BOOK REVIEWS

213

These two principles are given a probabilistic development by considering

the amount of special numeraire commodity to be a stochastic variable. It is
then possible to prove the following theorem which lends itself to experimen-
tal investigation.
Theorem: If the probability that A will be chosen over B is greater than
1/2 and the probability that B will be chosen over C is greater than1/2, then
the probability that A will be chosen over C is greater than the probability
that B will be chosen over C.
The experimental design used by the authors resembles closely the vener-
able method of paired comparisons from psychology, with the additional
feature that the replication used provides &dquo;more&dquo; of the less preferred com-
modities in an attempt to bring the subject’s response up to the indifference
level.
The results from statistical treatment of the data strongly support the con-
cept of transitivity, for of 793 tests of the hypothesis only about one seventh
(114) had likelihood ratios less than i.
NORMAN C. PERRY
Alabama Polytechnic Institute

REFERENCES
I. Edwards, Ward. "The Theory of Decision Making." Psychological Bulletin,
Vol. 5I, No. 4, July, I954, pp. 380-4I7.
2. , pp. 2I7-240, New York. McGraw-Hill,
Guilford, J. P. Psychometric Methods
Inc., I936.

Theories , by Calvin S. Hall and Gardner Lindzey. New York:

of Personality
John Wiley & Sons, Inc. 572 pp. $6.50.
Professors Hall and Lindzey set themselves the Herculean task of provid-
ing in a single source a survey of the existing theories of personality. They
have chosen to include chapters of Freud, Jung, Murray, Lewin, Allport,
Sheldon, Rogers, Murphy, Social Psychological theories (Adler, Fromm,
Horney and Sullivan), Stimulus-Response theory (Miller and Dollard plus
a mention of Mowrer and Sears), Organismic (Goldstein, Angyal, Maslow,

and Lecky), and Factor Theories (Cattell and Eysenck), plus an introductory
(The nature of personality theory) and concluding chapter (Personality theory
in perspective).
The task of the book of course began with the selection of theorists to
cover. They have been &dquo;willing to accept any general theory of behavior as
a theory of personality.&dquo; Here it is impossible to please everyone and each

person will have his own criticisms. However, I feel more than disappointed
that the authors felt it necessary to omit coverage of McDougall at a time when
there is so little recent systematic coverage of his ideas. The authors point out
that the most difficult task in selection was the exclusion of theorists who have
had a great influence on psychology.

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2I4 EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT

The authors state that the book is designed for graduate and undergraduate
courses. As is so often the case with a book so designed, it is not entirely ap-
propriate for either group. Even select undergraduates will have difficulty with
the book in places and the graduate could often use a greater coverage without
having to refer to original sources. At times the difficulty of understanding
is due to poor clarity and occasional difficult literary style, while at other times
the material assumes a greater background and understanding than the under-
graduate possesses. Of course it does allow for a broader audience potential
and any author likes to feel that his work will be read.
The first chapter briefly mentions some problems of methodology and
logic of science with regard to theories and theory construction. The graduate
student will find this a sufficient reminder of these problems and ideas, but
the undergraduate will need either lecture material or other reading to be
properly prepared to make the best use of the book. Hall and Lindzey state
their own position on personality theories in this chapter and it is easy to see
the effect of this position on the book (in selection of theorists as well as
coverage). They seem to say essentially that as poor as these theories are, they
are a definite step forward from the naive position of no explicit theory. And,
the theories have had a healthy influence on the field in their ability to &dquo;gen-
erate ideas, to stimulate curiosity, to stir doubts&dquo; and to point out new areas
worthy of investigation.
The last chapter makes some attempt to point the way and plead for our
zealous theorist to leave room in his student’s mind for theoretical considera-
tions other than his own regardless of how unpopular they might be. The gen-
eral hope is to unfetter the investigator who wishes to try out approaches or
ideas that are not in accord with the scientific style and fad of the moment.
It is impossible in the space of this review to cover the book theory by
theory. However, a few things merit special comment. The chapter on social
psychological theories really never points out the emphasis on social develop-
ment of the theorists in the chapter. The student is left with the feeling that
social factors are important, but is given no adequate demonstration of how
this can be approached. Fewer theorists more thoroughly covered might have
made this possible.
There is an unusual use of the Freudian concept of repitition compulsion
which is confusing to the student. There is a direct implication that the Jungian
concept of shadow represents something that is all negative. It is also not clear
why the Freudian scheme of character development is not mentioned when
it seems to be increasing in importance to Freudians (because much was con-
tributed by Freudians other than Freud).
Over all, though, the book is well written and conceived. It is valuable
not only to the specific audiences for which it was written, but also to pro-
fessional psychologists who would like to review quickly the general field
either as a refresher or as a prelude to systematic reading of the original sources.
Besides, it is about the only book around that pulls a large number of theories
together in a single volume.
THOMAS E. PARKER
San Jose State College

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