INVESTIGATING COMMUNICATION

AN INTRODUCTION TO RESEARCH METHODS

SECOND EDITION
LAWRENCE R. FREY
The University of Memphis
CARL H. BOTAN
Purdue University
GARY L. KREPS
National C ancer Institute
ALLYN AND BACON
Boston. London. Toronto
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Library of Congress Cataloging'in'Publication
Data
Frey, Lawrence R.
Investigating communication : an introduction to research methods.
-
2nded./ Lawrence R. Frey, Carl H' Botan, Gary L' Kreps'
p. cm.
Rev. ed. of: Investigating communication / Lawrence R' Frey ' ' '
[et
al.]. Englewood Cliffs, N.J. : Prentice Hall, c1991'
Includes bibliographical references and index'
ISBN (invalid) 0-205
-
19826-0
1. Communication-Research-Methodology'
I' Botan, CarlH'
II. Kreps, GarY L. III. Title.
P91.3.F74 2000
302.2',07',2-4c2r
Printed in the United States of America
20 t 9 l 8 L7 16 13 12 l r l 0 09
99-344M
CIP
CoNrBxrs
PREFACE tx
PART ONE
CONCEPTUALIZING COMMUNICATION RESEARCH
CHAPTER 1 INTRODUCTION TO THE RESEARCH CULTURE
The Importance of Knowing Research Methods 3
Making Claims and Offering Evidence 6
Everyday Ways of Knowing 8
Personal Experience 8
Intuition 9
Authority 10
Appeals to Tradition, Custorn, and Faith l0
Magic, Superstition, and Mysticism l1
The Research Process 12
Characteristics of Research 12
Research as Culture 17
Research as Conversation 20
The Importance of Distinguishing Research
from Pseudoresearch 2I
Conclusion 26
CHAPTER 2 ASKING
QUESTIONS
ABOUT COMMUNICATION
Defining Communication 27
What Constitutes Communication Research? 28
Areas of Communication Research ZB
Basic versus Applied Communication Research Topics
Basic Communication Research 30
Applied Communication Research 33
An Integrated Model of Basic and Applied
Communication Research 36
Justifying Communication Research Topics 38
Research
Questions
and Hypotheses 39
DescribingCommunicationBehavior
39
Relating Communication Behavior to Other Variables
Conclusion 47
CHAPTER 3 FINDING, READING, AND USING RESEARCH
Reasons for Reviewing Previous Research 48
The Search for Research 50
Types ofResearch Reports 50
27
30
40
48
IY CONTENTS
Finding Research RePorts 56
"Internet and World Wide Web Resources
for
Research"
by Diane E Witmer 62
How Research Is Presented: Reading Scholarly
Journal Articles 66
A Typicat
Quantitative
Scholarly Journal Article 66
WritingaLiteratureReview
69
Conclusion 74
PART TWO
PLANNING AND DESIGNING
COMMUNICATION
RESEARCH 79
CHAPTER 4 OBSERVING
AND MEASURING
COMMUNICATION
VARIABLES 81-
Conceptual versus Operational Definitions 81
EvaluatingOperationalDefinitions
82
Measurement Theory 83
Quantitative
and
Qualitative
Meqsurements 83
Levels of Measurement 85
M easurin g U nidimensional and
Multidimensional ConcePts 94
Measurement Methods 95
Self-Reports 96
Others'Reports 97
Behavioral Acts 98
Measurement Techniques 99
Questionnaires
and Interviews 99
Observations 104
Conclusion 107
CHAPTER5DESIGNINGVALIDCOMMUNICATIONRESEARCH
Internal and External Validity 109
Measurement Validity and Reliability 111
Measurement Reliability 111
MeasurementValidity 115
Threats to Internal ValiditY ll9
Threats Due to How Research Is Coruducted 119
Threats Due to Research Participants 121
Threats Due to Researchers 123
External Validity 125
Sampling 125
EcologicalValidity 133
Replication 135
Conclusion I39
109
CONTENTS
CHAPTER6 RESEARCHETHICSANDPOLITICS
140
Ethical Issues in Communication Research 140
The Politics of Academic Research l4I
Ethical Issues Involving Research Participants 146
Ethical Decisions Involving Research Findings 16I
Conclusion . 165
PART THREE
METHODOLOGIES FOR CONDUCTING
COMMUNICATION RESEARCH 167
CHAPTERT EXPERIMENTAL RESEARCH 169
Establishing Causation 169
Exercising Control in Experimental Research IlI
Exposing Research Participants to an IndependentVariable I7I
Ruling Out Initial Dffirences between the Conditions 175
Controlling
for
the Effects of Extraneous Influences 178
Experimental Research Designs 182
PreexperimentalDesigns
183
Quasi-ExperimentalDesigns 186
Full Experimental Designs 189
Factorial Designs 190
Factorial Design Statements and Diagrams 192
Betwe en-Group and Within-Group ( Repeated-M easure s
)
Designs 194
Laboratory versus Field Experiments 195
Conclusion 197
CHAPTERS SURVEYRESEARCH 198
The Prevalence of Surveys 198
Applied Uses of Survey Research 198
Use of Surveys in Communication Research 202
Survey Research Design 204
Selecting Survey Respondents 204
Cross-SectionalversusLongitudinalsurveys
208
Survey Measurement Techniques 209
Designing
Questions for
Survey Instruments 210
Questionnaire
Survey Research 213
Interview Survey Research 216
Using Multiple Methods in Survey Research 222
Conclusion 223
CHAPTER9 TEXTUALANALYSIS 225
Purposes of Textual Analysis 225
Important Considerations in Textual Analysis 22j
Types ofTexts 227
1tD9
YT CONTENTS
Acquiring Texts 228
Approaches to Textual Analysis 229
Rhetorical Criticism 229
ConductingRhetoricalCriticism
230
Types bf Rhetorical Criticism 231
Content Analysis 236
Value of
Quantitative
Content Analysis 238
Quantitative
Content-Analytic Procedures 239
Interaction Analysis 243
Describing Interaction and Relating It to Other Variables
ConductinglnteractionAnalysis
248
Performance Studies 252
"Performance as a Method" by Ronald J. Pelias 252
Conclusion 256
258
284
289
243
CHAPTER 10 NATURALISTIC
INQUIRY 257
Common Assumptions Guiding Naturalistic Inquiry
Types of Naturalistic Inquiry 259
EthnographY 259
Ethnomethodology 259
Critical Ethnography 260
Autoethnography 261
The Flow of Naturalistic Inquiry 262
Collecting Data in Naturalistic Inquiry 264
Naturalistic Observational Reseqrch 264
Interviewing in Naturalistic Inquiry 273
Start Making Sense: Analyzingarrd Reporting
Qualitative
Data 280
Analyzing Qualitative
Data 280
Reporting Findings
from
Naturalistic Inquiry
Conclusion 285
PART FOUR
ANALYZING AND INTERPRETING
QUANTTTATTVE
DATA 287
CHAPTER 11 DESCRIBING QUANTITATIVE
DATA 289
Making Sense of Numbers: Statistical Data Analysis
Describing Data through Summary Statistics 292
Measures of Central TendencY 292
Measures of Dispersion 296
Describing Data in Standard Scores 301
Describing Data through Visual Displays 305
Frequency Tables 305
CONTENTS
Pie Charts 307
Bar Charts 309
Line Graphs 31 I
Frequency Histograms and Frequency Polygons 312
Conclusion 314
CHAPTER 12 INFERRING FROM DATA: ESTIMATION
AND SIGNIFICANCE TESTING 315
Estimation 316
The Normal Distribution 316
Use of Random Sampling 318
Inferring
from
a Random Sample to a Population 3
j9
Significance Testing 323
The Logic of Significance Tbsting 325
The Practice of Significance ksting 329
Type I Enor andType II Error 332
Statistical Power 333
Conclusion 334
CHAPTER13 ANALYZINGDIFFERENCES
BETWEEN GROUPS 336
Types of Difference Analysis 337
Nominal Data 337
Ordinal Data 342
Interval/Ratio Data 344
Advanced Difference Analysis 354
Conclusion 354
CHAPTER14 ANALYZINGRELATIONSHIPS
BETWEEN VARIABLES 356
Types of Relationships 356
UnrelatedVariables 356
LinearRelationshipsbetweenVariables
357
NonlinearRelationships betweenVariables 358
Correlations 359
Conelation Cofficients 359
Cofficient of Determination 367
Multiple Correlation 368
Partial Coryelation 369
Regression Analysis 369
Linear Regression 370
Multiple Linear Regression 371
AdvancedRelationshipAnalysis 373
Conclusion 376
vlt
viii CONTENTS
PART FfVE
'
RECONCEPTUALIZING
COMMUNICATION
RESEARCH 379
CIIAPTER 15 EPILOGUE: CONCLUDING RESEARCH 381
Discussing Research Findings 381
Interpreting the Meaning of Research Findings 381
Identifying Limitations of the Research 389
Suggesting Directions
for
Future Research 394
Conclusion 395
APPENDICES 397
Random Number Thble 397
Chi-Square Table 398
tTable 399
FTable 400
Pearson rTable 406
Spearman rhoTable 407
GLOSSARY
REFERENCES
NAME INDEX
SUBJECT INDEX 507
408
444
499
PnBrnce
Reseqrch methods-two little words that seem to intimidate even the best college student.
Indeed, when we asked a group of students the first thought that came to mind when they
heard these words, they said, "Difficult," "Time consuming," "Worth the effort?" "Bor-
ing," and "C" (as in grade). Faculty members, in contrast, responded with, "The pursuit of
truth," "Planned investigation," and "Proof."
To quote the boss of the labor camp (an unfortunate analogy, we know!) in the movie
Cool Hand Luke, "WhaI we have here is a failure to communicate." Students don't under-
stand the full value of learning about research methods. They see research as the province
of the elite, as difficult or even impossible to master. Unforfunately, this attitude is often re-
inforced by how research methods are taught. Research methods courses can become a bat-
tle or proving ground, with students wishing merely to survive and then forgetting about
what they learned as soon thereafter as possible.
In short, the gap between the attitudes of teachers and students is an obstacle to learn-
ing about research methods that must be oyercome. To that end, our goal has been to write
a text that encourages you as a student to become excited about studying research methods.
Call us optimistic, but we seek to make research methods accessible rather than impossible
to learn and, hopefully, to encourage you and your teachers alike to have fun in the process.
One way we attempt to do this is by framing research methods in some potentially
helpful ways. First, we equate learning about research methods with learning about a new
culture. Like a foreign culture, research methods have their own languages, rules, and so-
cial customs. Learning about a foreign culhrre takes time and patience, and learning about
research methods is no different. We, the authors, remember what our entry period into the
culture of research was like; indeed, some of us did not do all that well in our first research
methods course! Yet here we are today teaching and writing about communication research
methods. Understanding the maturation process firsthand and being sensitive to the diffr-
culty of leaming this new culture, we start at the very beginning and proceed slowly, mak-
ing sure that everyone is with us along the way.
Second, in line with a communication perspective, it is helpful to think about the re-
search methods culture as a series of conversations that take place among and between its
members and constituents. There is, for example, the conversation that goes on between a
researcher and the people he or she studies. There is also the conversation that goes on be-
tween a researcher and his or her colleagues in the form ofjournal and book publications
and convention presentations. Both conversations, and a number of others, although they
are quite different in purpose and nature, are part ofthe research process. The value of such
a perspective, then, is that it grounds the research process in communication acts and
processes-something you, as a communication student, already understand.
Third, within any culture there are subculfures where members carry on conversations
using particular words and phrases; in some cases, these subcultural conversations are not
understood easily by members of other subcultures or by members of the larger culture. For
example, if you are a surfer, you know that words llke hollow, closed-out, and sucking de-
scribe types of waves, while drop-in, cut-back, and offthe-lip describe surfing maneuvers
(see Scheerhorn & Geist, 1997).T}r.e research methods culture also has subcultures within
PREFACE
it; as one example, subcultures are represented by the different methodologies that re-
searchers use to study communication, such as experimental, survey, textual analysis, and
naturalistic inquiry. Hence, researchers who conduct experiments believe in and under-
stand the importance of randomization, which refers to the process of assigning research
participants to the different conditions that are part of an experiment
(such as treatment and
nontreatment conditions) in such a way that each person has an equal chance of being put
into each condition so as to rule out the possibility of initial differences between the con-
ditions
(see Chapter 7).Eachmethod, thus, has its own terminology and rules about how
researchers converse with the people being studied, with colleagues in the discipline and
other fields, and with the press and general public. We seek to teach you about these sub-
cultures and the conversations that occur therern.
Finally, we see researchers as being similar to detectives. Like a detective trying to
solve a crime, a researcher is trying to uncover new knowledge. The researcher-detective
starts with a topic worth studying, poses questions that need asking, and then attempts to
find the answers in a systematic manner. Research methods are, thus, the strategies re-
searchers use to solve puzzlingquestions. Like a detective, a researcher searches for evi-
dence as carefully and as systematically as possible, sorts the meaningful from the trivial,
and adopts the most likely solution or answer.
Learning about the conversations that take place in the research methods culture, in
general, and the various methods subcultures, in particular, is helped by exposure to the
ways other social detectives do it. For that reason, we provide you with many examples of
real-life communication research. By the time you finish this text, we are sure you will
agree that there are many exciting topics studied in the communication discipline and in-
triguing ways in which research is done. And while we review many classic examples of re-
search, communication is a young and growing field that seems to change almost daily. For
that reason, we concentrate on sharing with you the latest, cutting-edge research studies
conducted during the 1990s.
Although a number of good research methods textbooks are available, our approach is
particularly helpful in learning this subject in five ways. First, we aim at students with little
or no familiarity with research methods. We know that research methods and findings are
often steeped in mystery and obtuse language, making it diffrcult for new learners
(and
even seasoned veterans), so we try hard to demystify the research process, making it acces-
sible instead of esoteric. This does not mean that we do not deal with important, substan-
tive, and, at times, difficult material; we do, but we never forget that you are an introductory
student. Instead of throwing you into the deep end of a pool and seeing whether you swim
or drown, we prefer to take you into the water slowly, first getting your feet wet and then
immersing yourself in the pool at a comfortable rate'
Second, the primary goal of this text is to enable you to become a more knowledgeable
and critical consumer of research. We are not trying to train you as a professional re-
searcher; this is more appropriate for graduate education. Indeed, the primary difference
between undergraduate and graduate education is the extent to which students learn to en-
gage in original research as part of their graduate coursework
(both in terms of taking a
number of methods courses and as the basis for a thesis or dissertation). We are aware that
you may not have to conduct research in your professional life, but, as we show in the very
fust chapter, you most certainly will have to be able to find, read, understand, and evaluate
research as part of your work life and as an informed citizen who is called on to make im-
portant decisions, such as voting for political candidates or serving onjuries. Understand-
PREFACE
ing the research process, of course, is the first step toward becoming a producer of research,
so if you choose to go on to graduate school or if you are asked to conduct research as part
of this or anoiher course during your undergraduate career, this text will prove invaluable.
Third, we have written this textbook explicitly for students who wish to understand
how research methods are used to study communication behavior. This approach prepares
communication majors to study, research, and analyze the real-world communication is-
sues they encounter in the various careers they pursue. Most of the principles we talk about,
however, cut across disciplines; thus, this text also helps you to become a knowledgeable
and critical consumer of many other types of research, such as psychological, sociological,
business. and medical research.
Fourth, in a national survey about the teaching of undergraduate communication re-
search methods, Frey and Botan (1988) found that most professors who teach this course
require students to read and report on communication research published in scholarly jour-
nals. Many other communication coluses, as well as courses in other fields, also require
students to read journal
articles. If you are to remain current and make use of primary
source material in this field, you must be able to find and understand the information gen-
erated by scholars. Doing so, however, is far more difftcult than merely obtaining the lead-
ing scholarly journals and reading them. Few research reports are written clearly and in the
standard way described in research methods textbooks. The prose is usually inflated, using
words not found in everyday language. Students often feel bewildered by what they en-
counter in these scholarly academic
jounfals,
so they just
skim the contents of articles, and
vow to avoid all further contact with them.
To combat these feelings, we provide you with the "code" in which scholarly research
articles are written. Once you know the purpose and the meaning of each section in re-
search articles, the internal logic and value of an article emerges more clearly. Accordingly,
this text mirrors the format of a traditional scholarly journal
article by proceeding in the fol-
lowing logical manner:
1. Introducing you to the research process
2. Sharing with you some of the topics communication scholars consider worth study-
ing and how research questions and hypotheses are posed
3. Showing you how to find and read previous research
4. Examining how researchers plan and design studies
5. Explaining how researchers conduct studies using various methodologies
6. Understanding how the information collected is analyzed
7. Discussing how results from research are interpreted in a meaningful manner
We also provide you with the code by bolding key terms throughout the text and listing
them at the end in one ofthe most extensive and detailed glossaries you are likely to see.
'We've
even cross-listed these terms, using "see" so that you can find other similar or related
terms and "compare" to enable you to compare how the term differs from other related
terms.
If you still find yourself having difficulty understanding primary source materials, you
may wish to consult our other text, entilled Interpreting Communication Research: A Case
Sndy Approach (1992, also available from Allyn and Bacon). In that text, we use the case
study method to walk students through actual communication research articles selected
from scholarlyjournals and books.
Questions
are posed to consider prior to reading an ar-
ticle, the lines of the article are numbered, and we then analyze the article by referring to
xl
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xlt PREFACE
specific line numbers and discussing the decisions the researcher(s) made. We also cite ad-
ditional reference material that explains in greater depth the specific methodology beilg
examined, and give an annotated bibliography of five additional research articles that use
that methodology.
Finally, the field of communication is fragmented into many subspecialties. Diversity,
though rich, also means the possibility of losing sight of what others in the field are doing'
Too often textbooks aim at one particular subspecialty of the discipline (such as mass com-
munication) or promote one kind of research method (such as experimental) while giving
only lip service to some of the other research methods.
We believe that understanding various research methods fosters the complementary
integration of these various subspecialties. Each of the authors of this text has extensive ex-
perience in both teaching introductory communication research methods courses and con-
ducting research. Our various research efforts have spanned the major areas of the
communication discipline
(i.e., speech communication, mass communication, and
journal-
ism), the four methodologies we cover (experimental, survey, textual analysis, and natural-
istic inquiry), and the two ways of analyzing data (quantitative and qualitative). We believe
that this diversity of interest and experience has resulted in a balanced approach to this text-
book that could not possibly have been achieved had any one of us written it alone.
We have also grown in
gur
understanding of research methods since the first edition of
this book was written. The present edition, consequently, represents a substantive revision
of the original text. We were not content merely to change a few things around and put a
new cover on it, but instead, took the time necessary to do a thorough
job. Virtually every
chapter has been significantly revised, mostly by adding new material that makes these en-
tirely new chapters
(plus an entfuely new chapter in the analyzing and interpreting quanti-
tative data section), by improving the discussions in material retained from the previous
edition, and, of course, by including the most up-to-date information about the research
studies conducted in the field of communication.
In the final analysis, we encourage you to approach this textbook and this course with
an open mind. Preexisting attitudes too often obstruct learning new ones, and this certainly
can be the case with learning about communication research methods. So expose yourself
to research; as the saying goes, "Try it, you might like it!"
ACKNOWLEDGMENTS
Writing and/or revising a book involves an incredible number of people. We are indebted
to those who helped shape both the first edition and the present edition, and would like to
express our sincere thanks to these colleagues and friends'
We would like to thank Steve Dalphin, our f,rrst editor at Prentice Hall, for his faith in
this project from the very start; Joe Opiela, Editor-in-Chief of Humanities at Allyn and Ba-
con, who inherited this text and placed his trust in us; Paul Smith, Editor-in-Chief of Edu-
cation, Communication, and Health; and Karon Bowers, Acquisitions Editor at Allyn and
Bacon, who helped produce this edition. We also thank the superb team selected to review
the first edition for their insightful cornments, criticisms, and suggestions: Mark B' Co-
madena, Illinois State University; Michael E. Mayer, Arizona State University; Robert D'
McPhee, Aflzona State University; Marshall Scott Poole, Texas A&M University; and
Brian J. Spitzberg, San Diego State University.
!
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PREFACE
We also want to express our sincere appreciation to Paul G. Friedman, University of
Kansas, one of the authors on the flrst edition of this textbook. Paul's help on the first edi-
tion, as well aS our other methods text, was immeasurable, and although he decided for per-
sonal reasons not to be a coauthor on this second edition, he still graciously agreed to
review material and provided detailed feedback. There is no doubt that this textbook is sub-
stantially better because of the help he offered.
We are also indebted to a nirmber of colleagues who wrote research overviews of some
areas covered in the f,trst andlor present edition and allowed us liberal use of their material:
Richard L. Johannesen, Northern Illinois University, for help with rhetorical criticism;
Dawn Kahn, The John Marshall Law School, for help with communication issues related
,
to the law; Kathleen E. Kendall, State University of New York at Albany, for help with po-
litical communication; Leah A. Lievrouw, University of California, Los Angeles, for help
with bibliometrics; W. Barnett Pearce, Fielding Institute, for help with framing research
methods as conversation; Ronald J. Pelias, Southern Illinois University, for his contribution
about performance studies; Nancy L. Roth, for help with elecffonic searches; Thomas J.
Socha, Old Dominion University, for help with interaction analysis; Myoung Chung Wil-
son, Rutgers University Library, for help with online databases and CD-ROMs; and Diane
F. Witmer, California State University, Fullerton, for her contribution about Internet aad
World Wide.Web resources for research.
We want to thank all the students in our research methods courses over the years at
Illinois State University, Loyola University Chicago, Northern Illinois University, Purdue
University, Rutgers University, and University of Nevada, Las Vegas, who provided us with
feedback about the first edition of this text. We are also deeply indebted to JoAnn Fricke of
Loyola University Chicago for her wonderful secretarial help with the first edition.
The authors extend special thanks to Sandra Metts of Illinois State University. San-
dra's only formal commitment for the fust edition was to write the instructor's manual, but
she went over each draft of that manuscript with a fine-toothed comb and offered wonder-
ful suggestions and rewrote much of the material. Her instructor's manual for the first edi-
tion is one of the best ones we've seen.
'We
were, indeed, fortunate, then, when Jim
Query
Loyola University Chicago, agreed
to do the instructor's
-manual
for this edition. He has produced an exceptional manual, one
that we know instructoli will appreciate very much. Thanks, Jim, for your excellent work.
In revising this text, we solicited feedback via a questionnaire from colieagues in the
communication discipline. They offered many excellent suggestions that we incorporated
into this edition. Special thanks for taking the time to help is extended to (in alphabetical or-
der): Dennis C. Alexander, University of Utah; E. James Baesler, Old Dominion University;
Thomas N. Baglan, Arkansas State University; James Barushok, Northeastem Illinois Uni-
versity; Julie M. Billingsley, Rutgers University; Joseph C. Chilberg, State Universiry of
New York College-Fredonia; Mark E. Comadena, Illinois State University; Judith M.
Dallinger, Westem Illinois University; Susan Fox, Western Michigan University; Philip
Gray, Northern Illinois University; Stephen C. Hines, West Virginia University; Ann House,
Santa Clara University; Lawrence W Hugenberg, Youngstown State University; Jerry M.
Jordan, University of Cincinnati; Richard A. Katula, Northeastem University; Dean Ka-
zoleas, Tllinois State University; Sandra M. Ketrow, University of Rhode Island; Ana Kong,
Govemors State University; Charles U. Larson, Northern Illinois University; Gail Mason,
Eastern Illinois University; Michael E. Mayer, Aizona State University; Paul A. Mongeau,
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xlY PREFACE
othy L. Sellnow, North Dakota State University; Edward Sewell, Virginia Tech; John C.
Sherblom, University of Maine; Christine B. Smith, University of Southern Califomia;
search methods, We know this is not the easiest material to teach or the most popular with
students, but your dedication to helping students understand communication research does
make a difference in their lives'
Finally, each of us would like to thank the following people:
about communication and research methods. I also want to thank my family for their love
anci support, and my Chicago-based friends (especially Mark and Jiil and Mike and Heidi)
for once again putting up with me during the work on this second edition. This book, as be-
fore, is dedicated to Marni Cameron with all my love.
-L'
R. F'
Any undertaking of this size intrudes on family life and requires that some things be
put on hold. I would like to thank my wife, Jennifer McCreadie, for her comments, support'
and patience throughout, particularly in reminding me that qualitative methods hold up half
the
lresearch]
world. I also want to dedicate this book to my father John Botan, mother Julia
Tynell, and brother Ronald Botan, the reluctant politician in the group.
-C.
H. B.
I owe a great debt of gratitude to my coauthors on this book, Larry and Carl
(as well as
paul
Friedman), who supported me and patiently waited for my late-arriving chapter drafts
through my moves from one end of the country to the other (and back again) ' I also sincerely
thank-my loving family, Stephanie, Becky, and David, who loyally followed me from one
job to another and know that they are the ultimate source of my affection. My hope is that
this book will encourage rigorous, pluralistic, and social$ informed communication in-
quiry.
-G.
L. K.