Reviews

R. H. Hilton, The English Peasantry in the Later Middle Ages (1975), 256 (Clarendon Press, Oxford, £6.50).

Colin Platt, The English Medieval Town (1976), 219 (Seeker and Warburg, £6.00).

James Axtell, The School Upon A Hill. Education and Society In Colonial New England (1974), xxi+298 (Yale University Press, New Haven, £7.50).

Kenneth A. Lockridge, Literacy in Colonial New England. An Enquiry Into The Social Context of Literacy in the Early Modern West (1974), 164 (W. W. Norton and Co., New‐York, $6.95).

Jean‐Claude Perrot, Genèse d'une ville moderns. Caen au XVIII'siècle (1975), 2 vols, 1157 (Mouton: Paris, the Hague, 250 fr.).

Douglas Hay, Peter Linebaugh and E. P. Thompson (eds.), Albion's Fatal Tree (1975), 344+15 illustrations (Allen Lane, £7.50).

E. P. Thompson, Whigs and Hunters (1975), 300+17 illustrations (Allen Lane, £6.50).

Arthur E. Imhof (ed.), Historische Demographie als Sozialgeschichte. Giessen und Umgebung (1975), 2 vols, 626+495 (Historische Kommission für Hessen, Darmstadt und Marburg, DM 48).

Historical Demography as Social History. Giessen and Surrounding District.¹

Alan Forrest, Society and Politics in Revolutionary Bordeaux (1975), xi+300 (Oxford University Press, £8.00).

Richard Hunter and Ida Macalpine, Psychiatry for the Poor (1974), 264 (Dawsons of Pall Mall, £4.50, paperback £1.50).

Vieda Skultans, Madness and Morals. Ideas on Insanity in the Nineteenth Century (197 5), xv+260 (Routledge and Kegan Paul, £5.50).

Thomas S. Szasz, The Age of Madness, The History of Involuntary Mental Hospitalization Presented in Selected Texts (1973), xxi+372 (Routledge and Kegan Paul, £5.95).

Harald Runblom and Hans Norman (eds.), From Sweden to America: a History of the Migration (1976), 391 (University of Minnesota Press, Minneapolis, and University of Uppsala).

Charlotte Erickson (ed.), Emigration from Europe 1815–1914: Select Documents (1976), 320 (A. and C. Black, £6.50).

T. J. Nossiter, Influence, Opinion and Political Idioms in Reformed England: Case Studies from the North‐East, 1832–1874 (1975), xii+255 (Harvester, £7.50).

Robert J. Bezucha, The Lyon Uprising of 1834: Social and Political Conflict in the Early July Monarchy (1974), xviii+271 (Harvard University Press, Cambridge, Massachusetts, £6.25).

Lawrence Schofer, The Formation of a Modern Labour Force. Upper Silesia, 1865–1914 (1975), xvi+213 (University of California Press, Berkeley, Los Angeles and London, £7.80).

Léon Poliakov, The History of Anti‐Semitism. Volume III. From Voltaire to Wagner (1975), x+582 (Routledge and Kegan Paul, no price given).

Reinhard Rürup, Emanzipation und Antisemitismus. Studien zur ‘Judenfrage’ der bürgerlichen Gesellschaft (1975), 208 (Vandenhoeck and Rupprecht, Göttingen, paperback DM 28).

Uriel Tal, Christians and Jews in Germany. Religion, Politics and Ideology in the Second Reich, 1870–1914 (1975), 359 (Cornell University Press, Ithaca and London, £10.70).

Richard S. Levy, The Downfall of the Anti‐Semitic Political Parties in Imperial Germany (1975), 335 (Yale University Press, New Haven and London, no price given).

Andrew G. Whiteside, The Socialism of Fools. Georg Ritter von Schönerer and Austrian Pan‐Germanism (1975), x+404 (University of California Press, Berkeley, Los Angeles and London, £15.75).

Paul Thompson, The Edwardians: the remaking of British society (1975), xi+382 (Weidenfeld and Nicolson, £10.00).

Marc Fried, The World of the Urban Working Class (1975), x+410 (Harvard University Press, Cambridge, Massachusetts, £6.50).

Philip Gabriel Eidelberg, The Great Rumanian Peasant Revolt of 1907 (1974), xii+260 (E. J. Brill, Leiden, 64 guilders).

Peter H. Mcrkl, Political Violence under the Swastika: 581 Early Nazis (1975), xiv+735 (Princeton University Press, Princeton, $17.50, paper $6.30).     

The Beginnings of Child Welfare Research in the United States

The author reviews the beginnings of child welfare research in the United States with an emphasis on the contributions of several outstanding individuals as well as the conflict between hereditarian and reformist values and attitudes. Both hereditarian and reformist values and attitudes had tremendous influence on the development of child welfare research as well as the helping professions.     

Let Me Go: The Influences of Crawling Experience and Temperament on the Development of Anger Expression

Infants’ emerging ability to move independently by crawling is associated with changes in multiple domains, including an increase in expressions of anger in situations that block infants’ goals, but it is unknown whether increased anger is specifically because of experience with being able to move autonomously or simply related to age. To examine the influence of locomotion on developmental change in anger, infants’ (N = 20) anger expressions during an arm restraint procedure were observed longitudinally at a precrawling baseline assessment and 2 and 6 weeks after the onset of crawling. Infant age at each crawling stage was unrelated to the frequency of anger expressed in response to arm restraint. At 6 weeks postcrawling onset, infants whose mothers rated them as temperamentally higher in distress to limitations, compared with those rated lower, showed a greater increase in the frequency of anger expressed during the arm restraint relative to earlier assessments and took longer to reduce the frequency of anger expressed when no longer restrained. Findings suggest that experience with autonomous crawling has an effect on anger expression, independent of age, and that a temperamental tendency to become distressed by limitations may exacerbate the effect of crawling on anger expression.     

Interaction Effects of the Amount of Practice, Preferred Cane Technique, and Type of Cane Technique Used on Drop-off Detection Performance

This study examined the interaction effects of the amount of practice and the cane technique used in drop-off detection with a sample of 32 adults who were blind. The advantage of the constant contact technique over the two-point touch technique was significantly greater for the less experienced cane users than for the more experienced ones.     

Book notes

THE SOCIETAL SUBJECT edited by N. Engelsted, M. Hedegaard, B. Karpatscholf, and A. Mortensen. Aarhus: Aarhus University Press, 1993. $26.00.

UNDERSTANDING PRACTICE: PERSPECTIVES ON ACTIVITY AND CONTEXT edited by S. Chaiklin and J. Lave. Cambridge: Cambridge University Press, 1993. $59.95.

THE CULTURAL‐HISTORICAL DEVELOPMENT OF VERBAL THINKING by Peeter Tulviste (Translated by M. J. Hall; Preface by M. Cole). Commack, NY: NOVA Science Publishers, 1991. 183 pp. + notes and references. $39.00.     

A variable selection approach to monotonic regression with Bernstein polynomials

One of the standard problems in statistics consists of determining the relationship between a response variable and a single predictor variable through a regression function. Background scientific knowledge is often available that suggests that the regression function should have a certain shape (e.g. monotonically increasing or concave) but not necessarily a specific parametric form. Bernstein polynomials have been used to impose certain shape restrictions on regression functions. The Bernstein polynomials are known to provide a smooth estimate over equidistant knots. Bernstein polynomials are used in this paper due to their ease of implementation, continuous differentiability, and theoretical properties. In this work, we demonstrate a connection between the monotonic regression problem and the variable selection problem in the linear model. We develop a Bayesian procedure for fitting the monotonic regression model by adapting currently available variable selection procedures. We demonstrate the effectiveness of our method through simulations and the analysis of real data.     

Pierre Bourdieu's Masculine Domination: A Critique*

Les auteurs montrent que la tentative de Pierre Bourdieu de résoudre le problème de la « domination masculine» est limitée par l'application inconséquente de son propre répertoire conceptuel, par l'emploi d'exemples empiriques périmés et par l'utilité douteuse du cas des relations sociales en Kabylie. Un rejet des catégories fondamentales (« homme », « femme ») et le recours à une conception plus nuancée de la domination seraient une approche plus prometteuse. An uneven application of his own conceptual repertoire, outdated empirical materials and the questionable utility of the example of relations in Kabylia limit Bourdieu's attempts to come to grips with “masculine domination.” A more useful approach would move beyond essentializing categories and engage with a more nuanced conception of domination.     

Capitalist development and educational reform

Conclusion The early formulations of reproduction theory fail to grasp uneven educational development because of a reliance on a mechanical, base/ superstructure model of social organization. Unlike neo-Weberian models which attempt to sever the necessary connection between the existence of public education and commodity production, reproduction theory emphasizes the correspondence of public education and the capitalist economy. But this correspondence does not adequately conceptualize the unity of form and content in capitalist relations of production. As a causal model it implies that economic relations develop in the absence of their institutional counterparts. The weight of economic needs then calls institutional reform into play. Such a model reduces historical development to the movement of pure forms.The early formulations of reproduction theory confuse abstract and historical levels of analysis. They also fail to adequately grasp social units. Capitalism is a world economy in which production extends well beyond national boundaries, yet in which labor power is reproduced on the whole by national states. Without an analysis of relations among nations, uneven educational development is unintelligible.The patterns of educational development seen in Ireland and Upper Canada resulted from the colonial status of these countries which made educational reform appear a potential solution to imperialist struggles. Educational reforms blocked in England because of class struggles and sectarian divisions could be invoked in the colonial situation by virtue of the relative independence of the colonial state. These reforms, however, embodied structural features peculiar to capitalist relations of production. Precocious educational development in these cases results from the heightened development of the colonial state in relation to the colonial political economy.Public education does not, one would think obviously, eliminate class relations. Rather, public educational reform is a mode of reformulating class relations by the state. This reformulation changes the appearance of class relations but not their basis. Public education is not compensation for the loss of liberty political subjects endure by consenting to be ruled by the state; it is more usefully seen as one way in which the state administers class relations. As such, it reproduces class struggles in displaced forms. Such displaced struggles are seen by neo-Weberian writers as constellations of interests, but one should not lose sight of the structural origins of such interests.While reproduction theory has presented serious critiques of liberal theory and has stressed the historically specific character of public education, it has embodied functionalist assumptions which limit its ability to come to grips with concrete historical development. To escape these assumptions it is necessary to reject a base/ superstructure model and to seek rather to understand the expanded reproduction of the essential social forms of capitalist society.     

Anger Management Taught to Adolescents with an Experiential Object Relations Approach

The authors propose a method of teaching anger management utilizing an objects relations theory conceptualization. The inner structure of the angry adolescent is described, and methods of addressing anger tailored to the individual differences of each adolescent's internal world are presented Role playing is utilized in the anger management group to illustrate the concepts presented. The authors conclude that when the clinical intervention resonates with the internal world of the client, the intervention will be experienced as meaningful.