摘要:

Recordings of 30‐minute dyadic conversations between strangers were coded for the frequency of occurrence of 11 story receipt and eight story sequencing variables, for the duration of all storytellings, and for the frequency of occurrence of story sequences. Analysis of the data indicated that (1) females spent significantly more time than males as the recipients of storytelling; (2) males and females differed significantly on a linear combination of five story receipt variables(displays interest tokens, appreciates, adds or predicts details, withholds sequential talk, and withholds all talk at story's end); (3) there were no significant differences between males and females in the number of sequential stories told; (4) females and males differed significantly on a linear combination of two story sequencing devices,embedded repeat and marked repea

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00563.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Literature on the structure of two‐person conversations has consistently found that partners become more similar in mean duration of pauses and switching pauses over the course of interaction. Evidence on influence in vocalization duration is primarily negative. No direct evidence of interspeaker influence on a moment‐to‐moment basis is available. In this study 12 dyadic conversations are analyzed for interspeaker influence, with the use of time series regression procedures. Two versions of the data are presented: a probability summary including the probability of breaking mutual silences, continuing simultaneous talk, and continuing talking alone and a turn summary including vocalization, pause, and switching pause duration. Results show that (1) moment‐to‐moment influences are present in both versions of the data, (2) these influences differ from dyad to dyad, (3) the influences are both positive (matching) and negative (compensating), and (4) the magnitude of interspeaker influence on a temporal basis is small but detectable. In addition, there are overall tendencies to match in switching pause, probability of continued simultaneous speech, and probability of breaking mutual silences. Dyads show both compensation and matching on vocalization duration and pause‐related variables. Implications of these data for past and future explanation of social interaction a

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00564.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

This research had two main objectives: to determine how groups hold themselves together and make decisions over time, and to confront three key issues that have traditionally hindered research progress about group processes: First, what is the most useful way of conceptualizing and operationalizing the concept of “group process” to go beyond description to explanation? Second, can Markov analysis be used to go beyond description and move toward explaining group processes, and if so, what conceptual framework would be most useful to accomplish this goal? Third, how can we use explanations of processes to begin building theories of communication that are rooted in interaction structure? To accomplish these objectives, several group discussions were modeled as a structural‐functional system, and Markov analysis was used to test the extent to which the discussions fit the system model. Finally, the results of the study were discussed concerning their ability to build theories of communic

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00565.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

This study focused primarily upon Ausubel's advance organizer concept as a relatively abstract message introduction. Subsumption theory suggests that the advance organizer should be superior in learning effects to an introduction of message main points and that the advance organizer should interact with message structure and verbal organizing ability. This study found no overall advance organizer superiority to other introduction conditions. However, simple interactions, which were analyzed to interpret a significant three‐way interaction on one of two dependent variables, provided qualified support for first‐order interaction hypotheses. These hypotheses predicted that the superiority of an advance organizer to other introduction conditions would be greater for a low‐structure message than for a high‐structure message and greater for low‐ability subjects than for high‐ability subjects. They also included a prediction that the superiority of a high‐structure message to a low‐structure message would be greater for high‐ability subjects than for low‐ability subjects. Analysis of serial position effects indicated primacy in recall under high‐structu

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00566.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

This review synthesizes relevant research dealing with the processes of learning and suggests its applications to compliance gaining. The two major issues addressed are: (1) to what degree can learning theories explain the acquisition of new attitudes and behaviors, and (2) to what degree are attitudinal and behavioral changes governed by learning theory principles? The learning theories discussed are grouped into three categories: stimulus‐response or connectionist approaches; cognitive approaches; and stochastic, mathematical, and cybernetic approaches. The stimulus‐response models, which encompass most of the research examined in this paper, are further broken down into four types: (1) classical conditioning, (2) contiguity models, (3) instrumental (or operant) conditioning and (4) models including drive and drive reduction. Principles and major research evidence from numerous learning theories are reviewed and analyzed, and suggestions are made as to how this evidence may aid in the construction of more complete theories of persuasion and attitude cha

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00567.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

The paper provides a review and critical synthesis of research and theory dealing with the processes involved in children's learning from television. It asks how and what children learn from television, and at what ages television is a more or less powerful teacher. The focus is on assessing evidence that television can play a positive teaching role. It is suggested that a threshold model may be more appropriate than a linear model for evaluating television's impact on viewers. It is concluded that television can play a positive role in children's learning, but given typical North American media diets and current television content, the opposite has been true for most children.

ISSN:0360-3989    

DOI:10.1111/j.1468-2958.1981.tb00568.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY