, excepting fools, men did not differ much in intellect,
only in zeal and hard work; and I still think there is an eminently
important difference.
It
is worth emphasizing Darwin’s astute comment that there is a difference
between intelligence and motivation (zeal) and effort (hard work), and
that the difference is important. Galton himself was well aware of the
difference and argued that all three were influenced by heredity. “The
triple event, of ability combined with zeal and with capacity for hard
labour[,] is inherited”. Galton’s speculative proposal has been nicely
confirmed. We now know that virtually all traits (human and nonhuman,
psychological and otherwise) are influenced by heredity.
Bouchard
goes through a scrub-clearing exercise on the hoary objections about
what intelligence is (Gottfredson’s explanation is perfectly good); the
reality of g: g is inevitable if the range of tests and range of
intellects is wide enough and sample sizes big enough; the notion that
at some threshold higher intelligence doesn’t matter: it is
monotonically effective;
This
chapter is more evidence based, in my view, but that may be because it
is treading a path I am in favour of. This chapter gives one figure with
data.
Chapter 3
Culture, Sex, and Intelligence: Descriptive and Proscriptive Issues
Stephen J. Ceci , Donna K. Ginther , Shulamit Kahn , & Wendy M. Williams
Lots of data and figures on sex differences, stereotypes and a growth mindset.
Chapter 4
The Nature of the General Factor of Intelligence
Andrew R. A. Conway & Kristof Kovacs
About
the relationship between working memory, executive attention, and
intelligence. This line of work has culminated in a new theory of the
positive manifold of intelligence and a corresponding new model of the
general factor, g. We refer to this new framework as process overlap
theory (POT) (Kovacs & Conway, 2016b ).
Chapter 5
Intelligence in Edinburgh, Scotland: Bringing Intelligence to Life
Ian J. Deary & Stuart J. Ritchie
People
who tend to be good at one mental ability tend to be good at others
also; these include remembering things, manipulating information,
working out general principles from a set of examples and then applying
them more broadly, thinking quickly, organising mental work, working
things out in two or three dimensions, knowing word meanings, and
knowing facts about the world.
These are action packed pages, written with aplomb by leading researchers in the business.
Chapter 6
Intelligence as Domain- Specific Superior Reproducible Performance
The Role of Acquired Domain- Specific Mechanisms in Expert Performance
K. Anders Ericsson
The
two of us started a long- term practice study with a CMU student, Steve
Faloon (SF), whose initial span was around seven digits. After several
hundred hours of practice with the digit- span task, SF attained a
digit- span of 82 digits, which is an improvement of more than 1,000%.
Th is research has been described in considerable detail elsewhere
(Chase & Ericsson, 1981 , 1982 ; Ericsson, 2013 ; Ericsson, Chase,
& Faloon, 1980 ), so I will focus on the implications for immutable
mental capacities as well as for how very high levels of performance in
domains of expertise can be acquired. In fact, when SF was presented
rapidly with lists of consonants (digit span for consonants), his span
was unchanged (around six consonants) even after SF’s digit span had
been increased by well over 300%. Some of my colleagues argued that
these demonstrations of improved memory for rapidly presented digits,
but only for digits, were relatively uninteresting because nobody cares
about acquiring such a useless memory skill with no obvious real- world
benefits. A fundamentally different interpretation of our findings is
that they demonstrate evidence that anybody interested in acquiring
increased ability to rapidly store and retrieve information in a
particular domain of activity should be able to do so by acquiring
domain-specific memory skills.
He concludes:
First,
the standard practice of selecting children and adolescents for future
advanced- level education based on the traditional tests of intelligence
needs to be reconsidered, given their lack of relation to performance
among skilled performers. Second, our educational system should not
simply train students to rapidly acquire introductory and relatively
superfi cial knowledge in many domains. Students should be taught and
trained to attain an advanced level of performance in at least one
domain, so they will know how they can improve performance in their
future profession and how expert performance can be attained with
appropriate practice with feedback under the guidance of teachers.
I
must say that I think he is demonstrably incorrect. General intelligence
remains the best predictor across the whole range of ability. I think
that Ericsson should at least note the problem of restriction of range.
The top performers on intellectual tasks are far brighter than average.
If you then go on to correlate intelligence test scores with elite
performance, you should correct the correlations for restriction of
range.
Also,
in describing the heroic individuals who spent two years boosting their
forwards digit span from 7 digits to 80 digits (without it boosting any
other form of working memory) I think it would be good to mention
Shannon on information theory and “chunking”
Chapter 7
Intelligence, Society, and Human Autonomy
James R. Flynn
James
Flynn’s chapter is very different in style from the others. It is
written in philosophical terms, and often advances very general
concepts, like “mental exercise”. It is engaging, easy to read, yet to
my mind often speculative. (However, I know that some of his
speculations have received strong support). Flynn argues that even if
mental skill improvements “are not on g” they are still of real-life
importance. That makes sense to me. He argues that minds adapt to the
needs of the times, and brain change with mental exercise, such that the
hippocampus enlarges when tasks require considerable memorization.
Perhaps so.
Here
I wish to introduce some all- important concepts: that the brain is
like a muscle that profits from exercise; over time, society changes in
terms of what cognitive exercise it asks us to do; and the very stuff of
our brain alters to allow us to meet the challenges of our time and
place. These concepts apply to our physique. If we all went from
swimming to weightlifting in a generation, our physical muscles would
alter dramatically. If no one drives a car in 1900 and everyone drives a
car in 1950 and all cars have an automatic guidance system in 2000, the
size of the hippocampus (the map- reading area of the brain) would
increase and then decrease in a few generations (Maguire et al., 2000 ).
What IQ gains over time deliver is a historical message about new
demands on our cognitive abilities.
I
know that I am somewhere between agnostic and just confused about
secular rises in intelligence, and generally not on Flynn’s side of the
argument about the changes in scores, and that will have influenced my
reading of his chapter. I suppose the stumbling block in my mind is that
there has been no Flynn Effect on maths and digit span. On the most
basic tests: no change.
Chapter 8
The Theory of Multiple Intelligences
Psychological and Educational Perspectives
Howard Gardner , Mindy Kornhaber , & Jie- Qi Chen
Gardner describes his ideas, their origins and development.
Support
from psychometric findings: Gardner acknowledges the “positive
manifold” across standardized tests, but correlations will be much
reduced if the intelligence can be assessed in context;
No figures or tables. Supportive evidence referenced in a link. It would have been better to have discussed it in the chapter.
Chapter 9
g Theory
How Recurring Variation in Human Intelligence and the Complexity of
Everyday Tasks Create Social Structure and the Democratic Dilemma
Linda S. Gottfredson
Gottfredson
explains how she began to get interested in the topic of intelligence,
and asked the basic question: “does the inherent nature of some work
tasks and jobs require workers to do more difficult mental processing to
carry out the tasks?”. Gottfredson factor analyzed the attributes of
occupations, not workers. She tested claims from sociology with data
from other disciplines.
She
provides a data-rich account of what intelligence means in everyday
life. Gottfredson connected dots that traditional psychometricians left
dangling in space, because they thought everyone understood percentile
ranks, and that the cognitive demands of tasks did not need to be
explained in any detail.
Spotting and Confronting the Use of Deceptive Science
There was tremendous political and legal pressure on employers in the
1980s and 1990s to use “nondiscriminatory” tests, meaning ones having no
disparate impact (different pass rates by race or gender; Gottfredson
& Sharf, 1988 ). Efforts to increase test reliability and validity
had boomeranged because they tended to increase, not reduce, disparate
impact by race by better measuring g. Adding personality tests to a
selection battery hardlydented the disparate impact. The temptation to
“psychomagic” grew.
Chapter 10
Puzzled Intelligence
Looking for Missing Pieces
Elena L. Grigorenko
Grigorenko describes the work which needs to be done to substantiate the epigenomic hypothesis for intelligence.
Currently,
there is no published human work substantiating the hypothesis that
both across development and within individuals, fluctuations in
intelligence can be attributed to individual differences in the
epigenome in general and in the methylome in particular.
Chapter 11
A View from the Brain
Richard J. Haier
Excellent review of the field. Since I recently reviewed Richard Haier’s book on the subject I will not add anything further.
Chapter 12
Is Critical Thinking a Better Model of Intelligence?
Diane F. Halpern and Heather A. Butler
We
agree with Stanovich ( 2010 ), who wrote that critical thinking is “What
intelligence tests miss.” He argues that a critical piece is missing
from the traditional conceptualization of intelligence or IQ, namely a
rationality quotient (RQ). Stanovich and his colleagues question why
seemingly smart, accomplished people do blatantly foolish things. They
argue, and we agree, that IQ and rational thinking are different
constructs.
However, they correlate 0.7. I think Stanovich has failed to substantiate his extensive claims.
With
diminished interest I read the rest of the chapter, but there were
better things waiting. In a study whether an intelligence test and a
test of critical thinking were used to predict self-reported real-life
errors of judgment, both were predictive, but the critical thinking test
somewhat more so. However, self-report has notorious shortcomings. If
critical thinking can really be taught, successful students should have
achievements which are evident to others. For example, proportional to
their incomes, and with due allowance for charitable donations, they
should have more savings than uncritical thinkers.
Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence
Heather A. Butler, Christopher Pentoney, Mabelle P. Bong
Given that such skills can be trained, even after allowing for weak confirmation, this is a promising result.
Chapter 13
Many Pathways, One Destination
IQ Tests, Intelligent Testing, and the Continual Push for More Equitable Assessments
Alan S. Kaufman
A
good potted history of intelligence testing, particularly the Wechsler
tests. Kaufman says they did not innovate from 1915 until 2008. This is
exactly the date at which many British clinicians think that they
deteriorated, becoming faddish, over-factored, less reliable, and
impossible to compare with almost a century of clinical history. Some
notable clinician stick to the old versions, and regard the new ones as
publisher’s hype. However, Kaufman rightly makes fun of the habit of
over-interpreting subtest score patterns.
I
investigated data for the 2,200 children and adolescents in the WISC- R
standardization sample and discovered that it is normal to have scatter.
The average child had a V- P discrepancy (in either direction) of 10
points (Kaufman, 1976b ). One in four children had IQ discrepancies of
more than 15 points, supposedly conclusive proof of brain damage. And
subtest scatter? Th e WISC- R was comprised of 10 subtests whose scaled
scores (standard scores with mean = 10 and SD = 3) could range from 1 to
19. Thus, one’s scaled- score range (highest scaled score minus lowest
scaled score) could potentially be as high as 18. The average person had
a scaled- score range of 7 + 2 points; a range of nine was entirely
within normal range (Kaufman, 1976a).
Kaufman
is someone I could talk to for a long time. The number of people who
have administered more than 400 Wechsler tests is probably falling fast,
and the number having done that as well as being active in intelligence
research is pretty small.
He
signs off his chapter by talking about the intelligence research his
children are doing. Good news. Psychometrics is hereditable.
Chapter 14
My Quest to Understand Human Intelligence
Scott Barry Kaufman
Begins
with a strong and touching personal story about being kept in special
education for years because of a long-resolved hearing infection. No
wonder this child wanted to learn about intelligence. He kept quiet
about this early experience for years. Wise.
Kaufman describes his theory of personal intelligence.
Of
course, the Theory of Personal Intelligence was influenced by many
different perspectives, and I really view it as a synthesis rather than a
completely new theory. According to Sternberg (1997, 2011), successful
intelligence is defined as the ability to achieve one’s goals in life
(in terms of one’s own personal standards), within one’s sociocultural
context, by capitalizing on strengths and correcting or compensating for
weaknesses, in order to adapt to, shape, and select environments,
through a combination of analytical, creative, and practical abilities.
Many elements of this theory have inspired the Theory of Personal
Intelligence, including the personal definition of success, the
importance of context and building on strengths, and the inclusion of
abilities that go beyond IQ. The Theory of Personal Intelligence goes
beyond ability, however, including engagement, character strengths, and
other “noncognitive” traits in the model (Heckman, 2000 ; Peterson &
Seligman, 1994 ).
As
you may surmise, I don’t agree with this formulation. Eratostenes
surpassed his sociocultural context, and whether he achieved his own
goals in life might have been of interest to him, his mother and his
friends, but did not influence his estimate of the circumference of the
world. I see the above list as a way of asking another question “Did
person X do well in life?”. That is, “did they use their talents well?”
An important question. I would consider it the Mark Twain version of
life success, in that if a kid gets to St Louis, they do well. As to
actual success, then boring old IQ is the best predictor available, out
of a weak bunch. I am all in favour of casting the net widely to catch
abilities not yet detected, but when those focus on imagination (a great
time waster) and creativity (a great morass of imponderables) barely a
mouse crawls out from those mountains.
Chapter 15
Mapping the Outer Envelope of Intelligence
A Multidimensional View from the Top
David Lubinski
This
is a very good summary of the work on high ability. It points out that
there is no replication crisis in psychometrics. Many writers try to
attach new labels to old constructs, but the underlying factors remain
pretty constant, whatever they are called. I rate this work highly, and
have covered it often, so I will commend it once again and pass on to
other chapters, beyond asking you to remember the number 5.
Some
years ago I was at a Royal Society conference, and over coffee heard
two Fellows discussing that although the difference between elite
athletes and average fitness could be measure accurately no such metric
was available for mental ability. Boldly, I said that the brightest
thinkers were 5 times as fast as the slowest, basing this on some
observations by Jensen. They seemed will to accept this approximation.
Ninety-
five years ago, Carl Emil Seashore (1922) pointed out that among a
random sample of college freshmen, the top 5% can learn five times more
academic material than the bottom 5% (per unit time), and that there are
successive gradations in between these levels.
That is the forgotten aspect of intelligence: you can cover more ground faster, and so can travel further.
On
page 251 there is a most interesting note on the Graduate Record
examination, revealing that a score of 500 on the verbal scale puts you
at the 59th percentile rank, but a score of 500 on the maths scale
merely at the 18th percentile. Never accept a score without seeing the
score distributions. Also, make a mental note that tests of maths
ability are probably the most informative.
Chapter 16
The Intelligence of Nations
Richard Lynn
This
is a very good summary of the work Richard Lynn has done for years on
the ability levels of nations. He once said that, if only Physics is of
any value, and all other disciplines are mere stamp collecting, then he
has been a mere collector of country IQs. This chapter gives the
correlations between national level and lots of other economic and
social indicators. I have covered the national data many times before,
so will not add further comment other than to say that the chapter is a
very good starting point for new readers.
Chapter 17
Intelligences about Things and Intelligences about People
John D. Mayer
John Mayer is interested in social intelligence, and whether this exists
as a separate ability. He also considers emotional intelligence and
personal intelligence.
Here is an example from Mayer’s Test of Personal Intelligence which includes items such as:
If a person is outgoing and talkative, most likely, she is also inclined to be:
a. self- controlled
b. more assertive than average
c. anxious and impulsive
d. altruistic
The
correct answer here is “b. more assertive than average,” because
research on the big five personality traits indicate that talkativeness
and sociability are more highly correlated with assertiveness than with
the other listed alternatives.
So,
if a person has personal intelligence, they will have noticed those
features of human behaviour which are detected and confirmed by
personality questionnaires.
Personal
intelligence may also divide into two subsidiary factors that correlate
about r = 0.80 with one another (Mayer, Panter, & Caruso, 2014 ).
The first factor involves perceiving consistencies in people’s
behaviors. The second factor represents reasoning about personality
dynamics, such has how goals interrelate, and how multiple observers
each may perceive the same person differently.
For
example, personal intelligence correlates just r = 0.17 and r = 0.20
with SAT- Math and spatial intelligence measures, but rises to r = 0.39
with verbal intelligence (which presumably is midway between thing- and
person- focused), and rises again to r = 0.53 with the Reading the Mind
in the Eyes scale, a measure of understanding people, and exhibits an r =
0.69 with the MSCEIT understanding emotions and managing emotions areas
(the latter, managing emotion area, arguably blends somewhat into
personal intelligence at a conceptual level).
Chapter 18
Mechanisms of Working Memory Capacity and Fluid Intelligence and Their Common Dependence on Executive Attention
Zach Shipstead and Randall W. Engle
We
did not set out to study intelligence. The question at the origin of
this line of work was why complex memory span tasks correlate so highly
and so consistently (Turner & Engle, 1989 ) with a huge array of
real- world tasks when simple span tasks do so less well and very
inconsistently (Dempster,1981 ). We attempted to answer this question by
a combination of methods taken from both experimental psychology and
differential psychology – a response to Cronbach’s ( 1957 ) complaint
that the two approaches to psychology historically have disregarded each
other.
Chapter 19
Successful Intelligence in Theory, Research, and Practice
Robert J. Sternberg
My reaction is that Successful Intelligence is a tautology: unsuccessful thinking is hardly intelligent.
Sternberg says:
Intelligence
really is nothing in particular, as it is a construct humans have
invented, largely to explain why some people are better at performing
some classes of tasks than others (Sternberg, 1984a ). Many different
metaphors can characterize intelligence (Sternberg, 1990 ), but these
too are creations to help us understand our own invention
Well,
all constructs are invented by humans, including “nothing” “particular”
“people” “performing” and “tasks”. Are there more trenchant points to
follow?
Sternberg continues:
Successful
intelligence is one’s ability to choose, reevaluate, and, to the extent
possible, attain one’s goals in life, within one’s sociocultural
context. A successfully intelligent person recognizes his or her
strengths and weaknesses and then capitalizes on strengths while
compensating for or correcting weaknesses. He or she does so through a
combination of analytical, creative, practical, and wisdom- based/
ethical skills (Sternberg, 2003 ).
I
have an immediate problem with this definition, namely criterion
heterodoxy, or the “rubber ruler” mistake. People’s goals in life
differ, and their concepts of success. It would put me, as someone who
became an academic to read, write and discuss psychology in relative
tranquillity, on a par with others who also wanted and did those things,
but who actually published more widely and consequently had a greater
impact. I rank Sternberg more highly than myself. My next problem is
that the actual ingredients in this successful intelligence turn out to
be analytical, creative, practical and wisdom based. Agreed. Intelligent
people are good at those things, some far more so than others, and all
of these intellectual abilities correlate with each other, and with real
life achievements.
Sternberg says:
what
constitutes intelligent behavior may differ radically from one culture
to another in terms of the adaptive requirements of the culture. For
example, in a rural Kenyan village, knowledge of natural herbal medicine
used to combat parasitic illnesses may be key to adaptation and hence
intelligence (Sternberg et al., 2001); in the United States, such
knowledge may be useless.
Well,
no, actually. The rural Kenyan village in this story had many children
with parasitic illnesses, so there was zero evidence that herbal
concoctions were effective. When you read the small print in this study,
the authors in fact gave the infested children US developed modern
drugs, and showed that after proper treatment they functioned better. It
also turned out that the measure of knowledge of herbal medicine they
used was one in which agreeing that herbal medicines were effective
counted as a point towards knowing things about herb medicines. I don’t
think that this study proves anything about radical differences in what
constitutes intellgent behaviour. Don’t let anyone sell you this
argument in an Ebola epidemic. Equally, Sternberg notes that precocity
in children is welcomed in the US but frowned upon in Kenya. This would
be interesting if Kenya exceeded the US in intellectual achievements.
This not being the case might suggest, if early child interventions have
any influence at all, that Kenyans should try applauding their
youngsters when they venture their premature observations.
Later
in the chapter there is much work on the contributions of Successful
Intelligence tests to the selection of university students, and this is
the strongest aspect of the chapter.
Conclusions
I am
sorry that I did not cover all the chapters in equal detail, and also
sorry that this review is too long. I have not had time to make it
shorter.
Textbooks
are far more likely than original papers to be read by students.
Textbooks also carry an air of authority not achieved by other
publications, so may well determine how a topic is seen by a generation
that will read little else on the subject. This textbook will convince
them that there is real content in psychometric research. Those with
more knowledge of the field may feel that some researchers are highly
quoted on the slender basis that their conjectures seem uplifting, and
that their schemes of self-improvement give heart to many hopeful
readers. Other researchers provide results which may be less welcome,
but their papers come out with a frequency and a wealth of content which
demands attention.
Robert
Graves was chastised by the tutors examining his thesis on the White
Goddess of inspiration “for having favoured some poets over others”. All
reviewers must do so. Must editors?
At
one stage when reading this volume I thought that the noble plan of
asking the most cited psychologists to contribute had gone horribly
wrong. There are citations and citations. I wanted to admit that the
editor should decide which sort of psychology they value and must invite
contributions from those they regard as having the best ideas and
supportive evidence, and must stand or fall on that. As I continued to
read I returned to my view that gathering the most-cited authors has
paid off.
I
think that this is a better representation of the field than was
achieved in previous volumes. It also shows many authors at their best,
in that they have compressed their work into considered and readable
summaries. The format of scientific papers, nobly striving for
dispassionate rectitude, is too often stale and humourless, and proves
hard going for most readers. These chapters are often better, with a
moiety of conversational asides and personal disclosure.
We
have had a good, well-balanced look at the most cited scholars on
intelligence. Some are better than others. Are some of them cited
purely because they have an uplifting message, and are on the side of
the angels? Could be. Authors certainly differ in how much they are
research based. Some rely on a few confirmatory studies, others are
supported by a very wide range of research results. What unifies them is
a deep interest in the subject, and the willingness to pursue their
speculations by putting them to the test.
If
students still read textbooks in university libraries, looking out at
the campus lawns as their more feckless colleagues make their way to
sunlit assignations, I think this volume will merit their quiet,
scholarly approbation.
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