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The communication patterns of 113 Japanese, 176 Mexican, and 285 Korean residents of the Chicago area were examined through a questionnaire about their interpersonal relationships within and across ethnic groups. Individual responses indicated the numbers and kinds of people (acquaintances, casual friends, close friends) with whom the subjects communicated, as well as the degree to which the subjects communicated with those people. The following conclusions were reached: (1) A positive relationship exists between the length of immigration history of ethnic groups and the amount of ethnic individuals' inter-ethnic communications. (2) A negative relationship exists between the length of immigration history and the degree to which ethnic individuals interact with members of their own ethnic group. (3) The more an ethnic individual participates in intra-ethnic communication, the less that person will participate in inter-ethnic communication. (4) An inverse relationship exists between levels of friendship and degrees to which ethnic individuals participate in inter-ethnic communication. (5) An individual's acculturation (degree of interaction with host society instead of own ethnic group) needs to be understood within the social/cultural contexts functionally significant to the individual's daily life. (RL)

The communication patterns of 113 Japanese, 176 Mexican, and 285 Korean residents of the Chicago area were examined through a questionnaire about their interpersonal relationships within and across ethnic groups. Individual responses indicated the numbers and kinds of people (acquaintances, casual friends, close friends) with whom the subjects communicated, as well as the degree to which the subjects communicated with those people. The following conclusions were reached: (1) A positive relationship exists between the length of immigration history of ethnic groups and the amount of ethnic individuals' inter-ethnic communications. (2) A negative relationship exists between the length of immigration history and the degree to which ethnic individuals interact with members of their own ethnic group. (3) The more an ethnic individual participates in intra-ethnic communication, the less that person will participate in inter-ethnic communication. (4) An inverse relationship exists between levels of friendship and degrees to which ethnic individuals participate in inter-ethnic communication. (5) An individual's acculturation (degree of interaction with host society instead of own ethnic group) needs to be understood within the social/cultural contexts functionally significant to the individual's daily life. (RL)

The communication patterns of 113 Japanese, 176 Mexican, and 285 Korean residents of the Chicago area were examined through a questionnaire about their interpersonal relationships within and across ethnic groups. Individual responses indicated the numbers and kinds of people (acquaintances, casual friends, close friends) with whom the subjects communicated, as well as the degree to which the subjects communicated with those people. The following conclusions were reached: (1) A positive relationship exists between the length of immigration history of ethnic groups and the amount of ethnic individuals' inter-ethnic communications. (2) A negative relationship exists between the length of immigration history and the degree to which ethnic individuals interact with members of their own ethnic group. (3) The more an ethnic individual participates in intra-ethnic communication, the less that person will participate in inter-ethnic communication. (4) An inverse relationship exists between levels of friendship and degrees to which ethnic individuals participate in inter-ethnic communication. (5) An individual's acculturation (degree of interaction with host society instead of own ethnic group) needs to be understood within the social/cultural contexts functionally significant to the individual's daily life. (RL)

The communication patterns of 113 Japanese, 176 Mexican, and 285 Korean residents of the Chicago area were examined through a questionnaire about their interpersonal relationships within and across ethnic groups. Individual responses indicated the numbers and kinds of people (acquaintances, casual friends, close friends) with whom the subjects communicated, as well as the degree to which the subjects communicated with those people. The following conclusions were reached: (1) A positive relationship exists between the length of immigration history of ethnic groups and the amount of ethnic individuals' inter-ethnic communications. (2) A negative relationship exists between the length of immigration history and the degree to which ethnic individuals interact with members of their own ethnic group. (3) The more an ethnic individual participates in intra-ethnic communication, the less that person will participate in inter-ethnic communication. (4) An inverse relationship exists between levels of friendship and degrees to which ethnic individuals participate in inter-ethnic communication. (5) An individual's acculturation (degree of interaction with host society instead of own ethnic group) needs to be understood within the social/cultural contexts functionally significant to the individual's daily life. (RL)

2015Dec15 - Effective Communication Skills and Interpersonal Skills - yet another batch of Senior Managers of Andhra Bank - Programme organized at Andhra Bank Apex College. Two power point presentations were used, besides few video clippings. This is a live audio recording of the session, in 3 parts. Part 1 and 2 relate to the presentation on Communication Skills and the Part 3 relates to Interpersonal Skills.  The participants are requested to visit: www.viswam.in for accessing more power point presentations and live audio recordings. You are requested to give your valuable feedback: [email protected].

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This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) communication style in initial meetings of small groups; (2) gender orientation, communicative competency, and communication satisfaction in acquaintance dyads; (3) attitudinal, relational, and situational predictors of interpersonal strategy intentions; (4) developing and implementing communicative skills in marriage; (5) the effects of the interpersonal perception method versus verbal feedback on married partners' disfunctional communication, defensiveness, and interpersonal perceptions in conjoint marriage counseling; (6) stuttering/disfluency as a variable of mother-child interaction; (7) the impact of communicating through computers; (8) video-mediated communication and leadership in small groups; (9) the effects of disclosure, interpersonal attraction, and professional status on subsequent self-disclosure; (10) effects of synchronous nonverbal cues on a conversational exchange upon ratings of interpersonal attraction and communication satisfaction; (11) a comparison of interpersonal styles and practices of Texas public figures, business leaders, and college speech instructors; and (12) relationships between gender and credibility. (HTH)

Designed to guide teachers in selecting classroom materials for introductory high school or college courses in interpersonal communication, this annotated bibliography lists and describes 20 general texts and instructional resource materials on the subject. Texts, most of which include instructors' manuals, range in date of publication from 1984 to 1990. (SAM)

Gender-related problems that need to be addressed in the interpersonal speech communication classroom can be broken down into three categories: awareness, involvement, and understanding. Awareness is the key to gender equity in the classroom. The faculty member has the responsibility to be aware of his or her habits regarding calling on individuals and to make sure students have the chance to participate if they want to. Understanding the role of a gender-sensitive instructor in the classroom is equally important. The instructor's awareness should be focused on the areas of language, classroom style, and responding to students. Language in the classroom can be easily handled by a simple exercise involving the students. The exercise deals with identifying sexist language, but in order to have an impact, this exercise must be conducted daily. Professors must try to keep the classroom climate open, both to men and women. Research shows that professors typically call on men by name more often than they do women; they are more attentive to men's comments and questions; they word questions as though no women were present; and they will even divert discussion to comment on a woman's appearance. After becoming aware of the classroom and gender-related practices in it, the professor must then involve his or her students in activities intended to raise their level of awareness of concepts and ideas of gender. One activity might involve a role play; another could involve group discussions in single-sex groups. (Contains classroom handouts on awareness of sexual stereotyping, and avoidance of sexist language.) (TB)

Despite the obvious intersections between the studies of interpersonal and mass communication, an unnecessary separation exists between those two closely related (sub)disciplines. Two avenues of connection between these areas of study are the concepts of gap bridging, and application of visual analysis to conversation analysis. James Guardino has proposed the effects of messages as the core essence of communication, but a step further back from the message should be incorporated, which is the impetus for the message: what other writers have referred to as "the gap." A generic model of communication is based on an earlier model of multi-image communication and B. Dervin's gap theory. To truly understand successful communicatings, scholars must study both the conditions of the gap and the exchange of interaction which attempts to bridge it. The terminology of "window,""frame," and "mirror" from the field of mass communication can be used to study interpersonal interactions. Using five major visual media of painting, photography, cinema, video, and multi-image as subjects for analysis of the relationships between spatial depiction and viewer engagement, the "window" orientation focuses on content, while the frame imagery renders a flatter sense of visual space. The use of various scenarios of gap theory and the conceptualizations allowed through the "window/border/mirror" metaphors are a means to bring both groups of communication scholars closer together. (Contains 4 figures, 3 notes, and 35 references.) (RS)

This study examines McGraw-Hill Higher Education's LearnSmart online textbook supplement and its effect on student exam performance in an interpersonal communication course. Students (N = 62) in two sections were either enrolled in a control group with no required LearnSmart usage or a treatment group with requisite LearnSmart assignments. Aggregated exam scores were compared using independent sample t tests. Results indicate that the control and treatment groups scored similarly on the exams with no significant differences; however, patterns of findings reflected a trend of higher scores in the treatment condition. Students utilized the tool primarily as a study aid and generally were satisfied with the online resource except for the perceived value. Suggestions for administration of the LearnSmart tool are provided.

How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 27 titles deal with a variety of topics, including the following: (1) job satisfaction as related to individual functional dominance and job description functional dominance; (2) familiarity as a variable in anticipated communication; (3) the relationships between interpersonal behavior orientation and T-group interactions for members and leaders; (4) two-way communication adjustment scores and marital adjustment; (5) communication with parents of gifted children; (6) effects of message order on memory for a request for help; (7) the development of the interpersonal communication curriculum at Northeast Missouri State University; (8) alignment talk in marital conversation; (9) political opinion change in parent-adolescent dyads: the influence of communication activities; and (10) the effect of cognitive complexity on interpersonal communication satisfaction and perceived confirmation. (DF)

Communication between persons who trust each other differs from that between those who do not. A new conceptualization of trust is offered, drawing from game theory, credibility research, sensitivity/encounter groups, and studies of generalized expectations of trustworthiness, which makes an important distinction between the cognitive state of trust and trusting behaviors. Trusting behavior occurs only in situations in which the trusting person perceives his outcomes to be contingent upon the behavior of the other person, has some confidence in his expectations for the other's behavior, and has available options of increasing or decreasing his vulnerability to the other. The cognitive state of trust involves perceiving the other as knowing the nature of the contingency in their relationship, capable of performing the behavior he chooses, and motivated to prevent unacceptably negative outcomes being conferred upon the truster. Trusting behavior consists of increasing one's vulnerability to the other and may take many forms. Some empirical support for this conceptualization is reported, and the implications of this concept for communication research are discussed. (Author)

Discussion and research show that when members of a problem-solving group engage in discussion and reach a consensus, the resultant group decision is either riskier or more cautious than the average of the individual judgments prior to the discussion. The purpose of this paper is to summarize and evaluate various theories concerning this group shift, whether conservative or risky. Aspects of shift considered are the reasons for studying group shift, the choice-shift phenomenon, personality constructs, and group impact. A bibliography lists more than 170 items related to interpersonal decision making. (JM)

Defining intersubjectivity as the accomplishment of consensus between two independently existing persons, this paper posits that concept as intrinsic to the study of interpersonal communication. The paper isolates basic assumptions underlying current approaches to conceptualizing intersubjectivity in the interpersonal communication literature. It then introduces a hermeneutic account of language as an alternative to these assumptions, thus reconceptualizing intersubjectivity as an a priori for communication rather than a condition derived from communication. In conclusion, it explores the implications of this conception for other concepts such as "self,""authenticity," and"human understanding." (Author/FL)

Speech departments from 658 colleges and universities completed questionnaires in an investigation of the status, philosophy, content, methods, and materials of the interpersonal communication course as it is currently being taught. The study revealed that there is a consistent pattern in the nature of interpersonal courses. Generally, they are 100-level courses, taught independently by regular full-time staff members, and offered for three credit hours with five sections of the course offered each semester, each section with from 23 to 30 students. The course philosophy is predominantly humanistic-behavioristic with instructors devoting a majority of class time directly to interpersonal communication. Little overall time is given to intrapersonal and small group communication, communication theory, and public speaking. The survey indicated that most instructors approach a balance between theory and performance. This balance is reflected in the use of both written examinations and class participation as methods for determining student grades, which are generally determined by the instructor, not by the students. The investigation supports the idea that although interpersonal communication courses are new, they appear to have gained a strong foothold in college and university speech curricula. (Tables of findings are included.) (FL)

Critiques and studies have found the traditional two-step flow model of social influence inadequate to describe and explain relationships between interpersonal and mass communications during political campaigns. A study was undertaken to incorporate a wider range of variables pertinent to both kinds of political communication behaviors to redefine the key processes involved and their effects on political orientations. Data used in the study were derived from a larger study of influences in the 1972 presidential campaign in the United States, including personal interviews conducted with approximately 2,000 adults before the election and more than 200 voters after the election. The results suggested that it might be useful to consider a four-fold typology of political opinion giving and seeking, one that distinguishes among opinion givers, seekers, sharers, and nondiscussants. The findings showed that opinion sharers exhibited the highest levels of political interest and activity typically associated with opinion leaders, and that mass media served as important sources of information and influence over all of the groups. (FL)

A study examined the relationship between changes in a person's mode of responsiveness during an interpersonal communication course and his or her ability to predict the behavior of others. First an instrument to identify flexible-responsive individuals was developed. Over a period of 7 years, 163 subjects, undergraduates in a beginning interpersonal communication course, completed all phases of the project. Analysis of flexible-response scores at the beginning and end of the course indicated that the students did become significantly more flexible-responsive. Although each measure of predictive accuracy was significantly related to one or more of the independent variables, the magnitude of the relationship was low. Still, these results do provide empirical support for a connection between communication behavior and ability to predict the behavior of others. Theoretical reasons for this connection include (1) the premise that communication is the primary method people use to come to know each other, (2) insights from communication theory that stress appropriate behaviors and interpersonal perception, and (3) the relationship between a person's general sensitivity to people and predictive skill. These results also support the notion that interpersonal communication courses can have measureable outcomes. Finally, the sex of the predictor does not make a difference, but the sex makeup of the dyad does appear to influence forecasting ability. (Tables of results are included.) (JL)

A study examined the relationship between changes in a person's mode of responsiveness during an interpersonal communication course and his or her ability to predict the behavior of others. First an instrument to identify flexible-responsive individuals was developed. Over a period of 7 years, 163 subjects, undergraduates in a beginning interpersonal communication course, completed all phases of the project. Analysis of flexible-response scores at the beginning and end of the course indicated that the students did become significantly more flexible-responsive. Although each measure of predictive accuracy was significantly related to one or more of the independent variables, the magnitude of the relationship was low. Still, these results do provide empirical support for a connection between communication behavior and ability to predict the behavior of others. Theoretical reasons for this connection include (1) the premise that communication is the primary method people use to come to know each other, (2) insights from communication theory that stress appropriate behaviors and interpersonal perception, and (3) the relationship between a person's general sensitivity to people and predictive skill. These results also support the notion that interpersonal communication courses can have measureable outcomes. Finally, the sex of the predictor does not make a difference, but the sex makeup of the dyad does appear to influence forecasting ability. (Tables of results are included.) (JL)

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

Includes bibliographical references (p. 451-462) and index

This paper describes Southwest Texas State University's Communication Lab, which includes a general office, two large rooms with videotaping and playback capabilities, and three rooms with individual computers and is used by students enrolled in public speaking, small group communication, and interpersonal communication classes. The paper presents student feedback on the communication lab during spring 1998. It concludes with suggestions for integrating the communication lab in the teaching of interpersonal communication. (EF)

This paper describes Southwest Texas State University's Communication Lab, which includes a general office, two large rooms with videotaping and playback capabilities, and three rooms with individual computers and is used by students enrolled in public speaking, small group communication, and interpersonal communication classes. The paper presents student feedback on the communication lab during spring 1998. It concludes with suggestions for integrating the communication lab in the teaching of interpersonal communication. (EF)

2017Dec07 - Interpersonal Communication Skills and Oral Presentation Skills - Programme conducted by Extension Education Institute (Southern Region), Department  of Agriculture & Cooperation, Ministry of Agriculture, Government of India, as an Off-Campus Training Programme, for the Officers of Department of Animal Husbandry, Telangana This Off-Campus Programme on Communication Techniques and Interpersonal Skills for Professional Excellence two  sessions were devoted to the topics:    Interpersonal Communication Skills and Oral Presentation Skills.   This is a live recording of the sessions, in Telugu. The participants were informed that they can easily access my earlier sessions on this and similar topics, and on many other topics, by visiting www.archive.org - please search for Prof. V. Viswanadham. They were requested to visit: www.viswam.info for accessing many more live audio recordings of my sessions and power point presentations.  In all, four power point presentations were used, and those who are interested in having them, are requested to drop a line: [email protected]. You are most welcome to give your valuable feedback

2017Dec07 - Interpersonal Communication Skills and Oral Presentation Skills - Programme conducted by Extension Education Institute (Southern Region), Department  of Agriculture & Cooperation, Ministry of Agriculture, Government of India, as an Off-Campus Training Programme, for the Officers of Department of Animal Husbandry, Telangana This Off-Campus Programme on Communication Techniques and Interpersonal Skills for Professional Excellence two  sessions were devoted to the topics:    Interpersonal Communication Skills and Oral Presentation Skills.   This is a live recording of the sessions, in Telugu. The participants were informed that they can easily access my earlier sessions on this and similar topics, and on many other topics, by visiting www.archive.org - please search for Prof. V. Viswanadham. They were requested to visit: www.viswam.info for accessing many more live audio recordings of my sessions and power point presentations.  In all, four power point presentations were used, and those who are interested in having them, are requested to drop a line: [email protected]. You are most welcome to give your valuable feedback

2017Dec07 - Interpersonal Communication Skills and Oral Presentation Skills - Programme conducted by Extension Education Institute (Southern Region), Department  of Agriculture & Cooperation, Ministry of Agriculture, Government of India, as an Off-Campus Training Programme, for the Officers of Department of Animal Husbandry, Telangana This Off-Campus Programme on Communication Techniques and Interpersonal Skills for Professional Excellence two  sessions were devoted to the topics:    Interpersonal Communication Skills and Oral Presentation Skills.   This is a live recording of the sessions, in Telugu. The participants were informed that they can easily access my earlier sessions on this and similar topics, and on many other topics, by visiting www.archive.org - please search for Prof. V. Viswanadham. They were requested to visit: www.viswam.info for accessing many more live audio recordings of my sessions and power point presentations.  In all, four power point presentations were used, and those who are interested in having them, are requested to drop a line: [email protected]. You are most welcome to give your valuable feedback

2017Dec07 - Interpersonal Communication Skills and Oral Presentation Skills - Programme conducted by Extension Education Institute (Southern Region), Department  of Agriculture & Cooperation, Ministry of Agriculture, Government of India, as an Off-Campus Training Programme, for the Officers of Department of Animal Husbandry, Telangana This Off-Campus Programme on Communication Techniques and Interpersonal Skills for Professional Excellence two  sessions were devoted to the topics:    Interpersonal Communication Skills and Oral Presentation Skills.   This is a live recording of the sessions, in Telugu. The participants were informed that they can easily access my earlier sessions on this and similar topics, and on many other topics, by visiting www.archive.org - please search for Prof. V. Viswanadham. They were requested to visit: www.viswam.info for accessing many more live audio recordings of my sessions and power point presentations.  In all, four power point presentations were used, and those who are interested in having them, are requested to drop a line: [email protected]. You are most welcome to give your valuable feedback

Interpersonal communication competence has been conceptualized as a function of impressions of competence formed in the context of a dyadic relationship, and also in terms of individual behaviors. The Measure of Relational Competence, along with individual self-reports for empathy, role taking, and self-monitoring, were administered for 36 conversations among female college students. Results indicated that, in the context of initial acquaintance between women, individual tendencies explain some stable effects in impressions of competence. Unique adjustments to the relationship seem limited to projection from one's own competence to the other and to accurate self-perception of competence in each dyad. Little relational adjustment between individuals occurs in such dyads. In this context, actors' impressions of partners' competence are predicted by the partners' individual characteristics, but also are affected by the actors' self-perceptions as adjusted to each interaction. (Tables of supporting data are appended.) (SRT)

Includes bibliographical references and indexes

Bibliography: p. 95-96

This article is from Implementation Science : IS , volume 9 . Abstract Background: Diffusion of innovations theory has been widely used to explain knowledge mobilization of research findings. This theory posits that individuals who are more interpersonally connected within an organization may be more likely to adopt an innovation (e.g., research evidence) than individuals who are less interconnected. Research examining this tenet of diffusion of innovations theory in the knowledge mobilization literature is limited. The purpose of the present study was to use network analysis to examine the role of interpersonal communication in the adoption and mobilization of the physical activity guidelines for people with spinal cord injury (SCI) among staff in a community-based organization (CBO). Methods: The study used a cross-sectional, whole-network design. In total, 56 staff completed the network survey. Adoption of the guidelines was assessed using Rogers’ innovation-decision process and interpersonal communication was assessed using an online network instrument. Results: The patterns of densities observed within the network were indicative of a core-periphery structure revealing that interpersonal communication was greater within the core than between the core and periphery and within the periphery. Membership in the core, as opposed to membership in the periphery, was associated with greater knowledge of the evidence-based physical activity resources available and engagement in physical activity promotion behaviours (ps 

This article is from Implementation Science : IS , volume 9 . Abstract Background: Diffusion of innovations theory has been widely used to explain knowledge mobilization of research findings. This theory posits that individuals who are more interpersonally connected within an organization may be more likely to adopt an innovation (e.g., research evidence) than individuals who are less interconnected. Research examining this tenet of diffusion of innovations theory in the knowledge mobilization literature is limited. The purpose of the present study was to use network analysis to examine the role of interpersonal communication in the adoption and mobilization of the physical activity guidelines for people with spinal cord injury (SCI) among staff in a community-based organization (CBO). Methods: The study used a cross-sectional, whole-network design. In total, 56 staff completed the network survey. Adoption of the guidelines was assessed using Rogers’ innovation-decision process and interpersonal communication was assessed using an online network instrument. Results: The patterns of densities observed within the network were indicative of a core-periphery structure revealing that interpersonal communication was greater within the core than between the core and periphery and within the periphery. Membership in the core, as opposed to membership in the periphery, was associated with greater knowledge of the evidence-based physical activity resources available and engagement in physical activity promotion behaviours (ps 

This article is from Implementation Science : IS , volume 9 . Abstract Background: Diffusion of innovations theory has been widely used to explain knowledge mobilization of research findings. This theory posits that individuals who are more interpersonally connected within an organization may be more likely to adopt an innovation (e.g., research evidence) than individuals who are less interconnected. Research examining this tenet of diffusion of innovations theory in the knowledge mobilization literature is limited. The purpose of the present study was to use network analysis to examine the role of interpersonal communication in the adoption and mobilization of the physical activity guidelines for people with spinal cord injury (SCI) among staff in a community-based organization (CBO). Methods: The study used a cross-sectional, whole-network design. In total, 56 staff completed the network survey. Adoption of the guidelines was assessed using Rogers’ innovation-decision process and interpersonal communication was assessed using an online network instrument. Results: The patterns of densities observed within the network were indicative of a core-periphery structure revealing that interpersonal communication was greater within the core than between the core and periphery and within the periphery. Membership in the core, as opposed to membership in the periphery, was associated with greater knowledge of the evidence-based physical activity resources available and engagement in physical activity promotion behaviours (ps