Showing papers on "Interpersonal communication published in 1998"
TL;DR: In this article, the authors provide an account of the linguistic, communicative, and social psychological variables that might affect one's "willingness to communicate" and suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining and predicting L2 communication.
Abstract: Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teaches a L2 and whose L2 competence is excellent, is well known to avoid “like the plague” L2 communication in social settings. A related observation is that many learners have noticed that their willingness to communicate (WTC) varies considerably over time and across situations. Our aim in this article is twofold. First we wish to provide an account of the linguistic, communicative, and social psychological variables that might affect one's “willingness to communicate.” As demonstrated in the text below, and examination of WTC offers the opportunity to integrate psychological, linguistic, and communicative approaches to L2 research that typically have been independent of each other. We view the WTC model as having the potential to provide a useful interface between these disparate lines of inquiry. Our second goal is to suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining, and predicting L2 communication. In an effort to move beyond linguistic or communicative competence as the primary goal of language instruction, this article represents an overt attempt to combine these disparate approaches in a common theme, that is, proposing WTC as the primary goal of language instruction.
1,533 citations
TL;DR: The development of the transgression-related interpersonal motivations inventory is described--a self-report measure designed to assess the 2-component motivational system (Avoidance and Revenge) posited to underlie forgiving, which demonstrated a variety of desirable psychometric properties.
Abstract: Interpersonal forgiving was conceptualized in the context of a 2-factor motivational system that governs people's responses to interpersonal offenses Four studies were conducted to examine the extent to which forgiving could be predicted with relationship-level variables such as satisfaction, commitment, and closeness; offense-level variables such as apology and impact of the offense; and social-cognitive variables such as offunder-focused empathy and rumination about the offense Also described is the development of the transgression-related interpersonal motivations inventory--a self-report measure designed to assess the 2-component motivational system (Avoidance and Revenge) posited to underlie forgiving The measure demonstrated a variety of desirable psychometric properties, commending its use for future research As predicted, empathy, apology, rumination, and several indexes of relationship closeness were associated with self-reported forgiving
1,514 citations
TL;DR: In this paper, a model of active interpersonal information search that is tested by using a method in which information seeker and source perceptions were obtained was used to study the phenomenon of interpersonal word-of-mouth communication.
Abstract: Although interpersonal word-of-mouth communication, by definition, takes place between two people, rarely has the phenomenon of word of mouth been studied using both members of the dyad. Building on the literature, this article offers a model of active interpersonal information search that is tested by using a method in which information seeker and source perceptions were obtained. Source characteristics were important determinants of interpersonal influence, but seeker characteristics also played an important role. Interestingly, it proved useful to distinguish between demographic and attitudinal homophily of seeker and source as the former was inversely and the latter directly related to interpersonal influence.
718 citations
TL;DR: This study reexamined the concept of interactivity and proposed that interactivity be defined as the extent to which the communicator and the audience respond to each other's communication need.
Abstract: This study reexamined the concept of interactivity and proposed that interactivity be defined as the extent to which the communicator and the audience respond to each other's communication need. Interactivity was construed as consisting of five dimensions: 1) playfulness, 2) choice, 3) connectedness, 4) information collection, and 5) reciprocal communication. Web sites for products, services, and retail outlets appeared to differ significantly in terms of connectedness, information collection, and reciprocal communication.
702 citations
Book•
15 Mar 1998TL;DR: In this article, the authors argue that vulnerability factors for depression can be logically divided into distal (more distant in time; typically endowed at birth, or due to early experience) and proximal (closer in time to the onset of depression; more likely recent experience) factors, and the review of the evidence is divided into this framework.
Abstract: RICK E. INGRAM, JEANNE MIRANDA, and ZINDEL V. SEGALCognitive Vulnerability to DepressionNew York: Guilford Press, 1998, 330 pages(ISBN 1-57230-3042, US$36.95, Hardcover)Reviewed by KEITH S. DOBSONCognitive Vulnerability to Depression is a multi-authored text that addresses conceptual issues related to the idea that the way in which individuals think makes them vulnerable to either the onset or maintenance of depression. Methodological considerations for testing cognitive models of depression are also extensively discussed. The authors argue that vulnerability factors for depression can be logically divided into distal (more distant in time; typically endowed at birth, or due to early experience) and proximal (closer in time to the onset of depression; more likely recent experience) factors, and the review of the evidence is divided into this framework.The authors maintain that cognition can be broken down into four aspects: structural, propositional (focusing on internal components of cognition), operational (how components or processes function) and products (the outputs of cognitive functions). They utilize the concept of cognitive schemas to organize their thesis, and make a convincing case that this concept can accommodate the critical components of cognition in depression mentioned above. The schema concept is also critical to the arguments they make that individuals develop, as a result of their experience, a latent vulnerability that can be activated with the presence of sufficient negative mood or experiential inputs. The schema concept also helps to frame the authors' discussion of relapse vulnerability. Finally, the ideas that cognitive schemas are structurally necessary, but that their content is shaped by early experiences (which are fundamentally interpersonal in nature, related to life support, attachment and belongingness, and nurturance), explains why the authors conclude the book in an integrative manner, by saying that cognition should not be examined in the absence of content, and that it is likely that our "final models" of cognition will incorporate both cognitive and interpersonal processes.This book achieves its goals well. The literature is meaningfully reviewed, with clear ideas about what may be areas for fruitful future work, and areas that are likely not to be as productive. The research cited is very appropriate and up-to-date. There are many excellent research ideas pressed between the covers of this book. It is notable in this latter regard, however, that the issue of depressive realism, which has been debated in the theory and empirical literature, figures not at all in the current volume.One of the potential difficulties in a multi-authored text is that of unevenness in the quality or style of writing. It is a pleasure that such a problem does not emerge in this text. The style of writing is consistently high and the transitions are very good, indicative of excellent editing. …
660 citations
TL;DR: This article reported a classroom observation of the language produced by intermediate EFL students engaged in required and optional information exchange tasks in both dyads and small groups, and found that dyads did a two-way task to produce more negotiated interaction.
Abstract: It is widely argued that engaging in communicative language tasks helps a learner develop in an L2 in several ways. Tasks provide an opportunity not only to produce the target language, but also, through conversational adjustments, to manipulate and modify it. Checking and clarifying problem utterances ('negotiating for meaning') ensures that task participants receive comprehensible input and generate comprehensible output, both of which have been claimed as crucial to second language acquisition (SLA). Task type is considered significant, with those tasks requiring an exchange of information most likely to prompt negotiations for meaning. This paper reports a classroom observation of the language produced by intermediate EFL students engaged in required and optional information exchange tasks in both dyads and small groups. The results show no clear overall effect for task type or grouping, though there was a discernible trend for dyads doing a two-way task to produce more negotiated interaction. However, it was noticeable that many students in the small groups did not speak at all, many more in both dyads and small groups did not initiate any negotiated interaction, and very few students in either setting produced any modified utterances. Such positive results as were obtained seemed to be due to the disproportionate influence of a small number of the students, and so were not typical of the group as a whole. The setting of the study within a classroom, as opposed to a venue especially arranged for data collecting, is suggested as a significant variable, with important implications for group work research methodology. It is also suggested, contrary to much SLA theorizing, that 'negotiating for meaning' is not a strategy that language learners are predisposed to employ when they encounter gaps in their understanding
429 citations
412 citations
TL;DR: In this paper, Complaints about Transgressions and Misconduct are discussed. But the focus is on language and social interaction, and not on the conduct of the individuals involved.
Abstract: (1998). Complaints About Transgressions and Misconduct. Research on Language and Social Interaction: Vol. 31, No. 3-4, pp. 295-325.
412 citations
TL;DR: The authors found that peer friendships experienced three primary transitions: from coworker/acquaintance to friend, friend to close friend, and close friend-to-almost best friend, which was associated primarily with life events, work-related problems, and the passage of time.
Abstract: This paper reports the results of our analysis of interviews with 38 individuals (representing 19 peer friendships) in which we explored factors and communication changes associated with the development of workplace friendships. We found that peer friendships experienced three primary transitions: from coworker/acquaintance‐to‐friend, friend‐to‐close friend, and close friend‐to‐almost best friend. The co‐worker‐to‐friend transition was perceived to be caused primarily by working together in close proximity, sharing common ground, and extra‐organizational socializing. Communication at this transition became broader, yet remained relatively superficial. The friend‐to‐close friend transition was associated primarily with problems in one's personal and work experiences. Communication at this transition became broader, more intimate, and less cautious. The close friend‐to‐almost best friend transition was associated primarily with life events, work‐related problems, and the passage of time. Communication becam...
403 citations
01 Dec 1998
389 citations
Book•
01 Jan 1998
TL;DR: In this paper, the authors discuss the role of the Internet in the development of the human brain and its role in the formation of higher states of consciousness, including self-awareness, self-help and support groups.
Abstract: Contributors Acknowledgments Introduction 1 The Internet in Context Part I Intrapersonal 2 Children and the Internet 3 Self Online: Personality and Demogrpahic Implications 4 Disinhibition and the Internet 5 The Psychology of Sex: A Mirror from the Internet 6 Internet Addiction: Does it Really Exist? (Revisited) Part II Interpersonal 7 Revisiting Computer--Mediated Communication for Work, Community, and Learning 8 The Virtual Society: Its Driving Forces, Arrangements, Practices and Implications 9 Internet Self-Help and Support Groups: The Pros and Cons of Text-Based Mutual Aid 10 Cyber Shrinks: Expanding the Paradigm Part III Transpersonal 11 From Mediatred Environments to the Development of Consciousness II 12 World Wide Brain: Self-Organizing Internet Intelligence as the Actualization of the Collective Unconscious 13 The Internet and Higher States of Consciousness--A Transpersonal Perspective Index
TL;DR: In this paper, the authors investigate the use of a pair of competing video telephone systems in a company over a period of 18 months and demonstrate that employees adopted and used the video systems for both utility and normative reasons.
Abstract: This natural experiment investigates the introduction and use of a pair of competing video telephone systems in a company overa period of 18 months. Both quantitative, time-series analyses and in-depth interviews demonstrate that employees adoptedand used the video systems for both utility and normative reasons. Consistent with utility explanations, people in the most communication-intensive jobs were the most likely to use video telephony. Consistent with social influence explanations, peopleused a particular system more when more people in general were using it and when more people in their work group wereusing it. There were two conceptually distinct, but empirically entangled, types of social influence. First, use by other people changed the objective benefits and costs associated with using the systems, and thus their utility. Second, use by others changed the normative environment surrounding the new technology. Both utility and normative influen ces were stronger in one's primary work group. Implementers, users, and researchers should consider both utility and normative factors influencing both the success and failure of new organizational communication systems.
TL;DR: Although trait self-esteem correlated with state reactions as a main effect, it did not moderate participants' reactions to interpersonal feedback, and all 4 studies showed that subjective feelings were a curvilinear, ogival function of others' appraisals.
Abstract: Four experiments examined the functional relationship between interpersonal appraisal and subjective feelings about oneself. Participants imagined receiving one of several positive or negative reactions from another person (Experiments 1, 2, and 3) or actually received interpersonal evaluations (Experiment 4), then completed measures relevant to state self-esteem. All 4 studies showed that subjective feelings were a curvilinear, ogival function of others' appraisals. Although trait self-esteem correlated with state reactions as a main effect, it did not moderate participants' reactions to interpersonal feedback.
TL;DR: The script-fading procedure enabled children with autism to converse with adults, to benefit from adults' language models, and to engage in language practice that contributes to fluency.
Abstract: Engaging in spontaneous social exchanges is a central skill deficit of children with autism, and one that is often difficult to remediate. The 3 boys (ages 4, 4, and 5 years) who participated in this study had acquired small verbal repertoires, but typically spoke only when answering questions or requesting preferred edible items or toys, and did not converse with a familiar teacher during baseline. During teaching, textual cues ("Look" and "Watch me") were embedded in the youngsters' photographic activity schedules; after learning to use the scripts, the children's verbal elaborations and unscripted interactions increased and were maintained when a new recipient of interaction was introduced. After scripts were faded, unscripted interactions not only continued but also generalized to different activities that had not been the topic of teaching. The script-fading procedure enabled children with autism to converse with adults, to benefit from adults' language models, and to engage in language practice that contributes to fluency.
TL;DR: Evidence is provided that a finite range of criteria exists and that these criteria are applied consistently across types of information users, problem situations, and source environments.
Abstract: This article takes a cognitive approach toward understanding the behaviors of end-users by focusing on the values or criteria they employ in making relevance judgments, or decisions about whether to obtain and use information. It compares and contrasts the results of two empirical studies in which criteria were elicited directly from individuals who were seeking information to resolve their own information problems. In one study, respondents were faculty and students in an academic environment examining print documents from traditional text-based information retrieval systems. In the other study, respondents were occupational users of weather-related information in a multimedia environment in which sources included interpersonal communication, mass media, weather instruments, and computerized weather systems. The results of the studies, taken together, provide evidence that a finite range of criteria exists and that these criteria are applied consistently across types of information users, problem situations, and source environments.
Book•
01 Jan 1998
TL;DR: Guerrero et al. as discussed by the authors, L.K. Guerrero, P.A. Andersen, and M.R. Trost, Communication and Emotion: Basic Concepts and Approaches.
Abstract: Introduction: L.K. Guerrero, P.A. Andersen, and M.R. Trost, Communication and Emotion: Basic Concepts and Approaches. S. Planalp, Communicating Emotion in Everyday Life: Cues, Channels, and Processes. P.A. Andersen and L.K. Guerrero, Principles of Communication and Emotion in Social Interaction. The Dark Side of Emotions: L. Bradford and S. Petronio, Strategic Embarrassment: The Culprit of Emotion. A.L. Vangelisti and R.J. Sprague, Guilt and Hurt: Similarities, Distinctions, and Conversational Strategies. L.K. Guerrero and P.A. Andersen, Jealousy Experience and Expression in Romantic Relationships. D.J. Canary, B.H. Spitzberg, and B.A. Semic, The Experience and Expression of Anger in Interpersonal Settings. C. Segrin, Interpersonal Communication Problems Associated with Depression and Loneliness. The Bright Side of Emotions B.R. Burleson and D.J. Goldsmith, How the Comforting Process Works: Alleviating Emotional Distress through Conversationally Induced Reappraisals. A.P. Barbee, T. Rowatt, and M.R. Cunningham, When a Friend is in Need: Feelings about Seeking, Giving, and Receiving Social Support. P.A. Andersen and L.K. Guerrero, The Bright Side of Relational Communication: Interpersonal Warmth as a Social Emotion. C.B. Taraban, S.S. Hendrick, and C. Hendrick, Loving and Liking. S. Metts, S. Sprecher, and P.C. Regan, Communication and Sexual Desire. Applications and Contexts: D.B. Buller and J.K. Burgoon, Emotional Expression in the Deception Process. P.F. Jorgensen, Affect, Persuasion, and Communication Processes. K. Witte, Fear as Motivator, Fear as Inhibitor: Using the Extended Parallel Process Model to Explain Fear Appeal Successes and Failures. R.E. Porter and L.A. Samovar, Cultural Influences on Emotional Expression: Implications for Intercultural Communication. J.A. Feeney, P. Noller, and N. Roberts, Emotion, Attachment, and Satisfaction in Close Relationships. S.O. Gaines, Jr. et al., Communication of Emotions in Friendships. B.J. Wilson and S.L. Smith, Children's Responses to Emotional Portrayals on Television. Index.
TL;DR: This website becomes a very available place to look for countless computer mediated communication linguistic social and cross cultural perspectives sources.
Abstract: Following your need to always fulfil the inspiration to obtain everybody is now simple. Connecting to the internet is one of the short cuts to do. There are so many sources that offer and connect us to other world condition. As one of the products to see in internet, this website becomes a very available place to look for countless computer mediated communication linguistic social and cross cultural perspectives sources. Yeah, sources about the books from countries in the world are provided.
TL;DR: Separate hierarchical regression analyses indicated that hope was an important predictor of both academic and interpersonal life satisfaction independent of coping activities.
Abstract: The influence of high versus low hope on problem-solving ability and on coping with stressful academic and interpersonal situations was examined in 211 college students. Consistent with Snyder's (1995) model, high-hope students were found to have greater problem-solving abilities than low-hope students. High-hope students were also found to employ less disengagement strategies than low-hope students for coping with stressful academic situations. No difference was found in the strategies used by high- and low-hope students for coping with stressful interpersonal situations. Separate hierarchical regression analyses indicated that hope was an important predictor of both academic and interpersonal life satisfaction independent of coping activities. Implications of the present findings for both theory and practice are discussed.
TL;DR: It is concluded that if the Internet can be used for persuasive health communication and its reach continues to expand, it is time for public health professionals to explore the design and evaluation of Internet-based interventions directed at health behavior change.
Abstract: This article presents a theoretical rationale for using the Internet to conduct persuasive public health interventions. Through an examination of the conceptual bases of persuasion, it is posited that the World Wide Web and other Internet-based resources have many of the characteristics necessary for persuasive communication and may, in fact, constitute a hybrid channel that combines the positive attributes of interpersonal and mass communication. The notion that the Internet features many of the persuasive qualities of interpersonal communication makes it a prime candidate for the application of key behavioral science theories and principles to promote healthier behaviors. The broad reach that the Internet shares with many mass communication channels indicates an economy to Internet-based efforts to communicate with large audiences. It is concluded that if the Internet can be used for persuasive health communication and its reach continues to expand, it is time for public health professionals to explore the design and evaluation of Internet-based interventions directed at health behavior change.
TL;DR: In this paper, the authors explored the mechanisms underlying the formation and sustenance of social capital on the individual level with a structural model composed of the endogenous variables of civic engagement and interpersonal trust.
Abstract: The mechanisms underlying the formation and sustenance of social capital on the individual level were explored with a structural model composed of the endogenous variables of civic engagement and interpersonal trust. Using the 1995 DDB Needham life style study, analysis of the model permitted an examination of the strength and direction of the causal relationships driving the “virtuous circle” of participation and trust; the demographic, situational/contextual, orientational, and attitudinal factors that are exogenous to these latent variables; and the linkage between these components of social capital and viewing preferences for specific television genres. The results indicate that (1) the direction of the linkage between civic engagement and interpersonal trust is mainly from participating to trusting; and (2) television viewing plays a conditional role in the production of social capital that is dependent on the use of particular genres.
TL;DR: In this article, the authors examined the relationships between motives for using the Internet as a CMC channel and motives for face-to-face interactions as well as the influence of locus of control and communication apprehension as antecedents of face to face and mediated interactions.
Abstract: This study is a preliminary investigation of computer‐mediated communication (CMC) as a functional alternative to face‐to‐face communication. We examined the relationships between motives for using the Internet as a CMC channel and motives for face‐to‐face interactions as well as the influence of locus of control and communication apprehension as antecedents of face‐to‐face and mediated interactions. We surveyed a sample (N=132) of Internet users and tested the hypothesis that no differences exist between CMC and interpersonal communication motives (i.e., that they would be functional alternatives). We also used MANOVA and ANOVA procedures to see if main and interaction effects existed for high and low locus of control and high and low CMC apprehension respondents on interpersonal and media motives. Results indicated CMC Apprehension main effect differences for communication motives, and that use of the Internet as a communication channel is not perceived as a functional alternative to face‐to‐face commun...
Book•
13 Nov 1998
TL;DR: The body codes of nonverbal communication as discussed by the authors and contextual codes of Nonverbal Communication 4. Cultural Cues: Nonverbal communication in a Diverse World 5. AFFECTIVE EXCHANGES: FEELINGS and Non-VERBAL COMMUNICATION 6. The Non-verbal Communication of Emotion 7. Communication and stress: nonverbal Reactions to Arousal and Anxiety 8. Immediacy and nonverbal Communication 9. IMPLICIT INFLUENCE: non-verbals of PERSUASION, DECEPTION, and
Abstract: PART I. THE FUNDAMENTAL FORCES OF NONVERBAL COMMUNICATION 1. Nonverbal Communication and Language: Distinctions and Connections 2. The Body Codes of Nonverbal Communication 3. The Contextual Codes of Nonverbal Communication 4. Cultural Cues: Nonverbal Communication in a Diverse World 5. Gender, Sex, and Nonverbal Communication PART II. AFFECTIVE EXCHANGES: FEELINGS AND NONVERBAL COMMUNICATION 6. The Nonverbal Communication of Emotion 7. Communication and Stress: Nonverbal Reactions to Arousal and Anxiety 8. Immediacy and Nonverbal Communication 9. Nonverbal Communication in Intimate Relationships PART III. IMPLICIT INFLUENCE: NONVERBAL CUES OF PERSUASION, DECEPTION, AND POWER 10. Persuasive Posturing: Influencing Others through Nonverbal Communication 11. Concealing and Revealing: Deception and Its Detection through Nonverbal Cues 12. Positions of Power: The Nonverbal Communication of Controls, Power, and Status
TL;DR: In this article, two relational communication traits, communication apprehension and interaction involvement, are investigated within an adaptive selling framework to assess their impact on salesperson adaptiveness and sales performance, using a sample of 239 insurance salespeople, results demonstrate that salespeople exhibiting lower levels of communication apprehension are more highly involved in communication interactions.
Abstract: Two relational communication traits, communication apprehension and interaction involvement, are investigated within an adaptive selling framework to assess their impact on salesperson adaptiveness and sales performance. Using a sample of 239 insurance salespeople, results demonstrate that salespeople exhibiting lower levels of communication apprehension are more highly involved in communication interactions, and higher involvement facilitates increased adaptiveness and sales performance. This research highlights the importance of effective communication within sales interactions and offers suggestions to improve salesperson communication skill.
TL;DR: The results suggest that good family communication is associated with satisfaction with the family and with lack of disagreement between adolescents and parents and a positive association between family communication and adolescent self-esteem, certain aspects of adolescent well-being and type of coping strategy employed.
TL;DR: In this article, the authors describe current patterns of parent-teen sexual communication and investigate the influence of such communication on the sexual attitudes and behaviors of older adolescent females in the US.
Abstract: This study describes current patterns of parent-teen sexual communication and investigates the influence of such communication on the sexual attitudes and behaviors of older adolescent females in the US. Data were collected from a statewide random sample of 173 young women aged 19-20 years through structured telephone interviews. Young women in this study reported low to moderate levels of parent-teen sexual risk communication with particularly low rates of father-teen sexual communication. African Americans reported higher rates than Caucasians. Sexual risk communication with mothers was associated with higher condom use self-efficacy and sexual communication with partners. For young women parent-teen sexual risk communication could potentially make a significant difference in reducing sexual risk-taking behavior via its effects on these behaviors. Implications of findings for future research and family interventions are discussed.
TL;DR: In this paper, the authors introduce the concept of Morality in Discourse and present a framework for its application in language and social interaction, which they call Morality-In Discourse.
Abstract: (1998). Introduction: Morality in Discourse. Research on Language and Social Interaction: Vol. 31, No. 3-4, pp. 279-294.
TL;DR: The overall picture to emerge is one of considerable variability in such areas as course content, timing, duration and assessment, and tentative recommendations for the further development of CST in the medical curriculum proffered are discussed.
Abstract: It is now widely accepted that effective interpersonal communication is at the heart of quality health care delivery but that current standards in medicine must be improved (Numann 1988; Cowan et al. 1992). One approach acknowledged by the General Medical Council (1991) devotes more attention during training to the theme of communication, and quite significant modifications of the undergraduate medical curriculum are presently taking place. This article documents the results of a postal survey of the 26 UK Schools of Medicine, designed to illuminate current practices and future plans in respect of communication skills training (CST). As such, it takes advantage of the present period of ongoing curricular innovation and change to extend and update earlier reviews (Whitehouse 1991; Frederikson & Bull 1992). A total of 19 responses was received. Following preliminary analysis, the four schools who had already implemented their new curriculum were selected for further in-depth investigation by means of telephone interviews. In addition to reporting frequencies and percentages for responses to questions, cross-tabulations were carried out to explore relationships between certain of the findings. Apart from some consistency in CST teaching methods adopted, the overall picture to emerge is one of considerable variability in such areas as course content, timing, duration and assessment. Foremost among the difficulties encountered in implementing CST appeared to be lack of adequate physical resources and suitably trained staff. Future plans were often sketchy and inchoate. Results are discussed and tentative recommendations for the further development of CST in the medical curriculum proffered.