Showing papers on "Active listening published in 1977"

Cognitive complexity, social perception, and the development of listener‐adapted communication in six‐, eight‐, ten‐, and twelve‐year‐old boys

Abstract: The development of listener‐adapted communication is shown to involve a hierarchy in which the perception of communication‐relevant characteristics in listeners is a necessary but insufficient basis for the formulation of listener‐adapted messages.

The listening process

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Component problems in dichotic listening

Abstract: The experiments reported examined monitoring for semantically defined targets whilst concurrently shadowing (Experiment I) or listening silently (Experiment II). The word lists for monitoring were either visual or auditory. Monitoring and shadowing accuracy showed less interference when presentation was bimodal than when it was dichotic. However, monitoring latency and recognition memory for shadowed material did not show this effect. It is argued that these data reveal the existence of a number of different sources of potential difficulty in dichotic listening situations and the nature of these is discussed.

Reading Skill and Memory for Spoken and Written Discourse

Abstract: One aspect of the relationship between reading comprehension and language comprehension was investigated through the comparison of listening and reading for two memory tasks differing in the extent to which organization appears to be required. Fifth grade children matched on IQ but representing two levels of reading achievement heard and read passages and were tested by literal questions and paraphrase recall. Performance of the skilled readers exceeded that of less-skilled readers by equal amounts for reading and listening and by equal amounts for paraphrase recall and literal question answering. The results suggest (a) that reading comprehension and listening comprehension depend on the same general language processing skills and that (b) localized processing skills, i.e., encoding more immediate language units, rather than global organizational skills, i.e., organizing and integrating larger language units into meaningful relationships, are a major source of individual differences in language processing.

Listening While Reading: A Four Year Study.

Abstract: IN A REVIEW of world literature on the study of reading, Downing (1973) emphasizes the difficulties children encounter in learning to read because of their doubt and confusion about the relationship between the printed shape of words, their sounds, and their meanings. To strengthen the association between print and sound, Katz and Deutsch (1964) and Wolpert (1971) recommend the dual use of auditory and visual modalities. Moffett(1973) also indicates that listening while reading has great potential as a means of acquiring literacy. C. Chomsky (1972), in a study of language acquisition, reports a direct correlation between the amount of reading exposure and language development and recommends a broad scope of stimulating reading with rich language and varied instructional level. We have embarked, therefore, on a Listen-Read (L-R) Program where children are exposed to a great variety of language in sound and print through the coordinated use of books and listening centers. The activity has been devised as an adjunct to the classroom reading program and has been introduced on an experimental basis in grades one to four. The goals are to enhance reading and language development. A report of the first year's work has been published (Schneeberg and Mattleman, 1973). L-R was initiated at an innercity school in Philadelphia in the fall of 1971. Over a four year period, the pilot study was extended to five in nercity schools and data gathered on two groups of students who had L-R for two consecutive years: grades

You & me : the skills of communicating and relating to others

Abstract: INTRODUCTION AND OVERVIEW. 1. Human-Relations Training. 2. The Contract: An Overview of the Training Process. PART I: THE SKILLS OF LETTING YOURSELF BE KNOWN. 3. Self-Disclosure: How To Talk About Yourself to Others. 4. Expressing Feelings and Emotions. 5. Concreteness: How to Avoid Being Vague in Communication. PART II: THE SKILLS OF LISTENING AND RESPONDING. 6. The Skills of Attending and Listening. 7. The Skill of Responding with Understanding. 8. Genuineness and Respect as Communication Skills. PART III: THE SKILLS OF CHALLENGING. 9. Deeper Understanding. 10. Confrontation. 11. The Skill of Immediacy: "You-Me" Talk. PART IV: THE SKILLS OF EFFECTIVE GROUP PARTICIPATION. 12. The Skills of Being an Effective Group Communicator. 13. The Open Group. PART V: PUTTING IT ALL TOGETHER. 14. Changing Your Interpersonal Behavior.

Radio forums: a strategy for rural development.

Abstract: This chapters purpose is to derive a series of generalizations about the role of mass and interpersonal communication in rural development from a review of past research and program experience with radio forums. A radio forum is a small listening and discussion group that meets regularly for the purpose of receiving a special radio program which the members then discuss. On the basis of the program and discussion the group decides what types of relevant action to take. Emphasis in radio forums is usually placed not only on creating knowledge of new ideas but also on implementing them. The basic elements of most radio forum systems are: organizers who establish the forums and help service them written discussion guides that contain information and discussion questions that are distributed to forum leaders prior to the radio broadcast to which they pertain regularly scheduled radio programs beamed at forum members who gather in a home or a public place to hear the broadcast and discuss its contents and regular feedback reports of decisions by the forum members and of questions of clarification to the broadcast programmers. The basic underlying assumption of all media forum systems is that multi-channel communication is more effective than single channel communication. In terms of mass media radio is the main channel used in forum programs in most countries but printed material may also be used in forum systems. Probably no other developing country has paid as much attention to rural radio forums as a tool for modernization as had India. The Poona project indicated the superiority of rural radio forums for India. Several factors accounted for the success: the project was the center of attention of many institutions and influential officials the experimental treatments were brief and the project had ample financial and staff support. The information available from Poona tends to support the concept that radio forums are a "potent tool" for rural development in India and elsewhere. The data from the Ghana radio forums project provide evidence that radio forums are effective for the conditions of rural Ghana and that radio forums are superior to the use of radio alone. Evidence from the Tanzania case suggests that a programmatic noninstitutionalized approach to organizing the forums may be advantageous over the continuous type of radio forums in achieving group action on specific development problems. The following are among the guidelines that have emerged on the role of radio forums in rural development in Asia Africa and Latin America: radio is the single mass media channel that most effectively reaches the widest audience of villagers at this time; it is possible to produce radio programming about development topics that is attention getting and interesting to village audiences; and radio as a medium of conveying development messages should be supplemented by other media such as listening guides workbooks simple booklets and various audiovisual materials.

Communication style and effectiveness in homogeneous and heterogeneous dyads of retarded children.

Abstract: The channels, styles, and successfulness of communication used by retarded children when teaching a simple board game to a listener of similar or dissimilar age and ability to themselves were investigated. Forty children, half of high level and half of low level (means MAs=6.6 and 3.7 years, mean CAs-15.5 and 11.2 years, respectively) instructed a naive listener either at their own or at the other level, after they had been taught the game by the experimenter. Both high- and low-level speakers altered their channels and styles of communication to low-level listeners along the dimensions found by Shatz and Gelman (1973) with nonretarded children. However, the communication shifts, particularly those produced by high-level speakers, were ineffective in producing listener understanding. We concluded than communication-skills training for retarded children must be concentrated not only on the linguistic form, but also on the functional appropriateness of the children's utterances.

Counseling the Young Adolescent With Learning Disabilities.

Abstract: . . , . i . . . . psychological processes involved in under ganizations, educational training mr 7 6 r , . standing or using spoken or written lan . . r • l 1 JLUiiciiiic, ui uanifc o puivvii v» mivw»» stitutions, and professional educators , . \ . guage. These may be manifested in (Refer to Education for All Handicapdisorders of listening, thinking, talking, ped Children Act of 1975 PL 94—142). reading, writing, spelling, or arithmetic. This article describes the desirability They include conditions which have been of including counseling as an integral referred to as perceptual handicaps, brain part of a remedial program for young injury, minimal brain dysfunction, dys adolescents with learning disabilities. lexia, developmental aphasia, etc. They Included in the article is a definition do not include learning problems which of the problem and a rationale for proare due Prim^ly to visual, hearing or motor handicaps, to mental retardation, emotional disturbance, or to environ viding counseling services as well as

A Cross-cultural Study of Verbal Elaboration Productivity and Memory in Young Children.

Abstract: BUIUM, NIssAN, and TURNURE, JAMES E. A Cross-cultural Study of Verbal Elaboration Productivity and Memory in Young Children. CHILD DEVELOPMENT, 1977, 48, 296-300. 56 normal 5-year-old Israeli children were tested to determine whether questioning procedures found to be successful with American children for enhancing memory processes would be successful with children from another culture who spoke a different language. 7 conditions were tested: labeling, sentence generation, listening, interrogative reversal, sentence repetition, response to "what," and response to "why." Analysis of correct recall confirmed that the what and why questions led to better performances and that performances in the interrogative reversal and listening conditions were nearly as low as in the labeling and sentencegeneration conditions. Analyses of semantic and nonsemantic errors further suggested that the what and why question conditions induced greater semantic analysis in the children.

Developing Communication Skills in the Young Child.

Abstract: is a very important prerequisite to the development of the child's language abilities. And it is important that the interaction be rewarding and fun, in part because this is how a child is encouraged to refine his listening skills. It is also important because it is through the continuous exchange between a child and the people in his world that the child gains the information he needs, hears how words are said and how they are put together, and gets a chance to practice his own emerging verbal skills. Some of the current research refers to a child's "cognitive and communication development." These terms are helpful in understanding the components involved in comprehensive interaction. The child's cognitive and communicative development begins with the simple non-verbal and vocal interaction between the infant and his parents and progresses in a systematic and sequential way until, by the time the average child is in kindergarten, he is able to understand long and involved messages and to express himself in an organized way using complex sentence structures. For most children this occurs without structured "language teaching" times; thus, it would appear that language is normally learned through a child's communicative interaction with other people. As we come to realize the importance of a strong language base for the entire learning process, we are faced with some very specific responsibilities which rest with the adults in a child's life. There are many good language programs published for preschool children, some intended for home use and some for school. They are mute testimony to

Listening instruction and practice for advanced second language students1

Abstract: The present study acts upon Rivers' (1971 and 1972) urgings to base second language listening instruction on both psychological and linguistic findings and, at the same time, contends that advanced second language students' listening needs call for improvement in processing spoken discourse. Psychological data on memory span is cited to demonstrate that advanced second language students differ from intermediate second language students and from native speakers in processing capacity of a particular type. Linguistic discourse analysis findings are cited to demonstrate the types of clues and continuities second language listeners must attend to if they are to adequately comprehend spoken discourse. A three-phase approach to listening instruction and practice for advanced second language students is proposed to meet their discourse processing needs; English, as the target language, is discussed as the case in point. Phase One consists of practice aimed toward increasing students' familiarity with and accuracy in processing intrasentential items and thus toward reducing the processing time devoted to intrasentential items. Phase Two pushed students to expand the time they have left over for processing discourse relations by requiring them to perform operations beyond those necessary for processing individual sentences. Phase Three consists of instruction in the types of discourse clues and continuities available to listeners and practice in attending to such clues and continuities.

Recreational Reading for the Whole School.

Abstract: TWO READING activities for children much heralded in recent years are uninterrupted, sustained, silent reading (USSR) and listening to adults read aloud. According to advocates of the former (Allington, 1975; Mork, 1972), reading skills are increased through daily silent reading of materials of one's own choosing, and to advo cates of the latter (Strickland, 1972; Chomsky, 1972), language acqui sition is advanced through aural exposure to literature. Even though little data are available to substantiate such claims, their logic is appealing. Given what we know about children's learning, it is reasonable to assume that practice through applying skills to realistic, interesting tasks enhances learning. To make reading instruction really effective, that is, to develop children who do read, as well as children who can read, should not schools provide a bridge from reading instruction to real life reading as a regular part of the curriculum? Unfortunately, most schools, beset by demands for a return to the "basics" and proof of student achievement, view such reading activities as extras, to be indulged in only when the important work of the day is finished. Thus, while one sees instances of both in many schools, neither silent recreational reading nor listening has become an established curriculum component. At Crestwood School, Madison, Wisconsin, however, the custom of recreational reading had become accepted over the years, so that it was an easy step to establishing a formal program. At the same time, we wanted to be convinced that such a program was beneficial and practical before committing ourselves to a full scale addition to the curriculum. We felt that after a year of once weekly

Learning from Text

Abstract: One of the most important goals of educational institutions in Western culture (as well as many other cultures) is to help students learn how to acquire information from written text. The person who can read well has a means of obtaining knowledge on almost any topic, with little assistance from anyone else. However, an equal burden falls on the writer, since characteristics of a passage, quite apart from the complexity of the content, greatly influence what readers understand and retain from it. An understanding of the psychological processes involved in learning from text should provide a basis for assisting people to become more effective readers and communicators. No book, let alone a single chapter, could adequately review all the research related to learning from text. Any comprehensive attempt would include research in many fields, including rhetoric, communication, education, artificial intelligence, and areas of linguistics and psychology as well as branches of philosophy and neurology. Thus this chapter must be sharply limited in its scope of review. Since Carroll (1971) has reviewed the literature related to learning from text through 1970, our focus is on publications in the first half of the present decade. We primarily consider studies involving prose, that is, connected discourse consisting of more than a single sentence. The studies included typically involved competent learners (usually adults) who read or heard individual short passages. Thus questions about the development of reading or listening competence, or about learning from more extended texts (for

A Conversation Book: English in Everyday Life

Abstract: Welcome to A Conversation Book 1 Scope and Sequence To the Teacher A Note from Carolyn Graham UNIT 1: WELCOME TO CLASS! Preview Lessons 1 Introductions 2 Countries 3 Feelings 4 Clothes and Colors 5 In Your Classroom 6 Taking a Break Listening Practice Review Assessment UNIT 2: EVERYDAY LIFE Preview Lessons 1 Your Family 2 Time 3 Morning Routines 4 Housework 5 Everyday Life 6 Telephone Calls Listening Practice Review Assessment UNIT 3: YOUR HOME Preview Lessons 1 Your Home 2 In the Kitchen 3 The Dining Area and Living Room 4 Neat and Messy Bedrooms 5 The Bathroom 6 Problems at Home Listening Practice Review Assessment UNIT 4: FOOD Preview Lessons 1 Vegetables 2 Fruit 3 The Supermarket 4 Breakfast 5 Lunch 6 Dinner Listening Practice Review Assessment UNIT 5: YOUR COMMUNITY Preview Lessons 1 Neighborhood and Neighbors 2 Around Town 3 The Post Office 4 The Bank 5 Help! Fire! 6 Help! Police! Listening Practice Review Assessment UNIT 6: SHOPPING Preview Lessons 1 Shopping at the Mall 2 Buying Shoes 3 Shopping for Clothes 4 Shopping for Jewelry 5 Sales and Advertisements 6 Shopping in the 21st Century Listening Practice Review Assessment UNIT 7: YOUR CALENDAR Preview Lessons 1 Months, Years, and Birthdays 2 Dates and Holidays 3 Weather Report 4 Good and Bad Weather 5 The Seasons 6 Taking a Trip Listening Practice Review Assessment UNIT 8: YOUR HEALTH Preview Lessons 1 Staying Healthy 2 What's the Matter? 3 The Drugstore 4 Going to the Doctor 5 Going to the Dentist 6 The Hospital Listening Practice Review Assessment UNIT 9: YOUR WORK Preview Lessons 1 Workers and Their Work 2 Life at Work 3 Looking for a Job 4 Job Applications 5 Safety at Work 6 Leaving a Job Listening Practice Review Assessment UNIT 10: YOUR FREE TIME Preview Lessons 1 Going Out 2 Free Time 3 TV and Movies 4 The Park 5 Sports 6 Lifelong Learning Listening Practice Review Assessment Map of the U.S.A. and Canada Map of Mexico, Central America, and the Caribbean Map of South America Map of Asia and Australia Map of Europe, Africa, and the Middle East Map of the World Countries and Nationalities Cardinal and Ordinal Numbers Address Abbreviations Inside the Body Audioscript Answer Key Student CD Tracking Guide

A Comparative Evaluation of Listening Skills of Hearing Impaired Preschool Children Treated by the Home Auditory Program, Utah Project SKI*HI, 1972-75

Abstract: A Comparative Evaluation of Listening Skills of Hearing Impaired Preschool Children Treated By the Home Auditory Program, Utah Project SKI*HI, 1972-75 by Susan Gail Crant Carne, Master of Science Utah State University, 1977 Committee Chairman: Thomas S. Johnson, Ph.D. Department: Communicative Disorders The purpose df this paper was to evaluate the effectiveness of the Home Auditory Program of Project SKI*HI on the listening skills of its students during the years 1972-1975. The scores of two groups of children, as measured on the SKI*HI Listening Skills Scale were compared. The statistical evaluation indicated that: 1. Significant improvements in listening skills were demonstrated by one group of children during three to eleven months of treatment, and 2. The scores of this treated group were significantly superior to the non-treated group, despite a similarity in age and degree of hearing loss between the two groups.

Creative Problem‐Solving and the Music Listening Experience

Abstract: for an Approach The one learning experience that best reflects the significant changes that have occurred in music education over the past decade is listening Taken out of the passive, rather perfunctory role it played in former days, listening has been elevated to a position where its true function in music and general education can at last be realized This function, essentially, is to serve as a means by which all individuals can respond aesthetically to what is expressive in music Such conferences as the Yale Seminar in

Learning Through Listening: A New Approach.

Abstract: For many reasons, independent study using tape recordings is more difficult than study by reading print. Attempts to compensate have traditionally involved listening skills pretraining programs. An...

Grouping Secondary Learning-Disabled Students.

Abstract: This article i s concerned with the individualization o f instruction. Individualization i s based upon the need of secondary learningdisabled students to cope with the regular class curriculum. Many teachers have interpreted the concept of individualization to mean instructing students individually, using groups only for dispensing general announcements or as a form o f discipline. One special educator has remarked that the main difference between teaching learning-disabled students and educable mentally retarded students i s that the learning-disabled student i s taught in a one-to-one setting and the educable mentally retarded student i s taught in groups S i m i I a r m i s u n d e rs t a n d i n gs h ave o c c u r re d w h en se c o n d a r y teachers use methods and materials. One group of teachers ap?rs to believe that they are better teachers than regular class exhers in the content areas. These teachers attempt to teach + bjects ranging from English to Vocational Automotives within L' confines o f the learning disabilities classroom. A second group o f teachers believes that if they can teach : irnary level reading skills, a competent reader will suddenly -.ierge. They hold this belief even when they are fully aware that ming-disabled students have been taught these fundamental :!Is from six to nine years prior to entering the junior or senior &i school. It is to these problems that this article is directed.

Measuring Discrimination of Complex Musical Events

Abstract: This study describes the development of a reliable instrument to measure perceptual judgment in listening to large, complex musical compositions. Paired excerpts from existing compositions in a diversity of historical styles were taped and played to a panel of “expert” listeners. Some pairs were identical, some highly similar, some slightly similar, and some extremely different. The panel's codings were sorted for high and low consensus; the revised instrument was administered to university student samples, producing acceptable reliability coefficients. The study concludes that perception, memory, and comparative judgment in listening to complex musical works can be measured with reasonable accuracy by the instrument.

Listening to patients

Abstract: A complaint commonly heard from patients is that their doctor does not have the time to listen to them, yet in spite of all the recent technological advances, good primary and continuing care still depends on how the physician listens to his patient. This does not require expensive instruments, but does require time and an alert and interested listener trained to appreciate the significance of his patient's story. This article is an attempt to consider some aspects of the listening process.