Thesis (Ph. D.)--University of Wisconsin--Madison, 1950. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 739-782).

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 370-379). Available online via OhioLINK's ETD Center.

The purpose of this study was to compare the philosophical stance, terminology, methodology, and research findings of two representative and influential investigators in the field of nonverbal behavior, Ray L. Birdwhistell and Paul Ekman, drawing theoretical implications and practical applications for oral interpretation. The study found that while Birdwhistell has maintained that all nonverbal behavior is culturally learned and must be examined within the communication gestalt, Ekman has emphasized the innate, universal, and expressive elements of bodily movement, especially that of the face. Ekman has recognized the role of cultural learning, however. It was found that neither Birdwhistell's nor Ekman's research has rendered support for any of the theoretical approaches to nonverbal behavior which oral interpreters have entertained in the past. However, it was found that Birdwhistell's and Ekman's approaches to nonverbal behavior do justify a more deliberate training strategy in oral interpretation. It was found that Ekman's external variable research methodology which encompasses both indicative and communicative methods offers more chance of generating meaningful and useful research in oral interpretation than does Birdwhistell's structural approach. It was also found that Ekman's constructs of emblem, illustrator, regulator, adaptor, and affect display offer the most workable vocabulary with which to discuss and elucidate nonverbal behavior, and that Ekman's research which is continually updating and expanding these categories illuminates concepts with which oral interpretation scholars have been grappling for years.

Call number: LD2668 .T4 1950 C66 / Master of Science

No description available.

The purpose of this study was to investigate the effects of two modes of prereading assistance on fifth-graders' literal and interpretive comprehension of selected material. Readers of average ability were considered. The two modes of prereading assistance studies were Directed Reading Question introductions (tape-recorded prereading assistance given pupils which set purposes for reading by having them read to find answers for specific questions) and Cognitive Organizer introductions (tape-recorded prereading assistance given pupils which included both general information about the topic and a preview of the sequence of events in the passage). Additionally, one-third of the pupils were given no prereading assistance and were used as the Control group. From an original population of all fifth-grade pupils reading on grade level in Anderson, Indiana's twenty-eight elementary schools, fifth-graders in three representative schools were chosen by the Assistant Superintendent. All fifth-graders in these three schools (159 subjects) were given Ransom's Cloze Test as an initial screening device. Those students scoring between fourth and seventh-grade instructional level, inclusive, on the Cloze Test were individually administered the Silvaroli Classroom Reading Inventory. Of the fifth-graders found to have an instructional reading level of fifth-grade, sixty-three were randomly divided into three groups, the Directed Reading Question group, the Cognitive Organizer group, and the Control group. The Directed Reading Question and Cognitive Organizer groups listened to the appropriate tape-recorded introductions before reading each of the three reading passages (three-selections from SPA Kit IIIb), and then answered the posttest questions over each passage. The Control group received no prereading assistance before reading the passages and answering the posttest questions. All materials, the introductions, passages, and fifteen literal and fifteen interpretive subtest questions were validated by a panel of reading experts. Additionally, all materials were field tested with fifth-graders reading on grade level from a fourth representative Anderson School. Kuder-Richardson-20 reliability estimates for the subtests were .69 and .78. Total posttest was .85. Nine null hypotheses were tested using Bonferroni t procedures and multivariate and univariate analysis. Using the .05 level of confidence as the predetermined criterion, six of the nine null hypotheses were rejected. On the total posttest, the scores of the three groups were significantly different. The students who received the Cognitive Organizer introductions scored significantly higher than the other two groups on the total post-test. The Directed Reading Question group scored significantly higher than the Control group on the total posttest. In the three cases involving individual subtests where the null hypothesis was not rejected (those comparing the DRQ and CO groups on the literal and interpretive subtests and that comparing the DRQ group and CG on the interpretive subtest), existing differences, though not statistically significant, favored the Cognitive Organizer group over both the other two groups, and the Directed Reading Question group over the Control group. The findings of this study indicate in general that for these particular students, subject to the limitations of this investigation, the Cognitive Organizer type of introduction was superior to the Directed Reading Question type of introduction and to giving no introductions at all. Giving the Directed Reading Question introductions was more facilitative than giving no prereading assistance. While the results for the individual subtests were statistically significant in only three of the six cases, all existing differences favored the Cognitive Organizer treatment over the other two treatments, and the Directed Reading Question treatment over the Control treatment. It would appear that under the limitations of this study, students benefited most by being exposed to introductions which gave both general information about the topic and a preview of the sequence of events in the passage. Those who listened to the Directed Reading Questions and read to find answers for specific questions did better than those who were asked to read the passages without being provided any "mind-set" for the selections.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1946. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 667-700).

Mark Twain is universally recognized as an important author in American literature, and in addition to his success as an author, he was equally successful as an oral interpreter. His career as an interpreter and lecturer commenced at the age of twelve in Hannibal, Missouri, and in later years expanded to cover the globe. Twain lectured throughout the United States, Europe, Australia, India, South Africa, England, New Zealand, Scotland, and Canada. Throughout his writings, Mark Twain included statements pertaining to his delivery of these lectures and platform readings, and he also included comments on techniques for oral interpretation in general.

The purpose of this study is to devise a method of developing competency in the cutting and adaptation of prose and poetry for oral interpretation. This method is a pervasive element of the thesis and consists of (1) general principles derived from theories expressed by both interpretation and literary authorities and from observations made in the classroom, (2) suggested guidelines for cutting specific forms of literature, and (3) illustration of these directives by application to selected prose and poetry.