Showing papers in "Communication Education in 1982"
TL;DR: In this article, it is argued that communication competence must be distinguished from communication performance and neither is seen as a reliable predictor of the other, and that both research and pedagogy must make clear distinctions among cognitive, affective, and psychomotor elements if they are to lead to improvements in either competence or performance.
Abstract: Current conceptualizations of the construct of “communication competence” are examined and found to be problematic. It is argued that “communication competence” must be distinguished from “communication performance.” Neither is seen as a reliable predictor of the other. It is suggested that both research and pedagogy must make clear distinctions among cognitive, affective, and psychomotor elements if they are to lead to improvements in either competence or performance.
185 citations
TL;DR: The Communication Competency Assessment Instrument (CCAI) as mentioned in this paper assesses 19 specific speaking and listening competencies in an educational context, defined as those skills which high school graduates should possess to be prepared for college classes.
Abstract: This paper details the present state of the development of the Communication Competency Assessment Instrument (CCAI), a test of basic communication skills for college students. The CCAI assesses 19 specific speaking and listening competencies in an educational context, defined as those skills which high school graduates should possess to be prepared for college classes. The communication competencies for an educational context are then partitioned into four main competency areas following the lead of the official SCA endorsed framework (e.g., communication codes, oral message evaluation, basic speech communication skills, human relations). Each competency area is assessed directly (i.e., without the possible influence of reading and/or writing deficiencies). A rating book defines five levels of skill attainment for each of the 19 assessments. The CCAI requires a total of 30 minutes for each student's assessment.
139 citations
TL;DR: The authors explored the characteristics of the argumentative student in the speech communication classroom and found that high argumentative students received more high school training in argumentation, reported a higher college grade point average, were born earlier in the family birth order, preferred smaller college classes, and were more liberal.
Abstract: Characteristics of the argumentative student in the speech communication classroom are explored in this article A recent conceptualization of argumentativeness is first explained Potentially discriminating variables are then specified A study is reported which observed that high argumentatives received more high school training in argumentation, reported a higher college grade point average, were born earlier in the family birth order, preferred smaller college classes, and were more liberal Satisfaction with interpersonal relations and ability to relate to peers did not discriminate among high, moderate, and low argumentatives This conclusion supports the assumption that argumentativeness is a desirable communication trait Implications of the results are discussed
75 citations
TL;DR: In this article, a survey represents the first systemmatic effort to determine exactly how many treatment programs for communication apprehension and reticence are in existence at the college and university level, what type or combination of treatment and evaluation methods are used, and how educators feel toward such programs.
Abstract: This survey represents the first systemmatic effort to determine exactly how many treatment programs for communication apprehension and reticence are in existence at the college and university level, what type or combination of treatment and evaluation methods are used, and how educators feel toward such programs. Fifty‐two treatment programs using a variety of formats, treatment methods and evaluation procedures were identified. The majority of respondents were favorable toward a need for more programs of this nature at the college and university level. In addition, many arguments opposing the proliferation of special treatment programs were identified
43 citations
TL;DR: In 1979, the State of Massachusetts identified eleven listening and fourteen speaking skills as part of a program on basic skills in elementary and secondary schools as mentioned in this paper, and the authors contracted with the State Department of Education to recommend methods of assessing these skills.
Abstract: In 1979 the State of Massachusetts identified eleven listening and fourteen speaking skills as part of a program on basic skills in elementary and secondary schools. The authors contracted with the State Department of Education to recommend methods of assessing these skills. The article summarizes the process and includes the recommendations given to the state. As each state will be going through a similar process, it is hoped this article will assist others charged with the same responsibility.
43 citations
TL;DR: This essay is a description of twenty‐four communication programs and a glossary of various methods used to treat communication apprehension.
Abstract: This essay provides practical information for those interested in implementing a communication apprehension program. It consists of three parts: Part I is a description of twenty‐four communication programs; Part II is a glossary of various methods used to treat communication apprehension; and Part III is a classified bibliography, arranged by treatment method.
29 citations
TL;DR: In this article, a review of test instruments for communicating education is presented, including content domains, response and scoring procedures, administrative feasibility, target populations, and potential sources of test bias.
Abstract: Current trends in public education create a demand for speaking and listening assessment procedures. Properly conceived and managed assessment programs may exert desirable effects on communication education. Currently available assessment instruments were surveyed with respect to content domains, response and scoring procedures, administrative feasibility, target populations, and potential sources of test bias. This review of test instruments supports the identification of several priorities for further research and development. Needs are discussed with respect to delineating the content domain, establishing criterion measures of communication quality, enhancing the reliability of instruments, identifying the sources of test bias, innovating measurement techniques, and appraising the utility of communication assessment.
25 citations
TL;DR: In this article, the concepts of contemporary rhetorical theory are used to analyze three visual images: a painting by Joan Miro, a Burger King restaurant, and the oceanfront strip at Virginia Beach, Virginia.
Abstract: Instructional objectives, methods, and resources are suggested for using visual elements such as drawing, painting, architecture, and the visual environment in general as a focus for teaching theories of contemporary rhetoric. To illustrate the application of contemporary rhetorical theory to visual phenomena, the concepts of three theorists—I.A. Richards, Kenneth Burke, and Richard Weaver—are used to analyze three visual images—a painting by Joan Miro, a Burger King restaurant, and the ocean‐front strip at Virginia Beach, Virginia.
20 citations
TL;DR: In this paper, an attempt to validate four major measures of speech communication problems on a defined sample of students with observable, reportable speech communication communication problems was undertaken, and results of discriminant analysis when the scores on the four scales are entered into the analysis suggest that the scales are not capable of discriminating students with problems from students without.
Abstract: An attempt to validate four major measures of speech communication problems on a defined sample of students with observable, reportable speech communication problems was undertaken. Results of discriminant analysis when the scores on the four scales are entered into the analysis suggest that the scales are not capable of discriminating students with problems from students without. Although factor analysis of all items produced seven factors which indicated underlying situational concerns rather than general anxiety, when scores on the factors were entered into discriminant analysis, the results suggested that situational factor scales are incapable of distinguishing those who have communication problems from those who do not. The authors conclude that what may be most important in distinguishing the two groups is whether or not persons perceive their uncomfortable feelings about communication as problems. Phenomenological analysis may be the appropriate method for uncovering the discriminating variables.
15 citations
TL;DR: The Speech Communication Association's Task Force on Assessment and Testing (TAT) as mentioned in this paper conducted a survey of state practices in speaking and listening skill assessment, and presented a summary of the findings of that survey with recommendations and conclusions.
Abstract: The Speech Communication Association's Task Force on Assessment and Testing commissioned a national survey of state practices in speaking and listening skill assessment. Each state was queried about its plans concerning oral communication as a basic skill, statewide curriculum development, and statewide assessment practices in speaking and listening. This article presents a summary of the findings of that survey together with recommendations and conclusions.
15 citations
TL;DR: In this paper, the authors suggest a way in which students in an organizational communication class can use their own case studies as a means of relating coursework to the realities of managerial decision-making and organizational life.
Abstract: This article suggests a way in which students in an organizational communication class can use their own case studies as a means of relating coursework to the realities of managerial decision‐making and organizational life.
TL;DR: The authors surveyed five hundred recently graduated Ph. D's in Speech Communication regarding their attitudes toward and experiences in writing a dissertation, and suggested suggestions for the improvement of the dissertation experience for improving the experience.
Abstract: Theorists in higher education question the dissertation's worth as a Ph. D. degree requirement. This study surveyed five hundred recently graduated Ph. D's in Speech Communication regarding their attitudes toward and experiences in writing a dissertation. Suggestions are offered for the improvement of the dissertation experience.
TL;DR: The effectiveness of communication apprehension laboratories may depend on at least two fundamental considerations: first, the methods employed to reduce apprehension about communication; and second, the method employed for enrolling students in these programs as mentioned in this paper.
Abstract: The effectiveness of communication apprehension laboratories may depend on at least two fundamental considerations: first, the methods employed to reduce apprehension about communication; and second, the methods employed for enrolling students in these programs. Because the effectiveness of treatment is dependent upon the needs of those receiving treatment, multiple selection criteria and enrollment procedures should be developed for determining who may benefit the most from treatment. The selection of candidates should therefore be a consideration equal to the selection of treatment methods, so that laboratories may best help those they are designed to help.
TL;DR: In this article, the authors propose geragogy as a useful and specific concept of instruction for elders by demonstrating that elders are often a unique population with specialized learning needs, concluding that these unique needs justify different teaching methods, and operationalizing these conclusions into curricular goals and objectives for programs in communication serving elders.
Abstract: This essay proposes geragogy as a useful and specific concept of instruction for elders by (1) demonstrating that elders are often a unique population with specialized learning needs, (2) concluding that these unique needs justify different teaching methods, and (3) operationalizing these conclusions into curricular goals and objectives for programs in communication serving elders.
TL;DR: This article investigated the use of sexist language by elementary and secondary teachers and found that through intervention techniques, the tendency to use sexist language can be substantially reduced in primary and secondary school teachers.
Abstract: This study investigates the language employed by classroom teachers. The results reveal a strong tendency toward the use of sexist language by elementary and secondary teachers, and suggest that through intervention techniques the tendency to use sexist language can be substantially reduced.
TL;DR: The authors assesses the effectiveness of two methods for teaching students to write using inclusive generic pronouns: an authority innovation-decision approach to diffusion, while forty-one students received instruction under an optional decision model.
Abstract: This study assesses the effectiveness of two methods for teaching students to write using inclusive generic pronouns. Sixty students were exposed to an authority innovation‐decision approach to diffusion, while forty‐one students received instruction under an optional decision model. Data analysis indicates that both models were effective, but that the authority model produced more change in pronoun usage. There were no significant differences between the groups on affective measures, nor did either group show a greater inclination to discontinue use of inclusive pronouns.
TL;DR: In this article, the authors discuss the concept of lifelong learning and argue that a communication-based curriculum is fundamental to its success, and present an example of a model lifelong learning program, and a course entitled "Communication Skills for Adult Learners" which is central to it.
Abstract: This article discusses the concept of lifelong learning, and argues that a communication‐based curriculum is fundamental to its success. The article presents an example of a model lifelong learning program, and a course entitled “Communication Skills for Adult Learners”; which is central to it. Course objectives, topics for instruction, and resources are included.
TL;DR: This article pointed out the numerous errors in the reprinting of Martin Luther King's "I Have a Dream" speech and offered the means to develop an accurate version of the speech as it was delivered at the March on Washington, August 28, 1963.
Abstract: The reprintings of Martin Luther King's “I Have A Dream” speech appearing in textbooks, tradebooks, and periodicals contain errors, some more serious than others, distorting what King actually said in his now classic speech. Some reprintings have omitted words and phrases he delivered, other reprintings have added words and phrases he never included in his presentation; in still other cases, word order has been changed and figurative language has been altered. This essay points out those numerous errors and offers the means to develop an accurate reprinting of the speech as it was delivered at the March on Washington, August 28, 1963.
TL;DR: The laboratory was designed to help students internalize the principles of general semantics and apply them to practical, everyday problems in communication This objective was accomplished through such methods as sociodrama, picture making, problem solving group discussion, and lecture Various feedback techniques were used as a means of enabling participants to see themselves objectively.
Abstract: Elwood Murray's pioneering Laboratory in Interpersonal Communication was first conducted on the campus of the University of Denver in 1949 The laboratory was designed to help students internalize the principles of general semantics and apply them to practical, everyday problems in communication This objective was accomplished through such methods as sociodrama, picture making, problem solving group discussion, and lecture Various feedback techniques were used as a means of enabling participants to see themselves objectively
TL;DR: In this article, the role of the state speech association in helping to bring about an improvement in the teaching of oral communication skills in the K-12 curriculum is examined, and the role and role of speech association is discussed.
Abstract: This article examines the role of the state speech association in helping to bring about an improvement in the teaching of oral communication skills in the K‐12 curriculum.
TL;DR: In this article, the authors report the implementation and assessment of one type of training program in medical communication at the University of Illinois in Chicago, involving both the Department of Communication and Theatre at the Circle Campus and Department of Psychiatry at the Medical Center Campus.
Abstract: This study reports the implementation and assessment of one type of training program in medical communication at the University of Illinois in Chicago, involving both the Department of Communication and Theatre at the Circle Campus and the Department of Psychiatry at the Medical Center Campus. The three goals of this experimental program were to strengthen the quality of instruction in interpersonal skills for medical students, to offer a structured experience to graduate students in communication that would help them develop skills as instructors and researchers, and to emphasize the usefulness of communication specialists to faculty and students in the medical school.
TL;DR: Using a computerized content analysis approach, the authors demonstrate changes in the speech behaviors of prisoners which correspond with the prisoners participation in a public speaking program, and demonstrate that these changes correspond with their participation in the program.
Abstract: Using a computerized content analysis approach, the authors demonstrate changes in the speech behaviors of prison inmates which correspond with the prisoners participation in a public speaking program.
TL;DR: In this article, the authors present suggestions designed to increase the effectiveness of communication courses based on their experience in more than forty different companies, and focus on an initial meeting with representatives of the company, in order to insure the proper climate, class preparation, and teaching style.
Abstract: More and more frequently than in the past, communication instructors are being asked to present courses in business and industry. Based on their experience in more than forty different companies, the authors present suggestions designed to increase the effectiveness of such communication courses. Emphasis is placed on an initial meeting with representatives of the company, in order to insure the proper climate, class preparation, and teaching style.
TL;DR: The authors describe a speech assignment that, drawing upon the philosophy of teaching and learning described in Timothy Gallwey's The Inner Game of Tennis, permits students to learn the principles of good speaking inductively and experientially.
Abstract: This paper describes a speech assignment that, drawing upon the philosophy of teaching and learning described in Timothy Gallwey's The Inner Game of Tennis, permits students to learn the principles of good speaking inductively and experientially. Students describe a geometric figure well enough so that their listeners can draw the described image. Success with this simple speaking task motivates students to learn the principles of effective speaking and prepares them for more elaborate speaking assignments.
TL;DR: The relationship between deficits in oral communication skills and standardized test scores has not been demonstrated as discussed by the authors, but the relationship was statistically significant but whether or not the relationship is definite enough to permit assignment based only upon standardized test score warrants further consideration.
Abstract: Currently the majority of students receiving remedial oral communication instruction in American Colleges and universities are assigned to such instruction based primarily upon their scores on standardized aptitude and achievement tests. The relationship between deficits in oral communication skills and standardized test scores has not been demonstrated. This investigation focused upon: 1.) the measurement of oral communication skill deficits, and 2.) the relationship between those deficits and standardized test scores. The relationship was statistically significant but whether or not the relationship is definite enough to permit assignment based only upon standardized test scores warrants further consideration
TL;DR: This article investigated whether or not perspective taking as manifested in social spoken language would also be related to reading achievement, using a random sample of 180 first-through-six grade elementary school students.
Abstract: Previous empirical research has supported the theoretical assumption that perceptual perspective taking and reading achievement are significantly related. The purpose of the present study was to investigate whether or not perspective taking as manifested in social spoken language would also be related to reading achievement. This research question was tested using a random sample of 180 first through sixth grade elementary school students. Results indicated a significant relationship between social spoken language and reading achievement in all grade levels except first.
TL;DR: The authors designed a course in rhetorical criticism with a public conference as a major component to demonstrate that rhetorical criticism can be challenging and motivate students to view rhetorical criticism as an integral part of their communication studies.
Abstract: In recent years the popularity of rhetoric courses has declined in many departments oriented toward “reality based”; courses such as public relations and television production. To demonstrate that rhetoric can be useful and challenging, a course in rhetorical criticism was designed with a public conference as a major component. This instructional strategy was successful in: (1) demonstrating that rhetorical criticism can be challenging; (2) motivating students to view rhetorical criticism as an integral part of their communication studies; and (3) educating the University community in the substance and methodology of rhetorical criticism.