In this study, we examined the relationship between trait-like communication apprehension (CA) and resting alpha range asymmetry in the anterior cortex (AC). Although theory and research in cognitive neuroscience suggest that asymmetry in the AC constitutes a relatively stable, inborn, substrate of emotion, some studies indicate that asymmetry can…

Research investigating public speaking anxiety treatments is subject to demand effects. This study tests the relative effectiveness of systematic desensitization (SD) and multiple treatment method (MT) containing visualization therapy against no-treatment and credible placebo controls. Data (N = 238) were collected at six points in a public…

Argues that evidence is accumulating that genetics plays a major role in human communication behavior. Looks at the importance of neurological systems in communication behavior, and at the role of cerebral functioning. Addresses implications of the "communibiological perspective" for communication instruction. Argues that, rather than aiming to…

Replies to C. M. Condit's response to the authors' article on communibiology in the same issue of this journal, arguing that some of her challenges to communibiology are seriously flawed. (SR)

Replies to C. M. Condit's responses to the authors' articles and comments advancing a communibiological paradigm. Argues that a general misidentification of the level of abstraction (paradigm not theory) drives Condit's complaints about communibiology, and outlines several misrepresentations of the authors' position. (SR)

Compares demand for speech preparation skills and trait public speaking apprehension as predictors of state anxiety experienced immediately before a graded classroom performance. Finds that public speaking apprehension significantly predicted anticipatory anxiety, while no significant effect was observed for planning skills. Examines findings…

Examines the choice-making processes of students engaged in the selection of speech introduction strategies. Finds that the frequency of students making decision-making errors was a positive function of public speaking apprehension. (MS)

Examines the impact of attempts to reduce uncertainty about audience performance expectations on anticipatory audience anxiety. Reports that successful models presented to clarify audience performance expectations were ineffective in reducing anticipatory audience anxiety. (MM)

Indicates that situational factors such as perceived novelty, subordinate status, conspicuousness, dissimilarity and prior history correlate significantly with public speaking anxiety. Presents a causal model based on a confluence of previous research and the results of the present study. Includes classroom implications.(NH)

Results suggest that, without competing motivational forces, students high in communication apprehension (CA) spend less time talking than do students in low CA. (PD)

Examines data from two public speaking performances to examine the stability of speakers' perceptions of situational factors and the relationship of those factors to communication apprehension and state anxiety. Finds that degree of attention functions as a situational perception, whereas novelty, subordinate status, conspicuousness, and…

Examines the extent to which the inability to translate decisionally relevant information into matrix form and knowledge about decision rule use act as impediments to consistent choice-making. Indicates that instruction, in decision matrix construction and decision rule application, increases students' decision making consistency. (JK)

Uses dispositional and situational versions of novelty, conspicuousness, subordinate status, and a measure of public speaking apprehension to predict state anxiety in response to a public speaking task. Finds that a model consisting of trait versions of novelty, conspicuousness, and subordinate status significantly predicts public speaking state…

Investigates the empirical relationships between student ratings of teachers and student-reported performance. Finds that students discriminate between sociability and qualification-related aspects of teacher performance and that student ratings were not the product of "easy" grading practices. (SR)