Empirical and Theoretical Dimensions of Obscene Phone Calls to Women in the United States

A survey of 354 women (apparently the first representative national sample) found that 16% had received at least one obscene phone call (OPC) within the 6 months preceding the survey. The majority of calls appear to be targeted in some way. Women less than 65 years of age and those who were neither married nor widowed were more likely to receive an OPC. Five theoretical propositions were examined. Two were not supported: namely, that OPCs are pure random incidents or are attacks on socioeconomically powerful women. Two others were reasonably well-supported: that OPC receipt is explained by displaced aggression against a vulnerable population or by perceived availability (a modification of criminal opportunity theory). There was also strong empirical support for the final proposition that sees OPCs occurring in a pattern statistically similar to that of rape.     

THE EFFECT OF INTERACTION BEHAVIOR ON SOURCE CREDIBILITY,HOMOPHILY, AND INTERPERSONAL ATTRACTION

This study investigated the relationship between interaction behavior in a small group setting and the resulting perceptions group members have of one another. Trained raters coded the interaction behavior of subjects, who discussed a task-oriented topic in small groups. Results indicate that interaction behavior can account for a substantial percentage of the variance in group members’ perceptions of one another. Apparently, the same interaction behavior may simultaneously result in both more positive and more negative perceptions on the part of other group members, suggesting that different interaction strategies are appropriate for varying desired personal outcomes.     

THE RELATIONSHIP BETWEEN COMMUNICATION APPREHENSION AND ACADEMIC ACHIEVEMENT AMONG COLLEGE STUDENTS

A series of studies are reported which indicate that high communication apprehensives have lower academic achievement in traditional interaction-oriented educational systems than low communication apprehensives, but that no similar relationship exists in a communication-restricted educational system. Data are also reported indicating that high communication apprehensives prefer mass lecture classes over small classes while moderate and low communication apprehensives' preferences are the reverse. The implications of these results for choosing or designing instructional systems are discussed.     

Implications of Cybernetic Epistemology for Clinical Research: A Reply to Howard

This response to Howard's article deals with the application of cybernetic epistemology to clinical research and practice. Implications for scientific research are discussed.     

Jazz and Musical Works: Hypnotized by the Wrong Model

It is difficult to place jazz within a philosophy of music dominated by the concepts and practices of classical music. One key puzzle concerns the nature and role, if any, of musical works in jazz. I briefly describe the debate between those who deny that there are musical works in jazz (Andrew Kania) and those who affirm that there are such (Julian Dodd and others), and I distinguish between claiming that there are no musical works in the jazz tradition and the more provocative claim that they are not performed in jazz performances. I argue that each side of this debate is partially right and that the first step toward resolving the puzzle is to reject inappropriate concepts of a musical work. In particular, Kania's and Lydia Goehr's accounts, derived from classical music practice, are rejected as general accounts of musical works. I then contrast the norms governing work performance in classical music (the werktreue ideal) with the practices governing performances of works in jazz, which I call realization or staging. Finally, I propose a model of jazz appreciation that incorporates a role for jazz works and that fundamentally differs from the way that classical musical performances are appreciated.