Interpersonal communication

About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.

Interpersonal Psychotherapy Of Depression

Abstract: * Overview of IPT The Interpersonal Approach To Depression * The Nature of DepressionsNormal and Clinical * The Interpersonal Approach * The Interpersonal Approach to Understanding Depression. Conducting Interpersonal Therapy Of Depression * Goals and Tasks of IPT * Dealing with the Depression and Diagnosing the Interpersonal Problems * Grief * Interpersonal Role Disputes * Role Transitions * Interpersonal Deficits * Termination of Treatment * Specific Techniques * An Integrative Case Example Selected Aspects Of IPT * Combining Psychotherapy with Pharmacotherapy * Problems Occasionally Encountered in the Therapy * The IPT Therapist: Professional Background, Role, and Training

Computer-Mediated Communication Effects on Disclosure, Impressions, and Interpersonal Evaluations: Getting to Know One Another a Bit at a Time

Abstract: This investigation examined how computer-mediated communication (CMC) partners exchange personal information in initial interactions, focusing on the effects of communication channels on self-disclosure, question-asking, and uncertainty reduction Unacquainted individuals (N = 158) met either face-to-face or via CMC Computer-mediated interactants exhibited a greater proportion of more direct and intimate uncertainty reduction behaviors than unmediated participants did, and demonstrated significantly greater gains in attributional confidence over the course of the conversations The use of direct strategies by mediated interactants resulted in judgments of greater conversational effectiveness by partners Results illuminate some microstructures previously asserted but unverified within social information processing theory (Walther, 1992), and extend uncertainty reduction theory (Berger & Calabrese, 1975) to CMC interaction

Learning How to Mean

Abstract: Adult language comprises three interrelated systems, phonological, lexicogrammatical (vocabulary, morphology, syntax), and semantic. Language development studies in the 1960s focused mainly on the lexicogrammatical level; they were also predominantly psycholinguistic in their orientation. More recently, interest has extended into semantics; the present paper is concerned with the learning of meaning, and proposes a complementary approach in sociolinguistic terms. The paper suggests a socio-semantic interpretation of language development, based on the intensive study of one child, Nigel, from 9 months to 2½ years. Nigel first developed (Phase I) a two-level system, having sounds and meanings but no words or structures, in which the meanings derived from the elementary social functions of interaction with others, satisfaction of needs and the like. This continued to expand for 6–9 months, at which time the child entered the stage of transition to the adult language (Phase II, corresponding to what is generally taken as the starting point). This was characterized by the interpolation of a lexicogrammatical level between meaning and sound, and by the mastery of the principle of dialogue, the adoption and assignment of speech roles. It was also marked by a generalization of the initial set of social functions to form a basic opposition between “language as learning” and “language as doing.” The transition was considered complete when the child had effectively replaced his original two-level system by a three-level one and moved from monologue into dialogue; he then entered the adult system (Phase III). He could now build up the meaning potential of the adult language, and would continue to do so all his life. From a sociolinguistic point of view the major step consisted in once again reinterpreting the concept of “function” so that it became the organizing principle of the adult semantic system, being built into the heart of language in the form of the ideational (representational, referential, cognitive) and the interpersonal (expressive-conative, stylistic, social) components of meaning. All utterances in adult speech contain both these components, which are mapped on to each other by the structure-forming agency of the grammar. The original social functions survive in their concrete sense as types of situation and setting, the social contexts in which language serves in the transmission of culture to the child

Interpersonal Effects in Computer-Mediated Interaction A Meta-Analysis of Social and Antisocial Communication

Abstract: This study examined the effects of time restriction on social interaction in computer-mediated communication through a meta-analysis of applicable research. Time was defined as whether subjects were restricted or unrestricted in their opportunity to exchange messages. Studies were included that assessed either of two outcome variables: socially oriented (as opposed to task-oriented) communication, and negative / uninhibited communication. Hypotheses were derived from Walther's social information processing perspective. Meta-analytic tests supported the hypotheses on social communication. Although no effects were found on negative / uninhibited communication, a reexamination of original studies suggests caution regarding previous findings.