Conducts an experiment on teacher expectancy effects to investigate the simultaneous effects of student gender, communication channel, and type of material taught (vocabulary and reasoning). Finds that the magnitude of teacher expectation effects was greater when students had access to visual cues, especially when the students were female. (MS)

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)

Investigates the impact of hearing-impairment on selected interpersonal communication behaviors of mainstreamed students. Indicates that both hearing and hearing-impaired subjects had increased levels of anxiety when interacting with a target that was hearing-impaired. Hearing-impaired subjects also reported higher levels of trait communication…

Examines the narrative accounts of the aesthetic performance experience as related by high communication apprehensives (HCA's) and low communication apprehensives (LCA's). Indicates that while both HCA's and LCA's commonly label themselves as apprehensive about performance, their characterizations of the performance experience differ significantly…

Provides normative data regarding the use of certain verbal behaviors manifested by college teachers. Indicates that usage of humor, self-disclosure, and narratives by college teachers was frequently relevant to course content and used to clarify course material. Suggests that award winning teachers used these same behaviors in relation to course…

Investigates current generic referent usage among 1529 public school children in grades 3-12. Indicates that there was an overall relationship between referent usage and gender role orientation, with more use of nontraditional referents among students who projected themselves in nontraditional occupational roles. (JK)

Indicates the differences between preteachers' and experienced teachers' cognitive schemes for classroom management. Experienced teachers reported using more pro and antisocial strategies than did prospective teachers. Both relied on antisocial techniques for active misbehaviors and prosocial for passive. (JK)

Discusses the major arguments for and against ghostwriting. (PD)

Discusses pedagogical, ethical, and legal questions that arise when evaluating speeches that proselytize. (PD)

Results show that a basic course in speech communication (1) produced significant reduction in a students' communication apprehension scores; (2) yielded more positiveness about self-disclosure; and (3) reduced discrepancies between self-concepts and ideal self-concepts. (PD)

Concluded that the videotape recorder could be used effectively as an instructional feedback tool without fear of serious negative effects on speaker performance or on the emotional condition of students. (PD)

Tested variables that affect how students rate speeches delivered by their classmates. Found, for example, that students who rate the speeches before giving their own are more positively lenient than they are when rating those speeches given after they deliver their own speeches. (PD)

Clarifies the principles behind preparing a piece of literature for a Readers Theatre production. Uses Sylvia Plath's autobiographical novel, "The Bell Jar," as an example. (PD)

Describes a course that uses the "people are implicit social scientists and rhetoricians" metaphor to weave together topics now standard for interpersonal texts: perception, language, self-concept, nonverbal communication, conflict, etc. (PD)

For those researchers who are also concerned with the quality of their teaching, this article describes a procedure for incorporating students as part of a research team and illustrates this procedure with a study designed to analyze conflict in interpersonal relationships. (PD)