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ERIC Number: ED351722
Record Type: Non-Journal
Publication Date: 1991
Pages: 25
Abstractor: N/A
Reference Count: N/A
Using "CART" in Testing Implicit Communication Theory in the Classroom.
Ivy, Diana K.; And Others
Implicit communication theory (which posits that certain communication behaviors evoke emotional responses in receivers) is a plausible explanation for the teacher behavior-student learning link. An integrated approach to testing the theory is available in the form of the Continuous Attitudinal Response Technology (CART), which enables subjects to respond to continuous stimuli by turning a dial on individual hand-held devices. A pilot study used CART to test the theory. Subjects, 12 undergraduate students who had completed an introductory public speaking course, viewed a 15-minute instructional videotape on preparing a public speech and responded in terms of how much pleasure or displeasure they felt during the videotape. Subjects also answered six comprehension questions and participated in a focus group discussion. Results indicated that highest levels of pleasure occurred when the two main characters (college students preparing their speech assignments) were featured, and lowest levels occurred when a wheel-shaped model of speech preparation appeared on the screen. Both CART and the verbal response measure were useful since they answered different questions and revealed more in combination than in isolation. Comparison of the scores on the comprehension test to CART measures were inconclusive, with moderately pleasurable readings corresponding to high percentages of incorrect responses as well as correct responses. The focus group discussion served as a direct feedback mechanism. Findings offer preliminary evidence of the utility of implicit communication theory in explaining instructional phenomena. (One table of data is included; 54 references, the verbal report measure, and the comprehension questions are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A