Explaining political sophistication

Debates over the political sophistication of mass publics smolder on. The more fundamental question, however, is why people become as politically sophisticated or unsophisticated as they do. This paper develops a nonlinear simultaneous equation model to weigh explanations of three general sorts: the politicalinformation to which people are exposed, theirability to assimilate and organize such information, and theirmotivation to do so. The estimates suggest that interest and intelligence, representing motivation and ability, have major effects, but that education and media exposure, the big informational variables, do not. I consider the reasons and sketch some implications for the sophistication of mass publics, for the study of sophistication and other variables of extent, and for democratic theory.An earlier version of this paper was presented at the annual meeting of the Midwest Political Science Association, Chicago, IL, April 9–11, 1987. The data were made available by the Inter-University Consortium for Political and Social Research. Douglas Arnold, John Bolland, Thad Brown, Carol Cassel, Philip Converse, George Kateb, Jan Kmenta, Kathleen Knight, James Kuklinski, Kenneth Langton, Melvin Manis, Diana Owen, Thomas Rochon, Marianne Stewart, Paul Sniderman, James Stimson, and Herbert Weisberg have provided feedback and encouragement. James Gibson relayed his results on the intelligence measures, even as they came off the printer. Mary Lee Luskin helped in many ways. If errors remain, they are mine.     

R&D spinoffs: Serendipity vs. a managed process

This paper describes some of the spinoff benefits that can result from R&D projects, and categorizes them in terms of the dimensions of market and technical newness. These dimensions are discussed with reference to two types of spinoffs: 1) alternative market applications, when the results of an R&D project are subsequently applied to a market or use that differs from the originally intended application, and 2) second-generation technologies, when the technology that was the subject of an R&D project is significantly altered or enhanced in unanticipated ways through subsequent R&D. Examples from the Department of Energy's Energy-Related Inventions Program are integrated into the results of literature review to illustrate key concepts, including core technologies, degrees of market and technology newness, technology robustness, and the nature of connections linking spinoffs to prior R&D investments. The paper concludes by discussing spinoffs as a managerial strategy.     

Moral atrophy in the welfare state

The welfare state is often accused of being counterproductive: as the scope of public responsibility expands, private morality (especially altruism and benevolence) atrophies. This essay surveys psychological findings for evidence, which turns out to be broadly consistent with either of two models of moral development, each bearing distinct policy implications. The model of morally keeping in practice that is implicit in the term moral atrophy suggests the need for frequent opportunities to exercise moral skills, which would seem inconsistent with the welfare state. Alternatively, the model of moral character-building favoured by both philosophers and ordinary discourse would require only occasional reminders of one's moral principles. On this model, benevolence could usefully supplement the welfare state.     

Seeing Canada Through the Referendum: Still a House Divided

On 26 October 1992, a majority of Canadians in a majority ofprovinces rejected the Charlottetown Accord in a national referendum.The accord capped the "Canada round" of constitutional negotiationsand attempted to satisfy Quebec, while also addressing otherpan-Canadian issues. The accord was defeated for different reasonsin different parts of the country. In Quebec, the "No" sideargued that the agreement did not meet their demands for greaterjurisdictionalautonomy within the federation. In the rest of Canada, the "No"side was particularly successful in demonstrating that the agreementdeviated from the principle of equality in the treatment ofindividuals and provinces. These critiques, inspired by differentvisions of the federation, lead in different directions. Inlight of these divisions, many commentators have suggested thatintergovernmental elites ought to abandon efforts of wholesaleconstitutional change. However, political developments in Quebecmay force these questions back onto the agenda.     

Reviews

Vladimir Mau, The Political History of Economic Reform in Russia, 1985–1994 (Foreword by Lord Skidelsky; afterword by Egor Gaidar). London: Centre for Research into Communist Economies, 1996, viii + 135 pp. £9.95.

Tim McDaniel, The Agony of the Russian Idea. Princeton, NJ: Princeton University Press, 1996, x + 201 pp. £24.95.

John Lowenhardt, The Reincarnation of Russia. Struggling with the Legacy of Communism, 1990–1994. Harlow: Longman, 1995, xii + 238 pp. £12.99.

Jeffrey W. Hahn (ed.), Democratization in Russia: The Development of Legislative Institutions. New York: M. E. Sharpe, 1996, 328 pp., $63.95 h/b, $24.95 p/b.

Celeste A. Wallander (ed.), The Sources of Russian Foreign Policy after the Cold War. Boulder Co: Westview, 1996, xi + 233 pp., £15.50.

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Michael Kraus & Ronald D. Liebowitz (eds), Russia and Eastern Europe after Communism: The Search for New Political, Economic and Security Systems. Boulder, Co: Westview Press, 1996, xv+ 349 pp., £51.95.

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Teaching Negotiation Theory and Skills Over the Internet

Negotiating on-line is becoming an increasingly common phenomenon in the workplace. The medium of the Internet also offers promising, opportunities for negotiation educators to reach out to participants that might otherwise be unable to attend a seminar. The authors used the Internet to teach negotiation theory and skills during a seven-week seminar that was conducted completely over the World Wide Web. This experiment revealed several advantages and difficulties likely to arise in the conduct of distance learning for topics in negotiation. The authors reflect on how they would organize the seminar differently, should they do it again, and offer suggestions for others organizing courses using the Internet.