Showing papers on "Interpersonal communication published in 1993"
01 Jan 1993
1,063 citations
TL;DR: Kempe et al. as mentioned in this paper showed that people can concur remarkably in some of their judgments of complete strangers, thus exhibiting high consensual accuracy, and that these judgments can be unexpectedly accurate.
Abstract: The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior. The ability to form impressions of others is a critical human skill. "This remarkable capacity we possess to understand something of the character of another person, to form a conception of him as a human being. . . with particular characteristics forming a distinct individuality is a precondition of social life" (Asch, 1946, p. 258). In the present article, we show that this capacity is even more remarkable than Asch suggested: Our consensual impressions of others, even when based on very brief observations of nonverbal behavior, can sometimes be unexpectedly accurate. Kruglanski (1989) outlined the following definitions of the construct of accuracy in personality and social psychological research: (a) the degree of correspondence between a judgment and a criterion (the most popular definition in psychological research), (b) interpersonal consensus, and (c) a construct possessing pragmatic utility. Much of the recent research on impression formation and personality judgment has been focused on the second definition regarding interpersonal consensus among individuals in their judgments regarding the personality traits of others. This research has revealed three quite surprising findings regarding strangers' judgments of others. First, people can concur remarkably in some of their judgments of complete strangers, thus exhibiting high consensual accuracy (Albright, Kenny, & Malloy, 1988; Kenny, Homer, Kashy, & Chu, 1992; Paunonen, 1991). Second, these judgments can be
887 citations
Book•
01 Jan 1993
TL;DR: Kim et al. as mentioned in this paper discussed the applicability of interpersonal communication competence to the intercultural communication context and discussed the implications of self-disclosure on Conversational Logics, Perceived Communication Competence, and Social Attraction.
Abstract: PART ONE: CONCEPTUAL ISSUES Multiple Perspectives of Intercultural Communication Competence - Jolene Koester, Richard L Wiseman and Judith A Sanders Intercultural Communication Competence - Judith N Martin A Review PART TWO: THEORETICAL PERSPECTIVES Toward a Theory of Effective Interpersonal and Intergroup Communication - William B Gudykunst An Anxiety/Uncertainty Management (AUM) Perspective Communicative Resourcefulness - Stella Ting-Toomey An Identity Negotiation Perspective Identity Management Theory - William R Cupach and T Todd Imahori Communication Competence in Intercultural Episodes and Relationships Culture-Based Interactive Constraints in Explaining Intercultural Strategic Competence - Min-Sun Kim PART THREE: RESEARCH PERSPECTIVES Methodological Issues in the Study of Intercultural Communication Competence - Myron W Lustig and Brian H Spitzberg Competence as Cultural Pragmatics - Donal Carbaugh Reflections on Some Soviet and American Encounters The Applicability of Interpersonal Communication Competence to the Intercultural Communication Context - Virginia H Milhouse Implications of Self-Disclosure on Conversational Logics, Perceived Communication Competence, and Social Attraction - Masayuki Nakanishi and Kenneth M Johnson A Comparison of Japanese and American Cultures
643 citations
TL;DR: In this paper, key concepts and propositions of expectancy violations theory are explicated and then applied to emotional communication, and it is proposed that emotional experience and expression can be interpreted as expectancy violations.
Abstract: In this article, key concepts and propositions of expectancy violations theory are explicated and then applied to emotional communication. It is proposed that emotional experience and expression ca...
586 citations
TL;DR: In this article, the association between heterosexuals' attitudes toward gay men and their interpersonal contact experiences with a lesbian or gay person was examined with data from a national AIDS telephone survey with a probability sample of English-speaking adults in the United States.
Abstract: The association between heterosexuals’ attitudes toward gay men and their interpersonal contact experiences with a lesbian or gay person was examined with data from a national AIDS telephone survey with a probability sample of English‐speaking adults in the United States (n = 937). When asked whether any friends or relatives had “let you know that they were homosexual,” approximately one‐third of the respondents gave an affirmative answer. Regression analyses indicated that interpersonal contact predicted attitudes toward gay men better than did any other demographic or social psychological variable included in the equation. Interpersonal contact was more likely to be reported by respondents who were highly educated, politically liberal, young, and female. The data indicate that interpersonal contact is strongly associated with positive attitudes toward gay men and that heterosexuals with characteristics commonly associated with positive attitudes are more likely than others to be the recipients of disclo...
566 citations
Book•
25 Mar 1993
TL;DR: This book discusses the role of input, interaction, and interaction in language learning, and the importance of context in the development of a story-based approach.
Abstract: Acknowledgments. Preface. PRELIMINARY: BECOMING FAMILIAR WITH THE PROFESSION AND EXPECTATIONS FOR LANGUAGE TEACHERS. Architecture of the Profession. Expectations for Language. Teachers: A Continuum of Teacher Standards. Investigate and Reflect: Learning About Your Language-Specific National Organization and Your State Language Association Learning About Your Regional Language Conference Familiarizing Yourself With Foreign Language Resources Comparing Teacher Standards Across the Career Continuum. 1. UNDERSTANDING THE ROLE OF CONTEXTUALIZED INPUT, OUTPUT, AND INTERACTION IN LANGUAGE LEARNING. Conceptual Orientation. Observe and Reflect: Observing a Child Interacting in L1 Alternative Observation of a Child Interacting in L1 Observing a Beginning L2 Class. Discuss and Reflect: Creating Real Conversational Models Using Songs to Engage Learners. 2. CONTEXTUALIZING LANGUAGE INSTRUCTION TO ADDRESS GOALS OF THE STANDARDS FOR FOREIGN LANGUAGE LEARNING. Conceptual Orientation. Teach and Reflect: A Roman Election Contextualizing the Teaching of a Past Tense Grammar Point Applying the Standards to the Post-Secondary Level. Discuss and Reflect: Textbook Evaluation: A Look at the Use of Context in Exercises Developing a Top-down ESL Lesson. 3. ORGANIZING CONTENT AND PLANNING FOR INTEGRATED LANGUAGE INSTRUCTION. Conceptual Orientation. Teach and Reflect: Planning for Instruction Writing Daily Lesson Objectives and a Daily Lesson Plan. Designing a Unit of Instruction: Developing a Content-Based Level Five Foreign Language Class. Discuss and Reflect: The Effect of Class Scheduling on Planning for Instruction Analyzing the Use of Content and Context in a Japanese Lesson. 4. CONNECTING LANGUAGE LEARNING TO THE ELEMENTARY SCHOOL CURRICULUM. Conceptual Orientation. Teach and Reflect: Designing a Content-Based Elementary School Lesson Developing a Storytelling Lesson. Discuss and Reflect: Teaching First Grade Content in French Implementing an Elementary School Language Program. 5. INTEGRATING LANGUAGE STUDY IN THE MIDDLE SCHOOL CURRICULUM. Conceptual Orientation. Teach and Reflect: Developing Culture-Specific Examples of the Three Ps Unit and Lesson Design Around a Story, Myth, or Folktale Analyzing Lesson Plans for Three Ps. Discuss and Reflect: Exploratory vs. Sequential Middle School Programs It's McLicious! Staying in the Target Language. 6. USING AN INTERACTIVE APPROACH TO DEVELOP INTERPRETIVE SKILLS. Conceptual Orientation. Teach and Reflect: Using the Interactive Model to Explore an Authentic Printed Text Using the Interactive Model to Explore an Authentic Taped Segment. Discuss and Reflect. Developing Interpretive Listening: Scripts or No Scripts? Reading Aloud. 7. USING A STORY-BASED APPROACH TO TEACH GRAMMAR. Conceptual Orientation. Teach and Reflect: Examining Grammar Presentations in Textbooks Designing a Story-Based Language Lesson Developing a PACE Lesson for the Post-Secondary Level. Discuss and Reflect: Using a Story-Based Approach to Teach Reflexive Verbs Contrasting Explanations of Form. 8. DEVELOPING ORAL AND WRITTEN INTERPERSONAL COMMUNICATION. Conceptual Orientation. Teach and Reflect: Creating Information-Gap Activities for Various Levels of Instruction Integrating Speaking with Oral or Printed Texts Integrating Advanced-Level Discourse at the Post-Secondary Level. Discuss and Reflect: Interpersonal Speaking? I Already Do That! Friday Is Culture Day. 9. DEVELOPING ORAL AND WRITTEN PRESENTATIONAL COMMUNICATION. Conceptual Orientation. Teach and Reflect: Designing a Presentational Process-oriented Writing Activity for Secondary Levels or Beyond Finding the Oral and Written Presentational Elements in Prepared Project Unit. Discuss and Reflect: A Play for My "Buddies" Integrating Peer Revision into the Presentational Writing Process. 10. ADDRESSING STUDENT DIVERSITY IN THE LANGUAGE CLASSROOM. Conceptual Orientation. Teach and Reflect: Designing a Lesson Appropriate for Diverse Learning Styles Working within Communities. Discuss and Reflect: Preparing to Teach Special Education Spanish I and II Classes Cultural Diversity in a Small Rural Community. 11. ASSESSING STANDARDS-BASED LANGUAGE PERFORMANCE IN CONTEXT. Conceptual Orientation. Teach and Reflect: Analyzing and Adapting a Traditional Test Adding An Authentic Dimension to a Performance-Based Assessment Task. Discuss and Reflect: Developing Authentic Assessment Tasks and Rubrics. 12. USING TECHNOLOGY TO CONTEXTUALIZE AND INTEGRATE LANGUAGE INSTRUCTION. Conceptual Orientation. Teach and Reflect. Discuss and Reflect.
472 citations
Book•
01 Sep 1993
TL;DR: The authors used systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families" and collected feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors) Thus, differences between students' perceptions and the teachers self-perception of the teacher communication style are formed This feedback can be used to improve teaching.
Abstract: Much of the work in this book has originated from an international project called "Education for Teachers" Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families" It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors) Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed This feedback can be used to improve teaching The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs
391 citations
TL;DR: This article reported an experiment of the effects of time and communication channel (computer conferencing versus face-to-face meetings) on the development of interpersonal impressions, and found that computer-mediated groups gradually increased in impression development to a level approaching that of face to face groups.
Abstract: This study reports an experiment of the effects of time and communication channel— asynchronous computer conferencing versus face‐to‐face meetings—on the development of interpersonal impressions. Prior research on interpersonal aspects of computer‐mediated communication suggests that the absence of nonverbal cues inhibits interactants’ ability to form impressions of each other and that without these cues communication is generally depersonalized. Past research is criticized for failing to incorporate social cognitive, temporal, and linguistic perspectives on communication via computer technology. A social information processing perspective suggests different rates and patterns of impression development using alternative media. In this experiment, computer conferencing and face‐to‐face groups addressed three tasks over several weeks. Results showed that computer‐mediated groups gradually increased in impression development to a level approaching that of face‐to‐face groups. New perspectives on social cogni...
368 citations
01 Jan 1993
341 citations
TL;DR: In this article, the authors describe a research odyssey towards the development of a communication theory of identity, which they call Communication Monographs: Vol. 60, Into the New Century, pp. 76-82.
Abstract: (1993). 2002—a research odyssey: Toward the development of a communication theory of identity. Communication Monographs: Vol. 60, Into the New Century, pp. 76-82.
338 citations
TL;DR: In this article, participants were induced to hold positive or negative expectancies regarding a target partner's general personal attributes and specific communication behavior prior to a problem-solving discussion, after which they interacted with a confederate target who communicated in a pleasant, involved fashion or its opposite.
Abstract: The current investigation addressed (a) the perseverance of preinteraction expectancies in the face of actual communication behavior, (b) the separate effects of personal attribute and communication expectancies, and (c) the role of expectancy confirmation or disconfirmation on postinteraction evaluations. Participant perceivers were induced to hold positive or negative expectancies regarding a target partner's general personal attributes and specific communication behavior prior to a problem-solving discussion. They then interacted with a confederate target who communicated in a pleasant, involved fashion or its opposite, after which perceivers evaluated target personal attributes and communication behavior. All three hypotheses received at least partial support. Preinteractional expectancies, especially personal attribute ones, caused perceivers to evaluate targets and their communication behavior differently, with negatively valenced expectancies serving as negative violations. Relative to a pleasant, involved communication style, unpleasant, uninvolved communication was less expected and evaluated negatively, thus functioning as a negative violation; it also reduced credibility, attraction, and perceived rewardingness of the target. Finally, disconfirmatory communication altered target evaluations relative to confirmatory communication, especially for high-valence targets. These results lend support to the premises and predictions of expectancy violations theory.
TL;DR: In this paper, the authors examined the relationship between interpersonal power and influence during the resolution of an issue in an organization and found that cohesion, similarity, and centrality have significant effects on issue-related influence net of the elementary power bases.
Abstract: The A. examines the relationship between interpersonal power and influence during the resolution of an issue in an organization. Controlling for elementary bases of power (rewards, coercion, authority, identification, and expertise), he investigates three bases of power that arise from the structure of social networks (cohesion, similarity, and centrality). The analysis of the data on actor's bases of social power, frequency of interpersonal communications, and interpersonal influences indicates that cohesion, similarity, and centrality have significant effects on issue-related influence net of the elementary power bases. The effects of the structural bases are mediated by the frequency of issue-related communication, which primary structural determinant is network cohesion.
TL;DR: In this article, the authors focused on gender differences in depressed mood, and the role of various interpersonal stresses, social supports, and relational involvements in accounting for this difference among adolescents.
Abstract: Much of current thinking and research on gender differences in exposure and vulnerability to stress draws on the idea that the salience of social relationships for females is a major factor in their mental health. This study focused on gender differences in depressed mood, and the role of various interpersonal stresses, social supports, and relational involvements in accounting for this difference among adolescents. Findings from cross-sectional analyses using multiple-regression techniques reveal girls' higher levels of interpersonal caring orientation and involvement in the problems of significant others accounts for approximately 25% of the gender difference in distress. In tests of an interactive model of vulnerability, girls were not found to be more reactive to any of the interpersonal stress variables. However, in a context of family stress, girls who were involved in mother's problems or those having a strong interpersonal caring orientation had elevated depressed mood. These interactions do not a...
TL;DR: In this paper, it is proposed that the cognitive mechanisms underlying attachment styles are expectations about interaction with significant others, and that individuals of different attachment styles do have different expectations about likely patterns of interaction with a romantic partner in various interpersonal domains.
Abstract: It is proposed that the cognitive mechanisms underlying attachment styles are expectations about interaction with significant others. Two studies are described that assessed these relational schemata. The first study revealed that individuals of different attachment styles do have different expectations about likely patterns of interaction with a romantic partner in various interpersonal domains. The second study demonstrated the utility of the lexical decision task for examining interpersonal expectancies. When given a related context, secure subjects were quicker to identify words representing positive interpersonal outcomes, whereas insecure subjects were quicker to identify negative outcome words. Methodological and conceptual implications of a relational schema approach to attachment styles are discussed.
TL;DR: This article examined the influence of mass media, interpersonal channels, and self-efficacy on risk judgment, using data from a sample of New York State residents, and found that personal-level risk was found to be influenced, to some degree, by mass media channels.
Abstract: The study described in this article examines the influences of mass media, interpersonal channels, and self-efficacy on risk judgment, using data from a sample of New York State residents. Risk judgment is conceptualized on two distinct domains: personal-level risk judgment and social-level risk judgment. The health and risk communication literature suggests that mass media channels are more likely to influence social-level risk judgment, and the current study bears out this hypothesis. But, unlike typical findings, personal-level risk was found to be influenced, to some degree, by mass media channels. Interpersonal channels account for a portion of the variance on social-level risk judgment, as does self-efficacy. The health risks examined include heart disease, AIDS, smoking, and hazards from drinking water, household radon, chemicals on food, household chemicals, and low-level radioactive waste.
TL;DR: In this article, the authors examine the role of narrative in the creation of various social realities and argue that narrative is a pervasive form of human communication integral to the production and shaping of social order.
Abstract: What is the relationship between narrative, society and the forms of control that function in society? This critical analysis examines the role of narrative in the creation of various social realities. The central theme is that narrative is a pervasive form of human communication integral to the production and shaping of social order. Each chapter provides both a theoretical framework and an examination of narratives in a range of communication contexts - interpersonal, small group, organizational and mass media - illustrating the far-reaching impact of narrative on our lives and social organizations.
TL;DR: The authors investigated the influence of the following variables on individuals' ethical decisions related to insider trading: interpersonal competitiveness, locus of control, need for achievement, self-esteem, religious beliefs, frequency of attendance at religious services, social class, parents' annual income, year in college, college major, college GPA, exposure to an ethics course, age, and gender.
Abstract: We investigated the influence of the following variables on individuals' ethical decisions related to insider trading: interpersonal competitiveness, locus of control, need for achievement, self-esteem, religious beliefs, frequency of attendance at religious services, social class, parents' annual income, year in college, college major, college GPA, exposure to an ethics course, age, and gender. Upper division business students (N = 201) were asked to read eight vignettes that depicted ethical dilemmas involving insider trading and to indicate what they would do in each case. The findings indicated that interpersonal competitiveness, locus of control, religious beliefs, age, and gender may be important influences on individuals' levels of ethicality.
TL;DR: In this paper, an index tapping the frequency with which parents actively mediate children's interpretations of television messages is tested in a survey of 346 adolescents, which produces a reliable index which predicts skepticism, public affairs media use, and public affairs discussion.
Abstract: An index tapping the frequency with which parents actively mediate children's interpretations of television messages is tested in a survey of 346 adolescents. The measures produce a reliable index, which predicts skepticism, public affairs media use, and public affairs discussion. When tested along with family communication norms including concept orientation, socio orientation, and communication warmth, mediation remains a significant predictor. It is the only significant predictor among the variables tested for skepticism, in which the variance explained remains small.
TL;DR: In this paper, a sample of 649 adults completed self-administered questionnaires, the responses of which were submitted to cluster analysis, which identified five channel clusters: Video, Interpersonal, Print, Computer, and Audio.
Abstract: This study is an extension of earlier uses and gratifications research that identified normative images of mass media. The article considers how well 12 different mass and interpersonal communication channels fill 11 communication needs. A sample of 649 adults completed self-administered questionnaires, the responses of which were submitted to cluster analysis, which identified five channel clusters: Video, Interpersonal, Print, Computer, and Audio. In general, the Interpersonal cluster (conversation and telephone) was rated the most useful at filling various needs, with Computer rated the least useful. Consistent with previous research, clusters that were most useful at filling personal needs were rated highest in social presence. The discussion relates this study's findings to previous research and notes implications for research on the newer communication technologies.
01 Jan 1993
TL;DR: In this article, the authors examined the relationship of interpersonal homophily and self-esteem with the development of parasocial interaction and found that selfesteem was the strongest predictor, among the independent variables, of parasociocial interaction for all three groups of television performers.
Abstract: The study examined the relationship of interpersonal homophily and self‐esteem with the development of parasocial interaction. “Attitude”; homophily was found to be the strongest predictor, among the independent variables, of parasocial interaction for all three groups of television performers. The results also indicated that certain dimensions of a person's self‐esteem helped to predict and to explain parasocial interaction. The study showed how an integration of interpersonal and mass communication theories contributes to our knowledge of parasocial interaction.
TL;DR: The extent and nature of bullying among South Australian primary school children and their self appraisals of peer relations were investigated and the tendency to be victimised correlated negatively with self appraisal of the number of friends, popularity, happiness at school and feelings of safety at school.
Abstract: The extent and nature of bullying among South Australian primary school children and their self appraisals of peer relations were investigated in a survey of 412 primary school children between the ages of 7 to 13 years. It was found that 10% of boys and 6% of girls were subject to peer group bullying and for 8% of such children the bullying episodes lasted 6 months or more. Factor analysis of styles of interpersonal relating amongst children identified three independent factors including a tendency to bully, to be victimised and to act in a pro-social manner. The tendency to be victimised correlated negatively with self appraisals of the number of friends, popularity, happiness at school and feelings of safety at school. The findings are discussed in relation to research linking negative self appraisals of interpersonal competence with isolation and proneness to depression in later years.
TL;DR: In this paper, a prevalent bias that favors feminine styles of relating, characterized by verbal, emotional disclosure, and that devalues activity-focused modes empirically more associated with masculinity is identified.
Abstract: A number of contributors to Journal of Applied Communication Research have demonstrated communication research and theory can inform practical conduct in sundry situations. Less addressed has been the pragmatic potential of research to reform its own practice. Believing research is ideally self‐reflexive, we apply principles of scholarly inquiry to evaluate knowledge about gender and communication in close relationships. We document a prevalent bias that favors feminine styles of relating, characterized by verbal, emotional disclosure, and that devalues activity‐focused modes empirically more associated with masculinity. We then trace the presence of this bias in textbooks on gender and communication and interpersonal relationships, and we suggest teaching that relies on a non‐inclusive model of intimacy may misguide students’ communicative expectations and interpretations and may misdirect practical conduct in friendships and romantic relationships. Finally, we return to existing scholarship to ...
TL;DR: It is proposed that the difference between the new media (e.g., computer-mediated) and more traditional media relates to the medium's concurrency—defined as the number of distinct communication episodes a channel can effectively support.
Abstract: An experiment investigated the ideational performance of groups using verbal or computer-mediated communication while face-to-face or distributed from one another. Groups using computer mediation outperformed groups using verbal communication. The proximity manipulation had no significant effects on performance. It is proposed that the difference between the new media (e.g., computer-mediated) and more traditional media (e.g., verbal) relates to the medium's concurrency—defined as the number of distinct communication episodes a channel can effectively support. Computer mediation can support an unlimited number of parallel and distinct communication episodes; traditional media support serial communication and therefore have a fundamentally different concurrency.
TL;DR: This article investigated the effects of social identification and interpersonal accountability on negotiator judgment and decision making, and found that saliency of a common or shared social identity will heighten negotiators' concern about the other party's outcomes, resulting in a preference for greater equality.
Abstract: The present research investigated the effects of social identification and interpersonal accountability on negotiator judgment and decision making. Using arguments derived from social identity theory, the authors hypothesized that salience of a common or shared social identity will heighten negotiators' concern about the other party's outcomes, resulting in a preference for greater equality. Extrapolating from recent research on the effects of accountability on judgment and decision making, they also argued that preference for equality of outcomes will be stronger when interpersonal accountability between negotiators is high. To investigate these hypotheses, the authors conducted a laboratory study. The study employed a 2 × 2 design, in which the salience of individuals' level of social identification (low versus high) and degree of interpersonal accountability (low versus high) was varied. The results supported both of the major hypotheses. The findings are discussed in terms of their implications for a ...
Book•
30 Aug 1993
TL;DR: In this article, some general principles related to the development of the two axes are discussed, including the following: The Two Axes of Relating Further Development of the TwoAxes Maturational Processes within the two Axes Closeness Distance Upperness Lowerness The Interpersonal Octagon TheInterpersonal Circle Conclusion References Index
Abstract: Preface Relating: Some General Principles The Two Axes of Relating Further Development of the Two Axes Maturational Processes within the Two Axes Closeness Distance Upperness Lowerness The Interpersonal Octagon The Interpersonal Circle Conclusion References Index
TL;DR: This article examined the impact of delivery on perceptions of leader charisma, and found that the concept of charismatic leadership has emerged as a central concern in leadership research, and that delivery has a profound effect on leader charisma.
Abstract: The concept of charismatic leadership has emerged as a central concern in leadership research. This investigation examines the impact of delivery on perceptions of leader charisma. Respondents were...
TL;DR: In this paper, the authors explored interpersonal influences in teen apparel shopping and found that parents and media-informative influences exceed almost all others whereas media-normative influence is dominated by almost all other influences.
Abstract: Recently developed normative versus informative interpersonal influence scales were modified and extended to explore interpersonal influences in teen apparel shopping. Three major influence sources were considered—peers, parents, and the media. Major findings indicated that teens receive significantly more parental influences during special shopping than ordinary shopping; parent- and media-informative influences exceed almost all others whereas media-normative influence is dominated by almost all other influences. These findings suggest that advertisers and marketers could avoid targeting teens with normative messages, since they are more likely to reach teens through informative messages specifically directed at their parents. Teen age, gender, family size, and gift money to teens were found to significantly affect the level and type of teen apparel shopping influences.