This research discovers an artistic expression training of communicative abilities of cerebral paralytic children. The object of the research – discover the impact of artistic expression to education of communicative abilities. The content of the research – the singularity of cerebral paralytic children are under discussion in this project. The non-verbal communicative methods were reviewed: body language, signs, notes of eyes. There were reviewed non-verbal communicative methods of the children of normal evolution and also there were developed methods of non-verbal communicative of cerebral paralytic children. The communicative aspects of artistic expression of children are defined. The analysis of research and the results are presented. The analysis of the research information lets us state such conclusions: 1. The analysis of the research information shows the impact of art sessions for communicative quality of cerebral paralytic children. This is proved by got information. The communicative skills of children most of all characterized during the art sessions: the attention to task and the answers - yes/no. The most of all were characterized the method of communicative behavior by a look and a mime. 2. The results of the research show that these communicative skills of cerebral paralytic children were less characterized: initiation of intercommunion. The less were characterized communicative behavior method – gesture, communication with help of signs and things. 3. This... [to full text]

The final project “Training of Communicative Competence of Management Students in Lithuanian Colleges” by the graduate of Master’s broad education programme of Vilnius Pedagogical University, pedagogic and psychology department Rima Bačiulytė, analyses the situation of training communicative competence of management career education in higher non-university educational institutions. Seeing that every person’s communicative competence forms presumptions for his/her worth personal life, and the effective usage of communicative abilities determines the development of an organization in substantial social, economical and technical transformation conditions, and one of the aims of colleges is to fulfill social-economical needs of appropriate regions and the country, so great attention should be paid to training of communicative competence in colleges. The terms of communication, competence, and communicative competence are defined, scientists’ opinions to required knowledge, abilities and skills, values and motivation are summarised, a manager’s communicative competence in modern transformation conditions is analysed, the basis of effective communication – match of speaking, listening, writing and reading is shown, the role of college in training of communicative competence of a manager is evaluated in the project. The expression of this competence in curricula and the documents regulating them are analysed, the results of the survey of students’ opinions are presented. As... [to full text]

The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.

Research in the area of sex and gender communication has been largely relegated the organizational setting and the superior/subordinate framework. Therefore, the purpose of this study was to explore the effects of biological sex and psychological gender on evaluations of communication appropriateness within the interpersonal context. College students were first asked to complete a sex-role inventory. There were then presented with a series of scenarios depicting a communication encounter in which communicators adhered to gendered communication behavior norms, and a communication encounter in which communicators deviated from gendered communication behavior norms. After reading each transcript, participants completed a communication appropriateness scale for each character presented in the scenarios. The results show that within the interpersonal context, there are differences between males and females in evaluations of general competence, and that males enacting a feminine style of communication are evaluated as more communicatively appropriate than males enacting a masculine style of communication. Finally, this study provides a critique on the Bem Sex-Role Inventory based upon empirical evidence. / Department of Communication Studies

This dissertation reports on the findings of a single, embedded, interpretive case study centered on nine teachers, supportt staff and administrators in a small, fledgling, faith-baised, independent school in a major city in Canada. Communication practices in schools are significantly impacted by the highly rational society in which they are situated as well as by the expectations often associated with traditional hierarchal roles. Independent schools, as a feature of their 'independence,' have certain freedoms to create new norms of leadeship and emancipation but also meet with greater pressures because of their increased dependency for sustainability on donations and tuition fees. They tend to be easily drawn into the competitive ideologies that exemplify a highly rationalized, free market capitalist society. A large body of literature describes the impact of excessive rationality on communicative practices. The work of Jurgen Habermas serves as foundational to the phenomena of communicative practices in this dissertation. The researcher used qualitative methods to explore participants' perspectives on the communicative practices of their school organization. The findings show participants to be vulnerable to the cultural hegemony of rationality, but anaware of that hegemonic power. However, the findings also show a desire to foster ethical and inclusive communicative practices. They also reveal a significant interplay between participants' individual theologies and their beliefs about communicative practices. The suggestions for educational change are to more readily educate both teachers and administrators regarding ethical discourse and the essential components of Ideal Speech, and for each school organization to conduct an audit of communicative practices to ensure an ongoing creation and critique of communicative norms. / Graduate

Detecting ambiguity is essential for successful communication. Two studies investigated whether preschool- (4- to 5-year-old) and school-age (6- to 7-year-old) children show sensitivity to communicative ambiguity and can use this cue to determine which speakers constitute valuable informational sources. Children were provided clues to the location of hidden dots by speakers who varied in clarity and accuracy. Subsequently, children decided from whom they would like to receive additional information. In Study 1, preschool- (n=40) and school-age (n=42) children preferred to solicit information from unambiguous than from ambiguous speakers. However, ambiguous speakers were preferred to speakers who provided inaccurate information. In Study 2, when not provided with information about the outcome of the speakers’ clues, school-age (n=22), but not preschool-age (n=19), children preferred unambiguous relative to ambiguous speakers. Results highlight a developmental progression in children’s use of communicative ambiguity as a cue to determining which individuals are preferable informants.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 7, 2008) Includes bibliographical references.

Thesis(M.A.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.