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The readers anticipated by this text are university graduate students, and only such a captive audience would wittingly endure the editor's
selections. Snadowsky has used previously published research papers to demonstrate the mutual contributions of experimental/laboratory and naturalistic/field research in child development. Child and Adolescent Development has redeeming virtues, but they are few. The reader must be prepared to translate the sociopsychological conceptual variations among the contributing authors into something consistent or meaningful.
It is doubtful that either the editor or the authors contributing to this text would have solicited review in a psychoanalytic journal. Some of the authors, particularly Piaget, Kagan, and Yarrow, are well known for their contributions to child development research. But the particular papers republished here are at best peripheral to psychoanalytic interests. Indeed, psychoanalytic contributions of the past six decades, in particular those on unconscious and dynamic determinants of child development, are simply ignored in these selections. In one of the rare direct references to psychoanalysis, A. Bandura evidences the academician's not atypical ignorance of analytic theory. In his interpretation of his research findings, Bandura provides, en passant, a simplistic misconception of the psychoanalytic 'hydraulic energy model of personality' which he finds contradicted by data that child analysts are all too familiar with; namely, that 'vicarious participation in aggressive activity increases, rather than decreases, aggressive behavior' (p. 164).
E. Pikler, an authoritative and dedicated research director of a residential children's institute in Budapest, has contributed a brief paper that demonstrates a particular limitation of nonanalytic researchers. Her data derives from voluminous research on children from birth through age three. In describing how the children are reared and studied, Pikler bypasses the