Showing papers on "Interpersonal communication published in 1981"

Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment1

Abstract: The popular notion that younger children are better second language (L2) learners than older children, or as expressed by Penfield and Roberts (1959), that there is an optimal prepubertal age for L2 learning, has often been supported by contrasting the native-like fluency of young immigrant L2 learners with the obvious non-native L2 proficiency of many adult immigrants. In the present paper this popular notion is challenged on the grounds that 'language proficiency' is not a unitary construct; specifically, some aspects of language proficiency, such as reading skills, are strongly related to cognitive and academic development, whereas others involving such basic interpersonal communicative skills as oral fluency and phonology, are less related to cognitive and academic development. Because of older children's greater cognitive maturity, we would expect them to display an advantage over younger children in acquiring those aspects of L2 which are strongly related to cognitive and academic skills. However, no advantage would necessarily be predicted for older learners in acquiring aspects of L2 which are unrelated to cognitive maturity. First the recent literature on this issue will be reviewed and then data from one of the lesser-known studies, that of Ramsey and Wright (1974), will be reanalysed in the light of these hypotheses.

Some Thoughts on the Notion of Communication Strategy

Abstract: An attempt is made to clarify what is meant by the term communication strategy, as opposed to terms such as learning strategy and production/perception strategy. It is proposed that communication strategies are descriptive of the learners' pattern of use of what they know as they try to communicate with speakers of the target language. Further, it is proposed that communication strategies have an interfactional function, as they are used for a joint negotiation of meaning between speaker and hearer. Specific criteria are proposed, to be used in defining the notion of communication strategy and separating this from learning and production strategies. Suggestions for future research are presented.

A theory for nursing: Systems, concepts, process

Abstract: 1. A Conceptual Framework For Nursing...1 2. Personal Ssytems...19 3. Interpersonal Ssytems...59 4. Social Systems...113 5. A Theory Of Goal Attainment...141 6. Application Of A Theory Of Goal Attainment In Nursing...163 Index...179

Skilled interpersonal communication

Abstract: There is a fundamental, powerful, and universal desire amongst humans to interact with others People have a deep-seated need to communicate, and the greater their ability in this regard the more satisfying and rewarding their lives will be The contribution of skilled interpersonal communication to success in both personal and professional contexts is now widely recognised and extensively researched As such, knowledge of various types of skills, and of their effects in social interaction, is crucial for effective interpersonal functioning Previous editions have established Skilled Interpersonal Communication as the foremost textbook on communication This thoroughly revised and expanded 5th edition builds on this success to provide a comprehensive and up-to-date review of the current research, theory and practice in this burgeoning field of study The first two chapters introduce the reader to the nature of skilled interpersonal communication and review the main theoretical perspectives Subsequent chapters provide detailed accounts of the fourteen main skill areas, namely: nonverbal communication; reinforcement; questioning; reflecting; listening; explaining; self-disclosure; set induction; closure; assertiveness; influencing; negotiating; and interacting in, and leading, group discussions Written by one of the foremost international experts in the field and founded solidly in research, this book provides a key reference for the study of interpersonal communication This theoretically informed, yet practically oriented text will be of interest both to students of interpersonal communication in general, and to qualified personnel and trainees in many fields

Parental and Peer Influences on Adolescents' Educational Plans: Some Further Evidence

Abstract: of peer influence is also estimated. Most previous estimates of interpersonal influences are based on the adolescent's perceptions of the significant other's attitudes or behaviors rather than on the significant other's self-reports of these attributes. Estimates of interpersonal influences based upon self-reported attributes are presented. It is shown that perceptual measures inflate estimates of interpersonal influence. Independent data from parents document that perceptual measures of significant others' attributes reflect not only attributes of the person being perceived but also attributes of the perceiver. Parental influence on the adolescent's aspirations is stronger than peer influence, and this influence does not decline over the adolescent years. Peers are involved in a process of reciprocal influence, and peer influences are stronger among girls than among boys. Interpersonal influences are crucial intervening links in causal models of educational and occupational attainment. The influential model developed by Duncan and Sewell and their associates (Duncan, Featherman, and Duncan 1972; Sewell, Haller, and Ohlendorf 1970; Sewell, Haller, and Portes 1969; Sewell and Hauser 1975), and further tested and replicated by other investigators, describes a four-step social-psychological process. In the model, interpersonal factors in adolescence mediate the effects of socioeconomic background and ability on levels of aspirations and on subsequent educational and occupational attainment in early adulthood. The importance of interpersonal factors for aspirations is underscored in a recent review by Spenner and Featherman: "The encouragement of one's parents and the plans of one's peers appear to shape ambitions more directly and with greater impact than any other source. Their effects are stronger than the direct influence of one's scholastic aptitude or previous

“What we need is communication”: “Communication” as a cultural category in some American speech

Abstract: "Communication” is examined as a cultural term whose meaning is problematic in selected instances of American speech about interpersonal life. An ethnographic study, focusing on analysis of several cultural “texts,” reveals that in the discourse examined here, “communication” refers, to close, supportive, flexible speech, which functions as the “work” necessary to self‐definition and interpersonal bonding. “Communication,” thus defined, is shown to find its place in a “communication” ritual, the structure of which is delineated. The use of the definition formulated, and of the ideational context which surrounds it, is illustrated in an analysis of a recurring public drama, the “communication” theme shows on the Phil Donahue television program. Implications of the study are drawn for ethnography as a form of communication inquiry.

Social Skills in Interpersonal Communication

Abstract: Preface to the Third Edition. Introduction. Interpersonal Communcation: A Skill-based Model. Nonverbal Communication. Rewarding and Reinforcing. Questioning. Reflecting. Set Induction and Closure. Explanation. Listening. Self-disclosure. Influencing. Assertiveness. Group Interaction and Leadership. Concluding Comments. Bibliography. Subject Index. Author Index.

Three investigations exploring relationships between perceived teacher communication behaviors and student learning

Abstract: This essay reports three investigations which examined the relationship between perceived teacher communication behavior and either student perceptions of teaching effectiveness or student learning. Teachers who were perceived as having greater interpersonal solidarity and a more positive communicator style (more dramatic, open, relaxed, impression leaving, and friendly) were perceived as more effective. Furthermore, positive perceptions of teacher communicator style resulted in greater student affect toward the instructor, the course content, and the overall course. It also resulted in greater student behavioral intent to use the course. The relationship of communicator style to cognitive learning, however, was less clear and basically nonexistent. The relationship between perceived teacher immediacy (a variable previously demonstrated to be highly predictive of affective and behavioral commitment) and communicator style was also examined and discussed.

Ideology in Interpersonal Communication: Off the Couch and into the World

Abstract: (1981). Ideology in Interpersonal Communication: Off the Couch and into the World. Annals of the International Communication Association: Vol. 5, Communication Yearbook 5, pp. 79-107.

Personal Styles & Effective Performance

Abstract: Tens of thousands of professionals have attended David W. Merrill's acclaimed "Style Awareness Workshops" The goal: improvement of interpersonal effectiveness skills-inspiring better communication, improved productivity, and a more harmonious working environment.Students preparing for business, management, or sales careers can also benefit from Merrill's techniques, presented in Personal Styles & Effective Performance.Merrill's approach emphasizes the interrelationships between behavior and social style-encouraging students to consider how their own actions influence responsiveness from others. Those actions tend to be rooted in one of four primary social styles: Analytical, Amiable, Driving, and Expressive-which readers are invited to compare and contrast with their own styles, as a starting point for potential improvement.First published in 1981, Personal Styles & Effective Performance continues to be a popular resource for the self-improvement minded. By learning its lessons now, tomorrow's business professionals can have the edge in interpersonal effectiveness-one of the most important facets of a successful career.

Medical student acquisition and retention of communication and interviewing skills.

Abstract: Medical students' interpersonal and communication skills were assessed over the course of their first two years of medical training. During the first year, students participated in a nine-week course designed to develop effective interviewing skills. On the average, students improved significantly on two standardized measures of communication and discrimination skills as a result of this training. Upon completion of this course, the students conducted a videotaped interview with "screened patients," persons trained in interviewing skills. Evaluation of these videotapes indicated a level of performance commensurate with performance on the written measures. A similar interview was conducted about one year after the first " screened patient" interview to assess retention of these skills. Results of the first and second video analyses indicated a significant decline in student process-oriented skills. These findings indicate that effective interviewing and communication skills can be not only learned but also forgotten.

Autistic Children's Responses to Structure and to Interpersonal Demands.

Abstract: Ten autistic children were exposed to four different styles of approach by an adult, in which the common context was the child's involvement in the completion of a model-building task. These styles varied in the extent to which they made interpersonal demands of the child and in the amount of task-directed structure that was imposed. Measures based upon observation of the adult's and the children's behavior indicated that the styles applied were reliably discriminable, and that the children's responses, both social and task-directed, were positively related to the interpersonal and task-oriented demands that were made of them. Within the group of children tested, some individual differences in the responses to the styles were suggested that may be relevant to the diagnosis of autism.

Communication within Ongoing Intimate Relationships An Attributional Perspective

Abstract: An attempt is made to explore current notions regarding attribution processes within the framework of ongoing intimate relationships and to question whether such an attribution classification as the dispositional-situational dichotomy captures the complexities of cognitive functioning unique to intimate relating. The "interpersonal attribution" category is proposed as a means of refining and expanding current conceptualizations regarding attribution processes of actors and observers within dyadic units. The implications of the interpersonal attribution for relationship stability, conflict, and dissatisfaction are explored. Heuristic applications and questions for future attribution research are suggested.

The impact of relational consequences and intimacy on the selection of interpersonal persuasion tactics: A reanalysis

Abstract: This study investigated the effects of situational variables on the likelihood of use of four types of compliance‐gaining strategies: justification, exchange, manipulation and personal rejection. Subjects rated the strategies on the probability that they would actually use them to gain compliance in each of four situations that varied systematically in intimacy and relational consequences. Both situational variables were found to he significant predictors of strategy preference. Message strategy selection was concluded to be based upon an assessment of the relative risk associated with the implementation of a given strategy and on the basis of the relative importance of three communicative goals: (1) whether strategy implementation would lead to successful compliance; (2) whether strategy implementation would result in relational harm; and, (3) whether strategy implementation would result in poor management of the agent's image. Recommendations for future research were noted.

Persuasion: Theory and Context

Abstract: Reardon views persuasion as not only the means for selling goods or political parties -- something that one person or group does to another. She also sees it as an exchange, a way of defining our self identity, our personal opinions and our shared ideals. She applies a fresh sensitivity towards the situational complexity of persuasion in her study of interpersonal, organizational, and mass media persuasion. '...choose this volume for a class or seminar on communication theory because it is a thoughtful and useful explication and polemic for a rules perspective on communication, with particular reference to persuasion...whether you choose it for one class or another or none at all, do not miss choosing to read it.' -- Quarterly Journal of Speech, May 1982 '...Reardon's Persuasion is an outstanding, perhaps landmark contribution to the contemporary persuasion literature. Her rules-based theoretical model is a coherent, systematic, and thoroughly exciting new direction in persuasion theory and research. I expect Reardon's ideas to have a significant impact on the thinking of all serious scholars of persuasion in the 1980s and beyond.' -- The Public Opinion Quarterly, Vol 47, 1983

The News Media in Children's Political Socialization

Abstract: MUCH previous research on the development of children's political orientations has emphasized interpersonal sources of influence such as families, peer groups, and schools. Central to this literature are the active learning concepts of motivation, practice, and achievement. But children also learn through passive experiences, which are "typically effortless, responsive to animated stimuli amenable to artificial aid to relaxation, and characterized by an absence of resistance to what is learned, thus opening up possibilities that, depending upon one's view, one may welcome or deplore" (Krugman and Hartley, 1970:184). Many of these passive experiences are provided to children

Chinese ritual and politics

Abstract: List of figures Acknowledgements Introduction Part I. Interpersonal Communication: 1. Interpersonal versus non-interpersonal transaction 2. Written bureaucratic communication 3. Etiquette and control Part II. Codes: 4. Divination 5. Open and closed practices Part III. Politics: 6. Ritual and political authorities 7. Ritual as a learning game Conclusions and further questions Notes Bibliography Character list Index.

Sources of assessment of physician performance: a study of comparative reliability and patterns of intercorrelation.

Abstract: The technical and the interpersonal skills of resident physicians in four separate samples were examined with subjective performance evaluations from four different sources: attending physicians, peers, patients and the residents themselves. Residents were from programs in internal medicine, family practice and general surgery. The reliabilities of measures from all four sources were found to be substantial, suggesting the potential usefulness of these sources of physician evaluation. Ratings of technical and interpersonal skill were found to be highly intercorrelated within each source. Reasons for this high degree of overlap are discussed. Finally, the ratings from the four sources were found to be fairly independent, indicating that they provide relatively separate measures of physician performance. The implications of these findings for medical care, education and research are considered.

Impressions of high and low Machiavellian men1

Abstract: Naive judges viewed brief, silent videotape excerpts or photographs of 18 men who had been classified as high or low in Machiavellianism. They were asked either to identify each stimulus person as high or low, or to choose from a list of trait adjectives those which best described each. Stimulus persons were identified accurately. The traits which were chosen to describe them were consistent with the characterizations of high and low Machiavellians in the research literature. Neither judgment appears to have been based on a single, observable aspect of the stimulus persons' appearance or behavior. It is concluded that practitioners of interpersonal strategies like Machiavellianism can communicate elaborate, self-serving impressions to others.

The Relationship between Role Stress and Job-Related, Interpersonal, and Organizational Climate Factors

Abstract: Summary Relationships between job-related, interpersonal, and organizational climate factors and experienced role stress (i.e., role ambiguity and role conflict) were examined on the basis of data drawn from 202 male and female nursing personnel. The job-related factors measured were satisfaction, tension, performance, and propensity to leave. Interpersonal indices included supervisory support, goal emphasis, work facilitation, and group interaction. Organizational climate was assessed using measures of communication flow, motivational conditions, decision-making practices, and human resource primacy. The moderating impact of organizational level on relationships of role stress with satisfaction and performance was also assessed. Both role ambiguity and role conflict were found to be significantly related to a number of the above-mentioned factors. These results suggest that consistent relationships exist between these factors and both role ambiguity and role conflict. No significant moderator effects for...