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No description available.

No description available.

This study attempted to reduce three response classes in the verbal behavior of a forty-three-year-old female graduate student. Consequences were placed on interruptions, illogical statements, and total time talking. Specifically, a response rate was taken on the three response classes, and contingent money withdrawal for exceeding defined limits was used as punishment. The treatment was generally effective in reducing interruptions, illogical statements, and total time talking to one half the baseline level, but the follow-up phase suggests that some form of maintainance procedure would be needed to maintain the rate at the lower level.

The present study was designed to provide data bearing on the question of the relationship between verbal and nonverbal behavior. And, in particular, to see if it is possible to control human nonverbal behavior through the manipulation of verbal behavior.

The problem of this study is to assess the relationship between counselor self-incongruence (operationally defined in terms of cardiac arousal), the therapeutic quality of his verbal behavior, and level of client self-exploration in a counseling setting.

The main objective was to determine the effect of film-mediated models on the frequency of a specific quality of verbal responses which have been found to be indicative of high- levels of therapeutic movement in group counseling. Secondly, this study examined the effect of models on selected attitudes of group counseling participants toward interpersonal interactions reflective of the intense interaction involved in therapeutic movement in group counseling.

The relationship of certain personality attributes to the verbal behavior of selected student teachers in the secondary school classroom.

"The present investigation was designed to study the effect of two instructional treatments on the achievement of students of different abilities--Verbal and Spatial. This was achieved by studying the interaction between the two treatments and each of the verbal and the spatial abilities. The instructional treatments were Figural and Verbal programmed units designed to teach concepts related to modulus seven arithmetic. Subjects for the study were 90 students enrolled in the first year mathematics course at Elmansoura College of Education in Egypt for the academic year 1978-1979"--Abstract. / Typescript. / "December, 1979." / "Submitted to the Department of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Includes bibliographical references (leaves 115-117).

A STUDY OF VERBAL IMMEDIACY IN ARMY SIMULATOR MAINTENANCE TRAINING Robin Leigh Fulkerson August 2004 48 pages Directed by: Sally Hastings, Judith Hoover, and George Musambira Department of Communication Western Kentucky University Rapid development of computer technology has encouraged the use of computers in education; however, understanding the impact this technology has on classroom communication is just beginning. At present, no studies explore the impact computer systems (e.g., virtual reality simulation) have on verbal immediacy. This study examines the influence simulator training has on verbal immediacy and quality of instruction between students and instructors in Army maintenance training. Thirty-nine Army maintenance students in simulator and instructor-based training responded to the verbal immediacy survey designed to measure the significance of instructors’ verbal immediacy behaviors as perceived by students. Overall verbal immediacy ratings were high, but no significant differences were found between instructors’ verbal immediacy behaviors in the two training types. Possible reasons for the simulator ratings are explored. A second study was performed on instructors to determine the perceived effectiveness of simulator training versus instructor-based methods. Nineteen instructors completed a questionnaire comparing the two training methods, including their communication differences. The first half of the questionnaire yielded significant results on four variables of effective simulator training: replication, adequate instruction for students, full interaction with students, and effective instruction of maintenance and repair. Simulator training was not perceived as an vii overall effective method of instruction. Thematic analysis of the second half of the questionnaires provided comparisons of simulator and instructor-based training, focusing on reasons for effectiveness, problems with simulator training, and communication and other differences in the two methods.