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The purpose of this experiment was to determine which of the communication apprehension reduction methods currently available was most effective in classroom application. This contextual concern was a critical factor. Communication apprehension reduction methods not readily applicable to classroom environments were eliminated as viable treatment methods. Treatment methods (independent variables) tested in this experiment were: skills training plus cognitive restructuring, skills training only, cognitive restructuring only, and a no systematic treatment (control) group. Each of these treatments was reviewed. Nonapplicable treatment methods for classroom environments were also reviewed. Subjects were randomly chosen and assigned to one of the four experimental conditions. Three introspective self-report instruments measuring communication apprehension were employed as dependent measures. Level of communication apprehension was the dependent variable. Attempts to control a number of extraneous variables in this quasi-experimental design were made. Composite scores were made for each subject on pre-test and post-test measures, and "Difference" (D) scores were computed from these composite scores. These D scores were submitted to three sets of statistical analyses: a one-way analysis of variance, an analysis of co-variance, and an analysis of co-variance using only those subjects with pre-test composite scores falling above the marginal mean score. In addition, homogeneity of variance tests were run on experimental group variances, and correlation coefficients were computed for each of the six dependent measures (three instruments with one of these instruments having four sub-scales). Also, three sets of Dunnett's tests for comparisons of treatment groups to a control group were made. The results indicated that no significant differences occurred between any of the four experimental conditions tested. Results of the Dunnett's tests indicated that skills training plus cognitive restructuring was the most effective treatment method of those methods tested. Specifically, significant changes in level of communication apprehension occurred from pre-test to post-test trials when only those subjects above the marginal mean score were used. Based on the findings reported, instructors were recommended to use skills training plus cognitive restructuring as a communication apprehension reduction technique in classroom environments. The author also recommended that skills training plus cognitive restructuring be employed only with those students experiencing a moderate or high level of communication apprehension.

Studies in the perceptual identification of emotional states suggested that listeners seemed to depend on a limited set of vocal cues to distinguish among emotions. Linguistics and speech science literatures have indicated that this small set of cues included intensity, fundamental frequency, and temporal properties such as speech rate and duration. Little research has been done, however, to validate these cues in the production of emotional speech, or to determine if specific dimensions of each cue are associated with the production of a particular emotion for a variety of speakers. This study addressed deficiencies in understanding of the acoustical properties of duration and intensity as components of emotional speech by means of speech science instrumentation. Acoustic data were conveyed in a brief sentence spoken by twelve English speaking adult male and female subjects, half with dramatic training, and half without such training. Simulated expressions included: happiness, surprise, sadness, fear, anger, and disgust. The study demonstrated that the acoustic property of mean intensity served as an important cue for a vocal taxonomy. Overall duration was rejected as an element for a general taxonomy due to interactions involving gender and role. Findings suggested a gender-related taxonomy, however, based on differences in the ways in which men and women use the duration cue in their emotional expressions. Results also indicated that speaker training may influence greater use of the duration cue in expressions of emotion, particularly for male actors. Discussion of these results provided linkages to (1) practical management of emotional interactions in clinical and interpersonal environments, (2) implications for differences in the ways in which males and females may be socialized to express emotions, and (3) guidelines for future perceptual studies of emotional sensitivity.

本項研究的目的主要是探討兒童和成人如何評鑑不同類別的溝通技巧，並分析成長過程對其之影響。當中我們會進一步探究道德規範和社會常規如何影響人們對於「坦率的真話」和「扭曲的謊言」的分析和評價。為了研究環境因素會否影響人們對於溝通技巧的分析，我們分別掌控了故事當中資訊接收者和資訊提供者的關係，以及資訊對於資訊接收者的重要性。 / 是次的研究對象為七歲，九歲，十一歲的兒童以及一群大學生。他們需要閱讀八個有關日常對話的小故事，並對故事當中主角所說的「傷人真話」和「漂亮謊言」給予評分。結果指出隨著年齡的增長，人們對於善意的謊言有著更正面的評分，而對於傷人的真話之評分則恰恰相反。 / 此外，在分析真話與謊言時，人們處理有關資訊接收者的相關變素亦有著不同的態度。當分析真話時，不論資訊對於接收者的重要性，成人皆會偏好於好朋友說出的真話多於向新同學說出的真話。近似地，兒童也傾向偏好於向好朋友說出的真話多於向新同學說出的真話，但這個差距在資訊重要性較高時會更被放大。當分析謊話時，成人會同時考慮到資訊接收者和資訊提供者的關係以及資訊對於資訊接收者的重要性。他們比較重視較近的關係，於好朋友是資訊接收者時更留意資訊的重要性，並對於重要情況下所說的謊言當予以更負面的評價。但兒童只會集中於分析資訊對於資訊接收者的重要性，因此不論是好朋友還是新同學，他們也會對於在重要情況下所說的謊言予以負面評價。 / 從自我評分分析中，我們更可以肯定不同的年齡層在分析溝通技巧時所著重的價值有所不同。年齡較輕的傾向注重誠信價值，比較偏好於提供正確的資訊，而年長的則更會留意有關社交及環境因素的影響(如獲貌，資訊提供者和接收者的關係，資料重要性等等) ，誘使他們更接受善意的謊言。我們更發現不同的家庭管教方式能夠顯著地預測人們應用哪些道德和社交價值去分析不同的溝通技巧。 / 總結以上的結果，是次研究展示了成長過程對於人們分析及評鑑不同類別的溝通技巧有著顯著的影響作用。 / The current study investigated the developmental trend on the evaluation of different communicative strategies among children and adult. Their justification on the appraisal of blunt truth and twisted information in prosocial situations were examined in relation to their emphasis on moral values and social-conventional rules. To test the sensitivity of contextual factors for analyzing these conversational strategies, recipient-related factors including the relationship between the interlocutors and the importance of the feedback were manipulated. Children aged 7, 9 and 11 year-olds with a group of college students participated in the present study. Participants were given eight daily social scenarios of which the protagonist either told a hurtful blunt truth or a pleasing twisted discourse to the recipient, and the participants were asked to evaluate what the protagonist had said. Result revealed that as one grew older, individuals tended to evaluate more positively for false information with prosocial intentions, and rated more negatively for hurtful blunt truth. Age differences on the impact of recipient-related variables were found to be varied across the statement valence. When evaluating the truthful statements, adults rated those told to close friends more positively as compared to new classmates; consistent across the consequence factors. Similar to adults, children favored blunt truth for close friends compared to new classmates; but the effect would be magnifying in high consequence situations. Whereas when evaluating the manipulated statements, adults take into consideration both the factor of intimacy and consequence, and rated falsify message told in high consequence situations more negative as compared to low consequence situations when the recipients were their close friends. While the children group only focused on the consequence impact and rated more negatively for any twisted information in high consequence situation as bad across friendships. The two piece of information together illustrated that children who valued more on honesty would evaluate deeper on the blunt truth condition, while adults who valued more on politeness would have a more thorough analysis for the manipulated speech condition. Justification analysis provided further support on the age difference on values weighting in analyzing the usage of these speech strategies. While younger generation focused more on the importance of honesty, which enhanced the preference of accurate information; older participants on the other hand attended more on social and contextual factors including politeness, relationship factors, and feedback consequences, encouraging their acceptance of prosocial speech manipulation. Parenting styles were found to predict significantly the adoption of different moral and social values in explaining the evaluation. Overall, our study revealed significant developmental changes for the evaluation and justification of the conversational strategies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Szeto, Ching Yee Lovenner. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 88-96). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese; appendix A includes Chinese. / Chapter 1 / Introduction --- p.11 / Definition of Manipulated Speech --- p.11 / Prevalence of Manipulated Speech among Adults --- p.12 / Necessary Conditions for the Employment of Speech Manipulation --- p.14 / Language and cognitive abilities --- p.14 / Theory of mind --- p.14 / Emotion understanding --- p.15 / Summary --- p.16 / Impact of Socialization on the Appraisal of Speech Manipulation --- p.16 / Parenting styles --- p.16 / Summary --- p.18 / Developmental trend for Various Manipulated Discourse --- p.18 / Egocentric lies --- p.19 / Prosocial lies --- p.20 / Conclusion --- p.21 / Developmental trend for Conceptual and Moral Understanding --- p.21 / Conceptual understanding of manipulated discourses --- p.21 / Evaluation of lies --- p.23 / Linkage between moral evaluation and moral behaviors --- p.25 / Conclusion --- p.26 / Other Important Factors Guiding the Usage of Conversational Strategies --- p.27 / Consequential factors --- p.27 / Relational factors --- p.28 / Conclusion --- p.30 / Current Studies --- p.30 / Conceptual understanding --- p.31 / Evaluation of statement (Overall) --- p.31 / Evaluation of statement (Recipient Intimacy) --- p.31 / Evaluation of statement (Recipient Consequence) --- p.31 / Evaluation of statement (Interaction) --- p.32 / Justification of the rating --- p.32 / Parenting styles analysis --- p.33 / Evaluation of statement (Emotion understanding) --- p.33 / Chapter Chapter 2 / Method --- p.35 / Participants (Overall) --- p.35 / Procedure --- p.35 / Procedure for child participants --- p.35 / Procedure for undergraduates --- p.36 / Materials --- p.36 / Blunt truth and strategic speech vignettes --- p.36 / Need for approval --- p.40 / Theory of mind understanding --- p.40 / Parenting styles --- p.42 / Chapter Chapter 3 / Result --- p.43 / Analysis on the evaluative ratings of the target statements --- p.43 / Preliminary analysis --- p.43 / Combined analysis (blunt truth or strategic speech) --- p.43 / Analysis for the scenarios of blunt truth --- p.44 / Analysis for the scenarios of strategic speech --- p.45 / Adoption of justification by age (statement values, intimacy and consequence) --- p.46 / Usage of honesty as justification of the evaluative ratings --- p.46 / Usage of politeness as justification of the evaluative ratings --- p.46 / Usage of intimacy as justification of the evaluative ratings --- p.46 / Usage of consequence as justification of the evaluative ratings --- p.46 / Analysis of evaluative ratings by justification types --- p.47 / Blunt truth scenarios --- p.47 / Strategic speech scenarios --- p.47 / Adoption of justification by parenting styles --- p.48 / Justification: honesty --- p.48 / Justification: politeness --- p.48 / Justification: intimacy --- p.49 / Justification: consequence --- p.49 / Analysis of evaluative ratings by emotion perception of the speakers and the recipients --- p.49 / Blunt truth scenarios --- p.49 / Strategic speech scenarios --- p.49 / Chapter Chapter 4 / Discussion --- p.50 / Overview --- p.50 / Conceptualization of blunt truth and manipulated speech --- p.50 / Valence of the Statements --- p.51 / Sensitivity of Contextual Factors - Recipient-related Variables --- p.52 / Blunt Truth Scenarios --- p.53 / Manipulated Speech Scenarios --- p.55 / Moral Values and Social-Conventional Rules --- p.56 / Parenting --- p.57 / Emotion Understanding --- p.59 / Contribution, Limitation and Future Research --- p.60 / Conclusion --- p.64

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The general purpose of this study was to ascertain how older adults want their physicians to communicate with them and behave toward them. The first objective was to develop an instrument to measure attitudes toward communication in the doctor-patient relationship, the Physician-Patient Communication Inventory (PPCI). The second objective was to investigate age differences among older adults in specific aspects of the doctor-patient relationship. Six forms were administered to 54 women and 6 men aged 60-91: Consent form, Subject Data Form, Known Doctor Behavior List (PPCI, Part I), Ideal Doctor Behavior List (PPCI, Part II), Rokeach Dogmatism Scale (short form), and an open-ended request for additional comments. Statistical analyses included varimax-rotated factor analyses, split-half reliabilities, divergent validity, frequency tabulations, Pearson product-moment correlations, and multiple analyses of variance. Results indicated that the PPCI is a reliable instrument containing nine factors which relate to the content and style of physician communication with patients. The particular importance for physicians to have medical knowledge and to be able to communicate is clear from both parts of the PPCI. Low correlations with the Rokeach Dogmatism Scale showed that the PPCI does not measure general authoritarianism and intolerance. Comparisons between subjects aged 60-74 and subjects 75-91 did not yield significant differences at the .05 level, although the results on the Known Doctor Behavior List Factor 3, Dissatisfaction with Doctors, indicated a slight preference in adults aged 60-74 for taking the active role of the consumer, rather than accepting an authoritarian physician (P < .09). Results reported on individual PPCI items indicated that the older adults did not want family involvement in diagnosis and treatment of their health problems. Responses to terminal illness issues were mixed, as were responses to physician responsibility in non-medical problems. Recommendations included (1) repeating this study using a larger sample size, extreme groups, groups varying on demographic variables, and groups of illness-alike subjects; (2) exploring reasons that lead to patient termination of the doctor-patient relationship; and (3) investigating preferences of older adults in family involvement, communication about terminal illness, and physician responsibility in non-medical problems.

We are affected greatly by power, and often do not understand what power is, how it is used, and its many other facets. Power and communication are interrelated, but how they relate to each other has been hard to understand. The model presented in this thesis explicates the relationship between the two critical variables. Power is portrayed as a hierarchical structure that is based on influence (communication) where the intensity and likelihood of success of power attempts increase as the level of power increases. The hierarchical structure has four levels, including influence at its base, and prominence, authority and control at the higher levels.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

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Those with an optimistic explanatory style have generally been linked with improved mental and physical health across a variety of chronic and serious conditions. The purpose of the current study was to examine the effects of explanatory style on sport related concussions. University varsity athletes (n = 348) from six interdependent team sports at two universities completed both the Attributional Style Questionnaire and the Sport History Questionnaire to examine personality variables and concussion rehabilitation. Overall, the findings indicated that explanatory style did not influence concussion recovery. However, it did effect concussion prevalence, with pessimists experiencing significantly more concussions. Furthermore, various gender differences were demonstrated for concussion prevalence and recovery. The current results help understand the psychology of concussions, as well as concussion prevention efforts and management strategies.