Why have some great modern artists—including Picasso—produced their most important work early in their careers while others—like Cézanne—have done theirs late in life? In a work that brings new insights, and new dimensions, to the history of modern art, David Galenson examines the careers of more than 100 modern painters to disclose a fascinating relationship between age and artistic creativity.

Galenson’s analysis of the careers of figures such as Monet, Seurat, Matisse, Pollock, and Jasper Johns reveals two very different methods by which artists have made innovations, each associated with a very different pattern of discovery over the life cycle. Experimental innovators, like Cézanne, work by trial and error, and arrive at their most important contributions gradually. In contrast, Picasso and other conceptual innovators make sudden breakthroughs by formulating new ideas. Consequently, experimental innovators usually make their discoveries late in their lives, whereas conceptual innovators typically peak at an early age.

A novel contribution to the history of modern art, both in method and in substance, Painting outside the Lines offers an enlightening glimpse into the relationship between the working methods and the life cycles of modern artists. The book’s explicit use of simple but powerful quantitative techniques allows for systematic generalization about large numbers of artists—and illuminates significant but little understood features of the history of modern art. Pointing to a new and richer understanding of that history, from Impressionism to Abstract Expressionism and beyond, Galenson’s work also has broad implications for future attempts to understand the nature of human creativity in general.

What parent hasn’t wondered “What do I do now?” as a baby cries or a teenager glares? Making babies may come naturally, but knowing how to raise them doesn’t. As primatologist-turned-psychologist Harriet J. Smith shows in this lively safari through the world of primates, parenting by primates isn’t instinctive, and that’s just as true for monkeys and apes as it is for humans.

In this natural history of primate parenting, Smith compares parenting by nonhuman and human primates. In a narrative rich with vivid anecdotes derived from interviews with primatologists, from her own experience breeding cotton-top tamarin monkeys for over thirty years, and from her clinical psychology practice, Smith describes the thousand and one ways that primate mothers, fathers, grandparents, siblings, and even babysitters care for their offspring, from infancy through young adulthood.

Smith learned the hard way that hand-raised cotton-top tamarins often mature into incompetent parents. Her observation of inadequate parenting by cotton-tops plus her clinical work with troubled human families sparked her interest in the process of how primates become “good-enough” parents. The story of how she trained her tamarins to become adequate parents lays the foundation for discussions about the crucial role of early experience on parenting in primates, and how certain types of experiences, such as anxiety and social isolation, can trigger neglectful or abusive parenting.

Smith reveals diverse strategies for parenting by primates, but she also identifies parenting behaviors crucial to the survival and development of primate youngsters that have stood the test of time.

In her engaging study, Passing for Perfect,erin Khuê Ninh considers the factors that drove college imposters such as Azia Kim—who pretended to be a Stanford freshman—and Jennifer Pan—who hired a hitman to kill her parents before they found out she had never received her high school diploma—to extreme lengths to appear successful. Why would someone make such an illogical choice? And how do they stage these lies so convincingly, and for so long? 

These outlier examples prompt Ninh to address the larger issue of the pressures and difficulties of striving to be model minority, where failure is too ruinous to admit. Passing for Perfect insists that being a “model minority” is not a “myth,” but coded into one’s programming as an identity—a set of convictions and aspirations, regardless of present socioeconomic status or future attainability—and that the true cost of turning children into high-achieving professionals may be higher than anyone can bear.  

Ninh’s book codifies for readers the difference between imposters who are con artists or shysters and those who don’t know how to stop passing for perfect.

Who would have thought that Joycelyn Elders, born into a family that chopped cotton and trapped raccoons to survive, would grow up to be Surgeon General of the United States? Or that Clarence Thomas, brought up by his barely literate grandfather, would someday be a Justice of the Supreme Court? Certainly not statisticians, who tell us that impoverished backgrounds are fairly accurate predictors of impoverished futures. This book seeks out the stories behind the exceptions: those who, against all odds, have made the American myth of rags-to-riches a reality.

For more than ten years Charles Harrington and Susan Boardman explored the life histories of successful Americans forty to fifty-five years old--those from poor homes, whose parents had not completed high school, and those from the middle class. Comparing the routes to success of these two groups--the one by various courses of their own construction, the other by a well-laid path--the authors are able to show where their efforts and qualities diverge, and where they coincide.

Joycelyn Elders and Clarence Thomas are examples of the "pathmakers" of this work. While Paths to Success reveals certain consistencies between these pathmakers' approaches and those of their middle-class counterparts, it also exposes striking differences between men and women, blacks and whites. These differences, fully described here, illuminate the ways in which opportunities, serendipities, and impediments intersect with personal resources, strategies, and choices to produce success where we least expect it.

Our journey to language begins before birth, as babies in the womb hear clearly enough to distinguish their mother's voice. Canvassing a broad span of experimental and theoretical approaches, this book introduces new ways of looking at language development.

A remarkable mother-daughter collaboration, Pathways to Language balances the respected views of a well-known scholar with the fresh perspective of a younger colleague prepared to challenge current popular positions in these debates. The result is an unusually subtle, even-handed, and comprehensive overview of the theory and practice of language acquisition, from fetal speech processing to the development of child grammar to the sophisticated linguistic accomplishments of adolescence, such as engaging in conversation and telling a story.

With examples from the real world as well as from the psychology laboratory, Kyra Karmiloff and Annette Karmiloff-Smith look in detail at the way language users appropriate words and grammar. They present in-depth evaluations of different theories of language acquisition. They show how adolescent usage has changed the meaning of certain phrases, and how modern living has led to alterations in the lexicon. They also consider the phenomenon of atypical language development, as well as theoretical issues of nativism and empiricism and the specificity of human language. Their nuanced and open-minded approach allows readers to survey the complexity and breadth of the fascinating pathways to language acquisition.

Geared to the needs of the pediatrician, this book is designed to orient him to the background of psychiatric knowledge so essential in his daily practice. Using his observation of 1,000 children brought to the Stanford University Pediatric-Psychiatric Unit as a guide, Dr. Shirley illustrates his discussion of physical, mental, and emotional disturbances with case histories, thus presenting the relationships between physician and parent, and physician and child in dynamic form, and stressing the individual nature of each case.

Yet, despite the unique character of each behavior problem, there are common denominators in childhood development. Dr. Shirley sets forth the generally accepted norms of physical and mental growth and evaluates the usefulness of psychometric procedures, such as intelligence and performance tests, in determining the limits of the child's intellectual and physical capacities. Grade placement, discipline, eating and sleeping are universal trouble spots. Dr. Shirley suggests specific leads for the pediatrician to follow in the treatment of these problems, cautioning that success depends upon relieving parents of anxiety concerning themselves and their children in order that an atmosphere conducive to cooperation may exist in the home.

Dr. Shirley's experience and training in both pediatrics and psychiatry doubly qualify him to discuss the basic elements of child psychiatry with authority and insight. Parents as well as physicians can profit by Dr. Shirley's wise, articulate, and practical interpretation of psychological concepts as they relate to the prevention and treatment of behavior problems in children.

This is the compelling story of an experiment begun in 1961 that eventually affected the lives of almost all of the residents of the island of Martha's Vineyard. The author writes engagingly of the island and its year-round inhabitants, a community of some seven thousand persons of diverse ethnic and social backgrounds.

With sympathy and insight Milton Mazer analyzes the stresses that are peculiar to the conditions of life on the island, and he describes the kinds of psychological disorders that are precipitated by those stresses. He reports, without technical jargon, the results of a five-year study of a great variety of psychosocial predicaments experienced by the people of the island. Finally he examines the catalytic effect the mental health center and its research findings have had on the development of other supportive agencies and how the community established a network of human services to meet its needs.

The work clearly demonstrates that striking advances can be made by a mental health program that is informed by an understanding of the community served. The book will stand as a model for future studies in this area.

The cerebral cortex, occupying over 70 percent of our brain mass, is key to any understanding of the workings--and disorders--of the human brain. offering a comprehensive account of the role of the cerebral cortex in perception, this monumental work by one of the world's greatest living neuroscientists does nothing short of creating a new subdiscipline in the field: perceptual neuroscience.

For this undertaking, Vernon Mountcastle has gathered information from a vast number of sources reaching back through two centuries of investigation into the intrinsic operations of the cortex. His survey includes phylogenetic, comparative, and neuroanatomical studies of the neocortex; studies of the large-scale organization of the neocortex, of neuronal histogenesis and the specification of cortical areas, of synaptic transmission between neurons in cortical microcircuits, and of rhythmicity and synchronization in neocortical networks; and inquiries into the binding problem--how activities among the separate processing nodes of distributed systems coalesce in a coherent activity that we call perception.

The first book to summarize what is known about the physiology of the cortex in perception, Perceptual Neuroscience will be a landmark in the literature of neuroscience.

The undoubted fact of human individuality has remained outside the field of interest of scientific psychology. Neither the central organization of consciousness nor individual powers of action have been dealt with in substantial research programmes. Yet every facet of our mental lives is influenced by how our minds are organized. How much of this organization comes from the languages and social practices of the cultures into which we are born is undetermined.

In this book, Rom Harré explores the radical thesis that most of our personal being may be of social origin. Consciousness, agency and autobiography are the three unities which make up our personal being. Their origin in childhood development and their differences in different cultures are explored.

Nevertheless, despite the overwhelming influence of social environment on mental structure, individual identity is a central facet of Western culture. How is the formation of such identity possible? Rom Harré ends with the suggestion that personal identity derives from the complementary powers of human beings both to display themselves socially as unique and to create novel linguistic forms making individual thought and feeling possible.

This book presents penetrating observations by six authorities on the personality development of children for the enlightenment of parents, teachers, and others who have a vital interest in children.

In the first paper, the late Harold E. Jones, a professor of psychology and the director of the Institute of Human Development at the University of California, examines the development of personality over a long period of time. He discusses the child-rearing practices used with a number of babies, then follows through with observations made several years later to see the effects of these practices.

In another paper, John E. Anderson, a professor of psychology at the University of Minnesota and the former director of the Institute of Child Development and Welfare there, supports the theory that valid predictions of future personality adjustment can be made through an assessment of the present status of an individual.

Anderson’s findings are based on the results of tests administered to children of Nobles County, Minnesota, during the period 1950–1957, and on teacher-community-pupil ratings of these children.

Still other papers offer a variety of ideas. Dr. Milton J. E. Senn, Sterling Professor of Pediatrics and Psychiatry and the director of the Child Study Center at Yale University, suggests that there be greater harmony and more exchange of thought among people working toward a proper understanding of human nature. To a degree this entire book follows his suggestion.

Among several noteworthy observations made by Stanford University Professor of Psychology Robert R. Sears is the point that the development of conscience depends largely upon whether a child is loved or rejected by his or her parents.

John W. M. Whiting, professor of education and director of the Laboratory for Human Development at Harvard University, discusses, among other problems, the question of why children like to play grown-up roles and what happens when they are not permitted to do so. Orville Brim, a sociologist at the Russell Sage Foundation of New York City, explains personality in terms of demands, holding that one’s personality changes from situation to situation and from person to person.

Philosophy and the Young Child presents striking evidence that young children naturally engage in a brand of thought that is genuinely philosophical. In a series of exquisite examples that could only have been gathered by a professional philosopher with an extraordinary respect for young minds, Gareth Matthews demonstrates that children have a capacity for puzzlement and mental play that leads them to tackle many of the classic problems of knowledge, value, and existence that have traditionally formed the core of philosophical thought. Matthews’s anecdotes reveal children reasoning about these problems in a way that must be taken seriously by anyone who wants to understand how children think.

Philosophy and the Young Child provides a powerful antidote to the widespread tendency to underestimate children’s mental ability and patronize their natural curiosity. As Matthews shows, even child psychologists as insightful as Piaget have failed to grasp the subtlety of children’s philosophical frame of mind. Only in children’s literature does Matthews find any sensitivity to children’s natural philosophizing. Old favorites like Winnie the Pooh, the Oz books, and The Bear That Wasn’t are full of philosophical puzzlers that amuse and engage children. More important, these stories manage to strip away the mental defensiveness and conventionality that so often prevent adults from appreciating the way children begin to think about the world.

Gareth Matthews believes that adults have much to gain if they can learn to “do philosophy” with children, and his book is a rich source of useful suggestions for parents, teachers, students, and anyone else who might like to try.

So many questions, such an imagination, endless speculation: the child seems to be a natural philosopher--until the ripe old age of eight or nine, when the spirit of inquiry mysteriously fades. What happened? Was it something we did--or didn't do? Was the child truly the philosophical being he once seemed? Gareth Matthews takes up these concerns in The Philosophy of Childhood, a searching account of children's philosophical potential and of childhood as an area of philosophical inquiry. Seeking a philosophy that represents the range and depth of children's inquisitive minds, Matthews explores both how children think and how we, as adults, think about them.

Adult preconceptions about the mental life of children tend to discourage a child's philosophical bent, Matthews suggests, and he probes the sources of these limiting assumptions: restrictive notions of maturation and conceptual development; possible lapses in episodic memory; the experience of identity and growth as "successive selves," which separate us from our own childhoods. By exposing the underpinnings of our adult views of childhood, Matthews, a philosopher and longtime advocate of children's rights, clears the way for recognizing the philosophy of childhood as a legitimate field of inquiry. He then conducts us through various influential models for understanding what it is to be a child, from the theory that individual development recapitulates the development of the human species to accounts of moral and cognitive development, including Piaget's revolutionary model.

The metaphysics of playdough, the authenticity of children's art, the effects of divorce and intimations of mortality on a child--all have a place in Matthews's rich discussion of the philosophical nature of childhood. His book will prompt us to reconsider the distinctions we make about development and the competencies of mind, and what we lose by denying childhood its full philosophical breadth.

This volume heralds the appearance, for the first time in many years, of a totally new document by Sigmund Freud. It is the draft of a lost metapsychological paper, one of twelve essays written during World War I at the peak of the master's powers. Freud intended to publish all twelve in book form, under the title Preliminaries to a Metapsychology, and thereby set out the theoretical foundations of psychoanalysis. Scholars have long lamented the disappearance without a trace of seven of these important essays.

Only in 1983 did Ilse Grubrich-Simitis happen upon this draft, in Freud's handwriting, in an old trunk containing papers and documents of his Hungarian collaborator Sándor Ferenczi. With the help of a brief letter Freud had written on the back of the last page, she soon realized that the manuscript she had found was the draft of the final paper in the series. That draft is published here in facsimile, together with a transcription in German of the facsimile and the English translation.

In the first part of the draft, which is written in a kind of shorthand, Freud contrasts the three classic transference neuroses: anxiety hysteria, conversion hysteria, and obsessional neurosis. In the second part, which is written in complete sentences, Freud undertakes a daringly speculative "phylogenetic fantasy" He explores whether the debilitating illnesses of the neurotic and the psychotic today might have originated long ago as adaptive responses of the entire species to threatening environmental changes or to traumatic events in the prehistory of mankind.

In the draft "Fantasy" Freud modifies and expands the line of reasoning he began in Totem and Taboo (1912-13) after an intensely productive exchange with Ferenczi about Lamarckian concepts, making this recovered draft of major significance to students not only of psychoanalysis but also of the social sciences, humanities, and natural sciences.

Ilse Grubrich-Simitis has contributed a detailed essay, setting the overview in the context of Freud's life, his work, and his historical and scientific prominence. She quotes from relevant letters of Freud and Ferenczi, some published here for the first time.

In this wide-ranging book, one of the boldest thinkers in modern neuroscience confronts an ancient philosophical problem: can we know the world as it really is?

Drawing on provocative new findings about the psychophysiology of perception and judgment in both human and nonhuman primates, and also on the cultural history of science, Jean-Pierre Changeux makes a powerful case for the reality of scientific progress and argues that it forms the basis for a coherent and universal theory of human rights. On this view, belief in objective knowledge is not a mere ideological slogan or a naïve confusion; it is a characteristic feature of human cognition throughout evolution, and the scientific method its most sophisticated embodiment. Seeking to reconcile science and humanism, Changeux holds that the capacity to recognize truths that are independent of subjective personal experience constitutes the foundation of a human civil society.

The great Swiss psychologist and theorist Jean Piaget (1896–1980) had much to say about the developing mind. He also had plenty to say about his own development, much of it, as Fernando Vidal shows, plainly inaccurate. In the first truly historical biography of Piaget, Vidal tells the story of the psychologist’s intellectual and personal development up to 1918. By exploring the philosophical, religious, political, and social influences on the psychologist’s early life, Vidal alters our basic assumptions about the origins of Piaget’s thinking and his later psychology.

The resulting profile is strikingly dissimilar to Piaget’s own retrospective version. In Piaget’s own account, as an adolescent he was a precocious scientist dedicated to questions of epistemology. Here we find him also—and increasingly—concerned with the foundations of religious faith and knowledge, immersed in social and political matters, and actively involved in Christian and socialist groups. Far from being devoted solely to the classification of mollusks, the young Piaget was a vocal champion of Henri Bergson’s philosophy of creative evolution, an interest that figured much more prominently in his later thinking than did his early work in natural history. We see him during World War I chastising conservatism and nationalism, espousing equality and women’s rights, and advocating the role of youth in the birth of a new Christianity.

In his detailed account of Jean Piaget’s childhood and adolescence—enriched by the intellectual and cultural landscape of turn-of-the-century Neuchâtel—Vidal reveals a little-known Piaget, a youth whose struggle to reconcile science and faith adds a new dimension to our understanding of the great psychologist’s life, thought, and work.

Imaginative and stimulating, Play and the Human Condition shows how play allows us to learn about our qualities and those of the world around us--and in so doing make sense of ourselves.

A small child looks at a dripping faucet and says that it is drooling." Another calls a centipede a "comb." An older child notices the mess in his younger brother's room and says, "Wow, it sure is neat in here." Children's spontaneous speech is rich in such creative, nonliteral discourse. How do children's abilities to use and interpret figurative language change as they grow older? What does such language show us about the changing features of children's minds?

In this absorbing book, psychologist Ellen Winner examines the development of the child's ability to use and understand metaphor and irony. These, she argues, are the two major forms of figurative language and are, moreover, complementary. Metaphor, which describes and sometimes explains, highlights attributes of a topic. As such, it serves primarily a cognitive function. Irony highlights the speaker's attitude toward the subject arid presupposes an appreciation of that attitude by the listener. In contrast to metaphor, irony serves primarily a social function. Winner looks in detail at the ways these forms of language differ structurally and at the cognitive and social capacities required for each.

The book not only draws on the author's own empirical studies but also offers a valuable synthesis of research in the area: it is the first account that spans the realm of figurative language. Winner writes clearly and engagingly and enlivens her account with many vivid examples from children's speech. The book will appeal to developmental psychologists, educators, psychologists of language, early-language specialists, students of literature, indeed, anyone who is delighted by the fanciful utterances of young children.

"Read him his rights." We all recognize this line from cop dramas. But what happens afterward? In this book, Richard Leo sheds light on a little-known corner of our criminal justice system--the police interrogation.

Incriminating statements are necessary to solve crimes, but suspects almost never have reason to provide them. Therefore, as Leo shows, crime units have developed sophisticated interrogation methods that rely on persuasion, manipulation, and deception to move a subject from denial to admission, serving to shore up the case against him. Ostensibly aimed at uncovering truth, the structure of interrogation requires that officers act as an arm of the prosecution.

Skillful and fair interrogation allows authorities to capture criminals and deter future crime. But Leo draws on extensive research to argue that confessions are inherently suspect and that coercive interrogation has led to false confession and wrongful conviction. He looks at police evidence in the court, the nature and disappearance of the brutal "third degree," the reforms of the mid-twentieth century, and how police can persuade suspects to waive their Miranda rights.

An important study of the criminal justice system, Police Interrogation and American Justice raises unsettling questions. How should police be permitted to interrogate when society needs both crime control and due process? How can order be maintained yet justice served?

Psychology is the dogma of our age; psychotherapy is our means of self-understanding; and "repressed memory" is now a universally familiar form of trauma. Jeffrey Prager, who is both a sociologist and a psychoanalyst, explores the degree to which we manifest the clichés of our culture in our most private recollections.

At the core of Presenting the Past is the dramatic and troubling case of a woman who during the course of her analysis began to recall scenes of her own childhood sexual abuse. Later the patient came to believe that the trauma she remembered as a physical violation might have been an emotional violation and that she had composed a memory out of present and past relationships. But what was accurate and true? And what evidence could be persuasive and valuable? Could the analyst trust either her convictions or his own? Using this case and others, Prager explores the nature of memory and its relation to the interpersonal, therapeutic, and cultural worlds in which remembering occurs.

Synthesizing research from social science, psychoanalysis, neuroscience, and cognitive psychology, Prager uses clinical examples to argue more generally that our memories are never simple records of events, but constantly evolving constructions, affected by contemporary culture as well as by our own private lives. He demonstrates the need that sociology has for the insights of psychoanalysis, and the need that psychoanalysis has for the insights of sociology.

“Monkey see, monkey do” may sound simple, but how an individual perceives and processes the behavior of another is one of the most complex and fascinating questions related to the social life of humans and other primates. In The Primate Mind, experts from around the world take a bottom-up approach to primate social behavior by investigating how the primate mind connects with other minds and exploring the shared neurological basis for imitation, joint action, cooperative behavior, and empathy.

In the past, there has been a tendency to ask all-or-nothing questions, such as whether primates possess a theory of mind, have self-awareness, or have culture. A bottom-up approach asks, rather, what are the underlying cognitive processes of such capacities, some of which may be rather basic and widespread. Prominent neuroscientists, psychologists, ethologists, and primatologists use methods ranging from developmental psychology to neurophysiology and neuroimaging to explore these evolutionary foundations.

A good example is mirror neurons, first discovered in monkeys but also assumed to be present in humans, that enable a fusing between one’s own motor system and the perceived actions of others. This allows individuals to read body language and respond to the emotions of others, interpret their actions and intentions, synchronize and coordinate activities, anticipate the behavior of others, and learn from them. The remarkable social sophistication of primates rests on these basic processes, which are extensively discussed in the pages of this volume.

In more ways than we may sometimes care to acknowledge, the human being is just another primate--it is certainly only very rarely that researchers into cognition, emotion, personality, and behavior in our species and in other primates come together to compare notes and share insights. This book, one of the few comprehensive attempts at integrating behavioral research into human and nonhuman primates, does precisely that--and in doing so, offers a clear, in-depth look at the mutually enlightening work being done in psychology and primatology.

Relying on theories of behavior derived from psychology rather than ecology or biological anthropology, the authors, internationally known experts in primatology and psychology, focus primarily on social processes in areas including aggression, conflict resolution, sexuality, attachment, parenting, social development and affiliation, cognitive development, social cognition, personality, emotions, vocal and nonvocal communication, cognitive neuroscience, and psychopathology. They show nonhuman primates to be far more complex, cognitively and emotionally, than was once supposed, with provocative implications for our understanding of supposedly unique human characteristics. Arguing that both human and nonhuman primates are distinctive for their wide range of context-sensitive behaviors, their work makes a powerful case for the future integration of human and primate behavioral research.

Adulthood today is undergoing profound transformations. Men and women wait until their thirties to marry, have children, and establish full-time careers, occupying a prolonged period in which they are no longer adolescents but still lack the traditional emblems of adult identity. People at midlife struggle to sustain relationships with friends and partners, to find employment and fulfilling careers, to raise their children successfully, and to resist the aging process.

The Prime of Life puts today’s challenges into new perspective by exploring how past generations navigated the passage to maturity, achieved intimacy and connection, raised children, sought meaning in work, and responded to loss. Coming of age has never been easy or predictable, Steven Mintz shows, and the process has always been shaped by gender and class. But whereas adulthood once meant culturally-prescribed roles and relationships, the social and economic convulsions of the last sixty years have transformed it fundamentally, tearing up these shared scripts and leaving adults to fashion meaning and coherence in an increasingly individualistic culture.

Mintz reconstructs the emotional interior of a life stage too often relegated to self-help books and domestic melodramas. Emphasizing adulthood’s joys and fulfillments as well as its frustrations and regrets, he shows how cultural and historical circumstances have consistently reshaped what it means to be a grown up in contemporary society. The Prime of Life urges us to confront adulthood’s realities with candor and determination and to value and embrace the responsibility, sensible judgment, wisdom, and compassionate understanding it can bring.

The publication in 1890 of William James’s acknowledged masterpiece marked a turning point in the development of psychology as a science in America. The Principles of Psychology also became a source of inspiration in philosophy, literature, and the arts. When John Dewey reviewed it, he predicted that it would rank “as a permanent classic, like Locke’s Essay and Hume’s Treatise.”

Its stature undiminished after 91 years, The Principles of Psychology appears now in a new, handsome edition with an authoritative text that corrects the hundreds of errors, some very serious, that have been perpetuated over the years. Prepared according to the modern standards of textual scholarship, this edition incorporates all of the changes James made in the eight printings he supervised, as well as the revisions and new material he added to his own annotated copy. In addition, all footnotes, references, quotations, and translations have been thoroughly checked.

The complete text of the Principles, with footnotes, drawings, and James’s own index, appears in Volumes I and II. Volume III includes extensive notes, appendixes, textual apparatus, and a general index.

The publication in 1890 of William James’s acknowledged masterpiece marked a turning point in the development of psychology as a science in America. The Principles of Psychology also became a source of inspiration in philosophy, literature, and the arts. When John Dewey reviewed it, he predicted that it would rank “as a permanent classic, like Locke’s Essay and Hume’s Treatise.”

Its stature undiminished after 91 years, The Principles of Psychology appears now in a new, handsome edition with an authoritative text that corrects the hundreds of errors, some very serious, that have been perpetuated over the years. Prepared according to the modern standards of textual scholarship, this edition incorporates all of the changes James made in the eight printings he supervised, as well as the revisions and new material he added to his own annotated copy. In addition, all footnotes, references, quotations, and translations have been thoroughly checked.

The complete text of the Principles, with footnotes, drawings, and James’s own index, appears in Volumes I and II. Volume III includes extensive notes, appendixes, textual apparatus, and a general index.

Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities.

The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools.

A political leader's decisions can determine the fate of a nation, but what determines how and why that leader makes certain choices? William H. Chafe, a distinguished historian of twentieth century America, examines eight of the most significant political leaders of the modern era in order to explore the relationship between their personal patterns of behavior and their political decision-making process. The result is a fascinating look at how personal lives and political fortunes have intersected to shape America over the past fifty years.

One might expect our leaders to be healthy, wealthy, genteel, and happy. In fact, most of these individuals--from Franklin Delano Roosevelt to Martin Luther King, Jr., from John F. Kennedy to Bill Clinton--came from dysfunctional families, including three children of alcoholics; half grew up in poor or only marginally secure homes; most experienced discord in their marriages; and at least two displayed signs of mental instability. What links this extraordinarily diverse group is an intense ambition to succeed, and the drive to overcome adversity. Indeed, adversity offered a vehicle to develop the personal attributes that would define their careers and shape the way they exercised power.

Chafe probes the influences that forged these men's lives, and profiles the distinctive personalities that molded their exercise of power in times of danger and strife. The history of the United States from the Depression into the new century cannot be understood without exploring the dynamic and critical relationship between personal history and political leadership that these eight life stories so poignantly reveal.

Every night we enter a mythic realm, a dark, primordial world of fear and desire. What this world offers, Anthony Stevens suggests, may well be the key to understanding our waking mysteries--ourselves, our society, and our history. A prominent psychiatrist and practicing Jungian analyst, Stevens views dreaming from both psychological and neurological perspectives to show how dreams owe their origins as much to our evolutionary history as a species as to our personal history as individuals.

A work rich in symbolic and scientific insight, Private Myths traverses the course of dream interpretation from distant hunter-gatherer times to the present. This analysis is as authoritative as it is wide-ranging, including discussions of the biology of dreaming and the discovery of REM sleep, elaboration of the latest neuroscientific techniques in sleep research, and an assessment of the century-long legacy of analytic practice to dream interpretation. In a close look at the actual processes of dream formation, Stevens relates "dream work" to other creative capacities such as language, poetry, storytelling, memory, play, symptom-formation, magic, and ritual. He draws on his many years of experience to analyze key historical dreams, such as Freud's dream of Irma's injection and Hitler's dream of being buried alive, and enriches this discussion with analyses of his own and his patients' dreams.

Remarkable in its breadth, Private Myths makes the principles of dream interpretation accessible to scientists, the findings of dream science accessible to analysts, and the discoveries of both available to anyone intrigued by the mysteries of dreams and dreaming.

In The Private Self, Arnold Modell contributes an interdisciplinary perspective in formulating a theory of the private self. A leading thinker in American psychoanalysis, Modell here studies selfhood by examining variations on the theme of the self in Freud and in the work of object relations theorists, self psychologists, and neuroscientists. Modell contends that the self is fundamentally paradoxical, in that it is at once dependent upon social affirmation and autonomous in generating itself from within. We create ourselves, he suggests, by selecting values that are endowed with private meanings.

By thinking of the unconscious as a neurophysiological process, and the self as the subject and object of its own experience, Modell is able to explain how identity can persist in the flux of consciousness. He thus offers an exciting and original perspective for our understanding of the mind and the brain.

After the age of 40, we may notice occasional lapses—a forgotten phone number, a friend's name, or a word that was right on the tip of our tongue. By 60, we may find ourselves wondering who called this morning, why we came into the kitchen, where we parked the car. In an aging nation, where one citizen in seven will be 65 when the next century arrives, these little difficulties raise a larger question: What precisely happens to our thinking as we grow older? What is normal, what is not, and how are we to know the signs?

Douglas Powell offers a comprehensive account of cognitive aging, of how our mental functions change as we mature. Defining patterns of normal decline, as well as severe forms of cognitive impairment, this book will help us understand and address the needs of an aging population. Powell integrates the latest literature on aging with the findings of his recent study of 1,000 physicians and 600 other subjects ranging in age from 25 to 92. His work reveals patterns of cognitive aging throughout the life cycle, particularly the way in which variability among individuals outpaces the decline of overall ability. Tackling an issue of growing interest in the field of gerontology, he notes the effect of certain factors such as gender, diet, health, and physical and mental exercise on changes in cognitive functioning over time.

Along with the criteria for mild cognitive impairment and normal cognitive aging, this book addresses the question of optimal cognitive aging, identifying its characteristics and searching out their implications for the maintenance of intellectual abilities in the post-retirement years.

Readers once believed in Proust’s madeleine and in Wordsworth’s recollections of his boyhood—but that was before literary culture began to defer to Freud’s questioning of adult memories of childhood. In this first sustained look at childhood memories as depicted in literature, Lorna Martens reveals how much we may have lost by turning our attention the other way. Her work opens a new perspective on early recollection—how it works, why it is valuable, and how shifts in our understanding are reflected in both scientific and literary writings.

Science plays an important role in The Promise of Memory, which is squarely situated at the intersection of literature and psychology. Psychologists have made important discoveries about when childhood memories most often form, and what form they most often take. These findings resonate throughout the literary works of the three writers who are the focus of Martens’ book. Proust and Rilke, writing in the modernist period before Freudian theory penetrated literary culture, offer original answers to questions such as “Why do writers consider it important to remember childhood? What kinds of things do they remember? What do their memories tell us?” In Walter Benjamin, Martens finds a writer willing to grapple with Freud, and one whose writings on childhood capture that struggle.

For all three authors, places and things figure prominently in the workings of memory. Connections between memory and materiality suggest new ways of understanding not just childhood recollection but also the artistic inclination, which draws on a childlike way of seeing: object-focused, imaginative, and emotionally intense.