Kant's Musical Antiformalism

According to the orthodox view of Kant's philosophy of music, Kant is the founder of musical formalism, the view that music is pure, contentless form, and appreciated as such. On this orthodox view, Kant is an innovator in philosophy of music, though his views are confused and sometimes contradictory. Sometimes, we are told, Kant indicates that music is a fine art and sometimes that it is merely an agreeable art. None of the orthodox position is correct. Kant's views on music are familiar, even a little old fashioned for their time. His views are consistent. He believes that some music is fine art and that the fine arts are imitative arts. Imitative arts have content, and Kant believes that at least some music has content. Our views on Kant's philosophy of music ought to be thoroughly revised.     

Interpretations,Evaluations, and Consequences of Interpersonal Touch

Key elements of an expectancy violations (EV) framework are forwarded as a possible organizing framework for understanding how touch functions in interpersonal communication. Central to applying an EV framework to touch is assessing the expectedness, interpretations, and evaluations of touch and its influence on such communication outcomes as evaluations of communicator attractiveness and credibility. To address these considerations, an experiment required participants to engage in dyadic problem-solving discussions during which they were touched or not touched by high-valence (attractive, high status, expert) or low-valence (unattractive, low status, inexpert) confederates. Brief touches by high-valence communicators were less expected than from low-valence communicators but positively evaluated from both. Touch also carried many favorable relational message interpretations, and the combination of touch and high communicator valence generally produced the highest credibility and attraction ratings. Some gender effects emerged, which appeared to moderate touch effects. Results suggest that brief touches among strangers may have positive consequences, especially when initiated by high-valence communicators, for whom they may qualify as positive violations.     

AN EXAMINATION OF THE EFFECTS OF USING BEHAVIOR CHECKLISTS ON THE CONSTRUCT VALIDITY OF ASSESSMENT CENTER DIMENSIONS

Although research has established the criterion-related validity of assessment centers for selection purposes, the construct validity of dimension ratings has not been demonstrated. A quasi-experimental design was used to investigate the influence of retranslated behavior checklists on the construct validity of dimension ratings for two assessment center exercises. Assessor use of behavior checklists increased the average convergent (i.e., same dimension across exercise) validity from .24 to .43 while decreasing the average discriminant (i.e., different dimension within exercise) validity (.47 to .41). Behavior checklist sums were moderately correlated with corresponding dimension ratings and demonstrated a comparable level of construct validity. It is suggested that using behavior checklists may improve dimension construct validity by reducing the cognitive demands placed on raters.     

A Gender Role Workshop Focused on Sexism,Gender Role Conflict,and the Gender Role Journey

A 6-day gender role workshop for adult men and women, using the phases of the gender role journey, is presented. The workshop's curriculum and process are described, including its assumptions, norms, and media. Movie clips, music, music videos, and academic content were used to promote participants' learning in both the cognitive and affective domains. Systematic follow-up evaluations of participants ( N =84) in three separate workshops are reported using Likert scaled questions. These evaluations assessed participants' personal learning, emotional reactions, and the workshop's overall impact over l-month and 1-and 2-year follow-up periods. Results indicate that participants were affected personally and professionally over the various time periods.     

PSYCHOLOGICAL CLIMATE: IMPLICATIONS FROM COGNITIVE SOCIAL LEARNING THEORY AND INTERACTIONAL PSYCHOLOGY

Underlying assumptions and rationale of psychological climate are addressed from the perspectives of cognitive social learning theory and interactional psychology. Major emphasis is placed on the implications of these theoretical models for psychological climate. It is suggested that psychological climate (a) reflects psychologically meaningful, cognitive representations of situations rather than automatic reflections of specific situational events; (b) is generally more important than the objective situation in the prediction of many salient individual dependent variables; (c) is predicated on developmental experience, and frequently involves conflicting orientations generated by the preservation of valued and familiar schemas, on one hand, and openness to change in the interest of achieving adaptive and functional person-environment fits, on the other; and (d) is related reciprocally to memory, affect, and behavior in a causal model which predicts a reciprocal causation between perception and affect, and between individuals and environments. The suggestions above are employed to provide recommendations for future research.