<p> Cognitive models of social anxiety (SA) suggest that an individual&rsquo;s negative beliefs about the way they are perceived by others (metaperceptions) are an important feature of the disorder (Christensen et al., 2003). As technology has continued to change, communication among others has also changed from using face-to-face interaction (FtF) to using computer-mediated communication (i.e. texting or instant messaging). While incorporating metaperceptions, the present study used &ldquo;positive&rdquo; and &ldquo;neutral&rdquo; vignettes to analyze opinions about metaperceptions of a vignette character engaged in a text conversation. Results suggested that there was a significant main effect for tone of text message interaction: those that read a neutral text message vignette thought that the receiver of the text message would think they were perceived as more neurotic in comparison to participants who read the positive text message. The main effect for level of SA and the interaction effect between level of SA and tone of text message interaction did not reach statistical significance.</p>

Thesis (M.A.)--University of Minnesota, 2001. / Includes bibliographical references (leaves 41-45). Also available on the World Wide Web as a PDF file.

This study explores some of the consequences of everyday moments of interpersonal interaction within an organization. The primary research questions concern the grammar of episodes of "frustration" and episodes of "success," or those moments that employees identify as working well. What is "frustration" here? How does it affect the person who experiences it? How does its performance affect others in the office? How is it made and re-made, and with what consequences, in everyday moments of interaction? The study explores these questions from a communication perspective using the Coordinated Management of Meaning (CMM) theory of communication. The main contribution of this study lies in the application of the method. The CMM theory of communication encourages the analyst to understand the ways in which utterances may participate in multiple important stories simultaneously (stories of identity, relationship, and organization, for example). In this case study, the experience and consequences of "stress" may be best understood only in the context of stories of "teamwork" and "professionalism." This study is not about emotion itself. Rather, it presents an approach to engaging in research about emotional displays at work and the consequences of their enactment on the employees, their relationships, and the organization itself. Communication, or the telling and living of stories in patterned ways, is at the heart of this approach.

No description available.

<p> The U.S. Department of Education's National Center for Education Statistics reported that about 660,000 Military Veteran Students (MVSs) were enrolled in undergraduate programs in 2009, making up about 3% of the student population. Despite the significant number of MVSs entering into college, instructional communication scholars have yet to study how military veterans experience classroom instruction. The purpose of this study was to examine the influence of teacher accommodative and non-accommodative behaviors on MVSs' (<i> N</i> = 162) perceptions of learning. Grounded in the Communication Accommodation Theory, this study supports an instructional model that predicts learner empowerment and affective learning via accommodative behaviors, as operationalized as teacher immediacy and teacher clarity, and non-accommodative behaviors, as operationalized as teacher aggressiveness. After controlling for military identity and teacher congruency, only teacher clarity and teacher congruency contribute significantly to both learner empowerment and affective learning. MVSs seem to feel more empowered and have higher affect toward the class if the teacher is clear and genuine, regardless of perceptions of teacher immediacy and aggressiveness. This dissertation concludes with practical advice for instructors and advisors who work with MVSs, as well as limitations of the study and directions for future research.</p>

<p> The current study investigated the indirect effect of media multitasking on cognitive performance during subsequent single tasking, mediated through mood. A post-test between-subjects experiment was conducted to investigate the effects of two types of media multitasking, with nonsocial media tasks and with social media tasks, on mood (i.e., valence and arousal), attention filtering (i.e., ability to selectively pay attention to some information), and behavioral inhibition (i.e., ability to control behavior) as compared to single tasking. The results demonstrate that media multitasking with both nonsocial and social tasks decrease pleasant mood valence but increase arousal. Additionally, there is evidence that nonsocial media multitasking may improve behavioral inhibition (i.e., decrease impulsivity) by increasing arousal. The results highlight the potential variation in media multitasking&rsquo;s task demand depending on the combinations of tasks involved. Further research is necessary to explore the possible benefits of varying task demands for mood and cognitive performance.</p>

<p> Cultivation theory suggests that using second-order judgments, viewers may become immersed into a narrative program via narrative transportation. Highly transported viewers make very frequent trait judgments, forming impressions and attitudes about characters, anticipating outcomes, and making constant reevaluations when surprises occur. Narrative transportation can often lead to persuasion by bringing viewers to a highly involved mental state. Due to narrative transportation&rsquo;s persuasive quality, research has reviewed the relationship of narrative transportation within advertisements </p><p> This research will build on the literature by examining the extent to which narrative transportation intervenes with the viewer&rsquo;s attitude towards the Dr. Pepper brand via product placement, incorporating individual difference variables of materialism, cognitive attention, and need for fantasy. The two-group posttest only with a control group experiment manipulates the variables through two different viewing programs. The first program induces narrative transportation, while the second program is interrupted so that there is no narrative flow. </p><p> Volunteer participants will be selected from CMCN 100 classes. A simple linear regression will be used to determine the effects of immersion.</p>

<p> Leaders help organizations and cultures not desirous of change to undergo cultural shifts. The current study conducts a textual analysis of six speeches delivered from Montgomery to Memphis in order to extrapolate the sources of his worldview and identify the major arguments used in the leadership of Martin Luther King Jr. who shaped the Civil Rights Movement, an engrained culture, and morally shaped others to lead cultural change. King used a worldview-leadership style to offer cognitive and emotional suppositions to challenge centuries-old presuppositions within both Caucasian and African American cultures. Significant developmental influences changed King&rsquo;s outlook, and as a result he communicated to audiences how to change their worldview. As a young boy, King was determined to hate white people but instead he grew into a reformer committed to nonviolent agape love and articulated moral argumentation from a mosaic of influences. As he encountered multiple cultures of stakeholders each possessing their own set of presuppositions, King expressed a pragmatic patchwork of nearly 70 identifiable sources that appear as core values within his speeches. Forensic textual analysis highlights his core values, consciously and subconsciously expressed, and how he passed the influences along to the audiences. His speeches championed lessons learned from parents, grandparents, experiences, professors, theologians, and Western thinkers to suggest more than a legislative shift but one where society as whole began to adopt a better moral direction. </p><p> <i>Keywords:</i> Leadership, leader, Martin Luther King Jr., change, Civil Rights Movement, worldview, speech, engrained culture, textual analysis, communication, presuppositions.</p>

<p> This study sought to determine whether using video stimuli instead of traditional static stimuli would produce better recognition rates of the seven universal human emotions. In an online experiment, native English-speaking respondents were shown either photographs or video clips of actors performing these seven emotions, with particular focus on contempt, which has proven difficult for native English speakers to recognize reliably. Results showed that video did not produce better recognition rates for contempt or any other universal emotion. The results do not mean that the use of video stimuli in emotion judgment research is better or worse than using traditional still images, but it does indicate how video stimuli might be expected to perform in future studies.</p>

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1993. / Includes bibliographical references (leaves 183-186).