RATER-RATEE RACE EFFECTS IN DEVELOPMENTAL PERFORMANCE RATINGS OF MANAGERS

The effects of rater and ratee race on performance ratings of managers were examined. Ratings were obtained from peers, subordinates and bosses as part of a multirater, developmental feedback program for managers. Two data sets were created for purposes of this study. The between-subjects data set consisted of ratings from over 20,000 bosses, over 50,000 peers, and over 40,000 subordinates. The repeated measures data set was substantially smaller because it included only those Black and White managers who were rated by both a Black and White rater from each of the three perspectives. Results for rater race indicated that Black raters from all perspectives (peers, subordinates, and bosses) assigned more favorable ratings to ratees of their own race. Results for White raters differed according to the particular rating source. White bosses assigned more favorable ratings to ratees of their own race, but White subordinates did not. White peers assigned more favorable ratings to Whites in the repeated measures analysis, but not in the between-subjects analysis. Results for ratee race indicated that both White and Black managers received higher ratings from Black raters than from White raters, and the effect was more pronounced for ratings assigned to Black managers.     

The Use of Time Limits in Brief Psychotherapy: A Comparison of Six-Session,Twelve-Session,and Unlimited Treatment with Families

This study compared the relative effectiveness of two durations of time-limited psychotherapy with time-unlimited treatment and a waiting list control group. Thirty-seven families applying for treatment at a child guidance clinic were randomly assigned to one of four treatment conditions: (a) time-limited therapy of 6 sessions within 8 weeks; (b) time-limited therapy of 12 sessions within 16 weeks; (c) time-unlimited therapy; and (d) a waiting list control group in which families waited approximately four months before beginning treatment. Outcome was assessed from multiple sources: parents, child, therapist, family interaction ratings, and missed and canceled sessions. Analysis of data provided some evidence that families who received treatment fared better than those on the waiting list. There were no consistent differences between 6-session, 12-session, and unlimited therapy. A model is proposed for the further investigation of time-limited treatment.     

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.     

DIFFERENTIAL EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON TWO LEARNING OUTCOMES

Training research is beginning to examine the trainee as an active participant in the learning process. One component of this process involves the choices learners make about the effort they will apply to the learning task. Learner effort was examined in two ways: amount of effort and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome. Implications for training practice and research are discussed.     

Alzheimer's Disease: The Impact of the Family on Spouses,Offspring, and Inlaws

This article reports the findings from a study designed to identify qualities of the multigeneration family system that affected the relationship between the demands of Alzheimer's disease on the family and the health and well-being of (a) spouses, (b) offspring, and (c) offspring's spouses or “inlaws.” Members of 97 families of patients with Alzheimer's disease, recruited from four University-affiliated Alzheimer's Centers, completed detailed questionnaires and participated in a 45-minute telephone interview to assess care-strain, personal stress, appraisals of three major domains of family life (World View, Structure/Organization, and Emotion Management), and three health and well-being indices (Anxiety/Depression, Somatic Symptoms, and Well-Being). Multivariate multiple regression equations, run separately for each of the three groups of family respondents and each of the three family domains, indicated: (1) no significant associations between the severity of the elder's disease and family member health and well-being; (2) female family members reported poorer health and well-being than male family members; and (3) caregiver strain was negatively associated with family member health and well-being. Further, appraised family qualities were associated with the health and well-being of the three groups of respondents differently: directly for offspring, interactively with severity of patient disorder for inlaws, and not at all for spouses. The data suggested that some family qualities served a protective function, whereas others exacerbated the negative effects of caregiving by affecting personal health and well-being. The findings are interpreted in terms of the different roles and expectations for caregiving placed on spouses, offspring, and inlaws. It is suggested that programs of intervention for patients with Alzheimer's and other chronic diseases should focus on the multigeneration family as the context for care, rather than only on the primary caregiver.