Topic
Interpersonal communication
About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.
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TL;DR: This paper examined interpersonal congruence, the degree to which group members see others in the group as others see themselves, as a moderator of the relationship between diversity and group effectiveness, and found that diversity is correlated with group effectiveness.
Abstract: We examine interpersonal congruence, the degree to which group members see others in the group as others see themselves, as a moderator of the relationship between diversity and group effectiveness...
527 citations
Book•
01 Jan 1996
TL;DR: The relationship in psychotherapy: An Interpersonal Communication Analysis as discussed by the authors The Relationship in Psychotherapy and Personal Communication Interventions Interventions: Interpersonal Complementary Principles Interpersonal Behavior and Our Bids for Complementarity.
Abstract: Partial table of contents: PERSONALITY AND PSYCHOPATHOLOGY. Overt Interpersonal Behavior and the Interpersonal Circle. Interpersonal Behavior: Moderating Factors and Other Issues. Covert Components of Interpersonal Behavior. Interpersonal Behavior and Our Bids for Complementarity. Measurement of the Covert Complementary Response: The Impact Message Inventory. Maladjusted Interpersonal Behavior: General Principles and Formulations for Specific DSM Disorders. DIAGNOSIS, PSYCHOTHERAPY, AND SUPERVISION. Interpersonal Assessment and Diagnosis. The Relationship in Psychotherapy: An Interpersonal Communication Analysis. Interpersonal Communication Interventions: Interpersonal Complementary Principles. Conclusion. References. Indexes.
526 citations
16 Nov 2002
TL;DR: Differences in the nature of use between high school and college teens are found to be accounted for by teens' degree of autonomy as a function of domestic and scholastic obligations, the development of independent work practices, Internet connectivity access, and even transportation access.
Abstract: Instant Messaging (IM) is being widely adopted by teenagers. In a study of 16 teenage IM users, we explore IM as an emerging feature of teen life, focusing our questions on its support of interpersonal communication and its role and salience in everyday life. We qualitatively describe the teens' IM use interpersonally, as well as its place in the domestic ecology. We also identify technology adoption conditions and discuss behaviors around privacy management. In this initial investigation, we found differences in the nature of use between high school and college teens, differences we propose are accounted for by teens' degree of autonomy as a function of domestic and scholastic obligations, the development of independent work practices, Internet connectivity access, and even transportation access. Moreover, while teen IM use is in part characterized as an optimizing choice between multiple communications media, practice is also tied to concerns around peer pressure, peer group membership and creating additional opportunities to socialize.
524 citations
TL;DR: The authors found that field-dependent people are more attentive to social cues than field-independent people, and that fielddependent people have an interpersonal orientation: they show strong interest in others, prefer to be physically close to people, are emotionally open and gravitate toward social situations.
Abstract: People with a field-dependent or field-independent cognitive style are different in their interpersonal behavior in ways predicted from the theory of psychological differentiation. Field-dependent people make greater use of external social referents, but only when the situation is ambiguous and these referents provide information that helps remove the ambiguity; field-independent people function with greater autonomy from others under such conditions. Field-dependent people are more attentive to social cues than field-independent people. Field-dependent people have an interpersonal orientation: they show strong interest in others, prefer to be physically close to people, are emotionally open and gravitate toward social situations. Field-independent people have an impersonal orientation: they are not very interested in others, show both physical and psychological distancing from people and prefer nonsocial situations. Finally, field-dependent and field-independent people are different in an array of characteristics which make it likely that field-dependent people will get along better with others. Altogether, field-dependent people have a set of social skills that are less evident in field-independent people. On the other hand, field-independent people have greater skill in cognitive analysis and structuring. This pattern suggests that, with regard to value judgments, the field-dependence-independence dimension is bipolar; each of the contrasting cognitive styles has components adaptive to particular situations.
524 citations
TL;DR: The authors argue for a broad conception of mediation that encompasses those processes variously referred to as mediatization, mediazation or medialization, and conclude that distinct aspects of the concept of mediation invite communication scholars to attend to the specific empirical, historical and political implications of the claim that "everything is mediated".
Abstract: As our field moves beyond the traditional dualism of mass and interpersonal forms of communication to encompass new, interactive, networked forms of communication whose influence may be traced across multiple spheres of modern life, it is commonly claimed that ‘everything is mediated’ and that this represents a historically significant change. This article inquires into these rhetorically grand claims, first noting the parallels with other processes of mediation (e.g. language, money, myths), second raising questions of value since, unlike for other forms of mediation, the media’s role is typically construed as negative than positive and, third observing that the difficulties of translating ‘mediation’ into a range of languages reveals some conceptual confusions. As a step towards clarification, I contrast the terms ‘mediation’ and ‘mediatization’, these roughly, mapping onto situational and historical influences, conceived primarily at micro and macro levels of analysis respectively. I then argue for a broad conception of mediation that encompasses those processes variously referred to as mediatization, mediazation or medialization. The analysis is illustrated by unpacking the claim that ‘childhood is mediated’, before concluding that distinct aspects of the concept of mediation invite communication scholars to attend to the specific empirical, historical and political implications of the claim that ‘everything is mediated’.
516 citations