Book reviews

Time's Arrow and Archimedes’ Point: New Directions for the Physics of Time Huw PRICE, 1996 New York, Oxford University Press xiii + 306 pp. SCAN 37.00 (hardcover) ISBN 0–19–510095–6

Mental Reality GALEN STRAWSON, 1994 Cambridge, MA, The MIT Press xiv + 337 pp., S37.50 (cloth), $17.50 (paper) ISBN 0–262–19352–3 (paper)

The Rule of Reason: The Philosophy of Charles Sanders Peirce JACQUELINE BRUNNING & PAUL FORSTER, Eds, 1997 Toronto, University of Toronto Press 316 pp., $80.00 (hardcover), $24.95 (paperback) ISBN 0–8020–0829–1 (cloth), ISBN 0–8020–7819–2 (paper)

Scientific Knowledge: A Sociological Approach BARRY BARNES, DAVID BLOOR & JOHN HENRY, 1996 Chicago, University of Chicago Press xvi + 230 pp., ISBN 0–226–03730–4 (cloth), 0–226–03713–2 (paperback)

The Scientific Revolution STEVEN SHAPIN, 1996 Chicago, University of Chicago Press x + 218 pp., ISBN 0–226–75020–5 (cloth), 0–226–75021–3 (paperback)     

Book reviews

What is Mathematics, Really?. Reuben Hersh, 1997 New York, Oxford University Press xxiv+343, $CAN 51.95, $US 35.00, ISBN 0–19–511368–3

Philosophy of Mathematics: Structure and Ontology. Stewart Shapiro, 1997. Oxford, Oxford University Press x + 277, $CAN 73.95, ISBN 0–19–509452–2     

The start-stop procedure: Estimation

In four experiments investigating human timing, subjects produced estimates of sample durations by bracketing their endpoints. On each trial, subjects reproduced a sample duration by pressing a button before the estimated sample duration elapsed (start time) and releasing it after the estimated duration elapsed (stop time). From these responses, middle time (start + stop/2) and spread time (stop — start) were calculated, representing the point of subjective equality and the difference limen, respectively. In all experiments, subjects produced middle times that varied directly with sample duration. In Experiment 2, middle times lengthened when feedback was withheld. Consistent with Weber timing, spread times, as well as the standard deviation of middle times, varied directly with middle time (Experiments 1, 3, and 4). On the basis of an internal clock model of timing (Gibbon & Church, 1990), the data permitted inferences regarding memory processes and response threshold. Correlations between start and stop times and between start and spread times agreed with earlier findings in animals suggesting that the variance of temporal estimates across trials is based in part upon the selection of a single temporal memory sample from a reference memory store and upon one or two threshold samples for initiating and terminating each estimate within a trial.     

Attributional styles of aggressive boys and their mothers

To determine if mothers of aggressive boys have the same propensity as their sons to infer hostile intentions in ambiguous interpersonal situations, 50 mothers of aggressive and nonaggressive boys were each asked to interpret hypothetical situations involving themselves with their child, their partner, and a peer as well as hypothetical situations involving their child in interaction with classmates and teachers. Their sons also were each requested to interpret hypothetical situations involving themselves with their mother, a teacher, and a classmate. The results indicated that mothers of aggressive boys do share the propensity to infer hostility in ambiguous situations and may, in effect, model a hostile attributional bias. Mothers of aggressive boys failed to differentiate ambiguous from hostile situations and were as likely to infer hostile intentions in ambiguous as in hostile situations. The results also suggest a generalized tendency on the part of mothers of aggressive boys to infer negative motives and/or dispositions when accounting for the noxious behavior of their sons. Further, for the aggressive boys, the hostile attributional bias was evident with both peers and teachers. The presence of a hostile attribution was predictive of an aggressive response for the aggressive boys. Even in the face of clearly hostile, provocative behavior, nonaggressive boys were less likely to offer aggressive solutions than aggressive boys.The authors acknowledge the contribution of the staff from the Division of Child and Adolescent Psychiatry and Emergency Medicine, Department of Pediatrics, Emory University School of Medicine, and Grady Health Systems for their assistance and support in conducting this study.     

USE OF COMPONENT ANALYSES TO IDENTIFY ACTIVE VARIABLES IN TREATMENT PACKAGES FOR CHILDREN WITH FEEDING DISORDERS

We evaluated the separate components in treatment packages for food refusal of 4 young children. First, treatment packages were implemented until food acceptance improved. Next, a component analysis was conducted within a multielement or reversal design to identify the active components that facilitated food acceptance. The results indicated that escape extinction was always identified as an active variable when assessed; however, other variables, including positive reinforcement and noncontingent play, were also identified as active variables for 2 of the children. The results suggest that the component analysis was useful for identifying variables that affected food acceptance.     

Culture,self, and collectivist communication: linking culture to individual behavior

This study develops and demonstrates a theoretical framework and corresponding methodology to link variables at the culture level to the individual level and, then, to specific outcome variables. The authors argue that in order to advance theory about culture's influence on communication, researchers must begin to examine how culture affects individual level (psychological) processes and, subsequently, how these processes affect communication. The image of self, referred to as self-construal, is an ideal candidate to perform the role of linking culture to behavior. The self is shaped by cultural forces and affects many, if not all, communication behaviors. The proposed strategy is applied in the test of a path-analytic model linking cultural collectivism with interdependent self-construals and, ultimately, high-context communication. The discussion includes implications for theory development and possible applications to further research.