Book reviews

Hearing Haggerd, M. P. & Evans, E. F. (Eds.). 1987. British Medical Bulletin, 43 (4), 775-1037. ISBN 0-443-02899-6. £22.50.

Perlmutter, M. (Ed.) (1986). Perspectives on intellectual development : The Minnesota Symposium on Child Psychology. Vol. 19. Hillsdale,NJ: Lawrence Erlbaum Associates, Inc. Pp. 261. ISBN 0-89859-784-6. £19.95.

Ellis, H. D., Jeeves, M. A., Newcombe, F., & Young, A. (Eds.) (1986). Aspects of face processing. Bordrecht : Martinus Nijhoff. Pp. 509. ISBN 90-247-3357-X. £80.25.

Gabrielsson, A. (Ed.) (1987). Action and perception in shythm and music. Stockholm: Royal Swedish Academy of Music. Pp. 237. ISBN 91-85428-51-5.

Dowling, John E. (1987). The Retina. Cambridge, MA, and London :Belknap Press. Pp. xiv + 282. ISBN 0-674-76680-6. $29.95.

Foorman, B. R. & Siegel, A. W. (1986). Acquisition of reading skills : Cultural constraints and cognitive universals. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Pp. 168. ISBN 0-89859-642-4. £15.00.

Stillings, N., Feinstein, M., Garfield, J., Rissland, E., Rosenbaum, D., Weisler, S., & Baker-Ward, L. (1987). Cognitive science : An introduction. Cambridge, MA: MIT Press. Pp. 533. ISBN 0-262-19257-8. £22.50.

Kapur, N. (1988). Memory disorders in clinical practice. London:Butterworths. Pp. 289. ISBN 0-407-00712-1. £39.50.

Bussis, A. M., Chittenden, E. A. Amarel, M. & Klausner, E. (1985). Inquiry into meaning: An invetigation of learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Pp. 367. ISBN 0-89859-504-5. £32.95.     

Young Children's Theory of Mind and Emotion

Abstract

In three experiments, children aged 3 to 7 years were tested for their understanding of the impact of beliefs and desires on emotion. Children watched while animal characters were offered various types of container and then predicted their emotional reaction. In Experiment 1, the children (but not the characters) knew that the desirable contents of each container had been removed. The majority of 6-year-olds and a minority of 4-year-olds understood that the characters would be happy with the gift, given their mistaken belief about its contents. In Experiment 2, characters were given containers apparently containing an object they wanted but really containing an object they did not want, or vice versa. Predictions of emotion based on both the desire and the mistaken belief of the characters increased with age. In Experiment 3, characters were given closed containers that might or might not contain an item they wanted. Both 3-and 5-year-olds grasped that the characters' emotional reaction would depend on both their (unconfirmed) beliefs and desires about its content.

The experiments show that preschool children deploy a theory-like conception of mind in predicting emotional reactions. They understand that the emotional impact of a situation depends not on its objective features but on the beliefs and desires that are brought to it.     

An Investigation of the Contact Hypothesis of the Own-race Bias in Face Recognition

Although previous studies have demonstrated that faces of one's own race are recognized more accurately than are faces of other races, the theoretical basis of this effect is not clearly understood at present. The experiment reported in this paper tested the contact hypothesis of the own-race bias in face recognition using a cross-cultural design. Four groups of subjects were tested for their recognition of distinctive and typical own-race and other-race faces: (1) black Africans who had a high degree of contact with white faces, (2) black Africans who had little or no contact with white faces, (3) white Africans who had a high degree of contact with black faces, and (4) white Britons who had little contact with black faces. The results showed that although on the whole subjects recognized own-race faces more accurately and more confidently than they recognized other-race faces, the own-race bias in face recognition was significantly smaller among the high-contact subjects than it was among the low-contact subjects. Also, although high-contact black and white subjects showed significant main effects of distinctiveness in their recognition of faces of both races, low-contact black and white subjects showed significant main effects of distinctiveness only in their recognition of own-race faces. It is argued that these results support the contact hypothesis of the own-race bias in face recognition and Valentine's multidimensional space (MDS) framework of face encoding.