The seventeen chapters by some twenty-one authors are divided into four categories: basic processes—learning, perception, genetics and drive theory; some major theoretical systems and approaches; anthropological and sociological contributions; and issues of measurement and assessment. A useful volume, it is far from “an encyclopedic summary of the state of the science,” as the promotional material states. As might be said of any such collection, the contributions vary in readability, originality and significance. In general, however, a high level of discourse is maintained, and one has the sense of reading combination introductory and review articles of material last encountered in graduate