Police Stops of and Interactions with Latino and White (Non-Latino) Drivers: Extensive Policing and Communication Accommodation

Following previous research on traffic stops involving police officers with African American and White drivers, a content analysis of 69 recorded stops was conducted in a very different locale of Latino and non-Latino drivers with non-Latino officers. The study was guided by communication accommodation theory, and predicted differences in interactants' communication strategies and stop outcomes based on ethnicity, driver accent, and the level of accommodative and nonaccommodative strategies. The results largely supported the hypotheses and suggested that there is a disparity in the treatment of certain stigmatized ethnic groups as evidenced in the dynamics of officer and driver communication behaviors. The findings are discussed in terms of their empirical, theoretical, and practical implications for negative experiences the Latino community may have with police.     

Norms,expectations, and deception: A norm violation model of veracity judgments

Violations of expectations have been advanced as an explanation for how people make veracity judgments, and previous research has found that unexpected weird behavior is rated as less honest than expected normal behavior. The current experiment (N = 128) varied norms and expectations independently to test four alternative models of veracity judgments. The models included a normative expectation model, an expectancy violation sufficient model, a model based on Expectancy Violation Theory, and a norm violation model. The data were consistent with a norm violation model. Aberrant behavior, whether expected or unexpected, was rated as less honest than normative behavior. Neither expectation violation nor actual message veracity affected deception judgments. These data provide additional evidence of the primacy of behavior over prior expectations in the evaluation of face to face communication.     

The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations

Based on norm violation theory, we examined students' reactions to teachers' normative and nonnormative expressions of anger. College students ( N = 301 ) judged the appropriateness and intensity of teachers' anger in the classroom for four modes of expression: Distributive Aggression, Passive Aggression, Integrative Assertion, and Nonassertive Denial. Students rated both types of aggressive expressions as highly intense and inappropriate (or nonnormative), but assertive displays as appropriate and less intense. Additionally, aggressive expressions were negatively related to students' affect, whereas assertive expressions were positively related to affect. Findings extend norm violation theory by identifying how teacher anger should be expressed and when during the semester anger is more likely to be perceived as inappropriate. Moreover, this study illustrates how normative violations of anger are associated with negative evaluations of the teacher and course.     

The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations

Based on norm violation theory, we examined students' reactions to teachers' normative and nonnormative expressions of anger. College students ( N = 301 ) judged the appropriateness and intensity of teachers' anger in the classroom for four modes of expression: Distributive Aggression, Passive Aggression, Integrative Assertion, and Nonassertive Denial. Students rated both types of aggressive expressions as highly intense and inappropriate (or nonnormative), but assertive displays as appropriate and less intense. Additionally, aggressive expressions were negatively related to students' affect, whereas assertive expressions were positively related to affect. Findings extend norm violation theory by identifying how teacher anger should be expressed and when during the semester anger is more likely to be perceived as inappropriate. Moreover, this study illustrates how normative violations of anger are associated with negative evaluations of the teacher and course.     

The impact of supervisor and subordinate immediacy on relational and organizational outcomes

Hypotheses were advanced based on the immediacy principle, accommodation theory, reciprocity theory, and previous research in another applied context which argue that increased nonverbal immediacy behaviors of supervisors have the potential to enhance subordinates’ perceptions of that supervisor, increase subordinate satisfaction with the supervisor and communication with the supervisor, and increase motivation and job satisfaction on the part of the subordinate. All of the hypotheses were supported by the results. The “principle of immediate communication” received strong support. It is concluded that increased immediacy on the part of either the supervisor or the subordinate is likely to generate reciprocity and accommodation leading to a more positive work environment and more desirable outcomes.     

国外个人数据保护官的概念、职责与能力素质

[目的/意义] 从理论上总结分析国外个人数据保护官的含义、类型、职责与能力素质要求,为我国实践领域的应用提供学术上的分析和建议。[方法/过程] 通过文献回溯检索考查个人数据保护官的起源和含义;参考领英平台个人数据保护官招聘公告以及美国O*NET系统相关职业的规范模型,以KSAO模型以及杨和查普曼的能力模型为基础,从风险管理视角归纳总结国外个人数据保护官职责体系和能力素质要求。[结果/结论] 目前国外个人数据保护官的类型多样,有业务类型也有顾问类型,有决策层的也有基层的。从风险管理视角来看,个人数据保护官承担隐私法律风险管控的重要职责,而胜任这些职责,则需要具有相应隐私法律知识、信息分析知识等,应具有问题敏感性、解决问题、善于沟通等能力,应具有注重细节、适应复杂和快捷工作环境等特质。     

Intergroup,Interpersonal, and Intercultural Nature of Patient–Provider Communication: A Comparison of IMG and USMG Physicians

Using communication accommodation theory as a framework, this study explores and compares communication patterns of international medical graduate (IMG) physicians and United States medical graduate (USMG) physicians in intergroup, interpersonal, and intercultural context. Given that every fourth doctor practicing medicine in the U.S. is an internationally trained physician (AMA-IMG, 2010) an examination of the influence on patient-provider communication involving IMG physician and comparison with USMG physician is warranted. In a national survey of IMG and USMG physicians, the participants self-reported their perceptions of communication behaviors they used during a medical interaction. Although no difference was found between IMG and USMG physicians use of communication accommodation strategies during medical interaction, IMG physicians reported practicing significantly more relational communication than their U.S. counterparts. USMG physicians reported greater difficulty in communication owing to differences in culture than IMG physicians. Implication of findings for patient-centered communication, patient-physician relationship, and communication skills training is discussed.     

Accommodating Translational Research

This is an article in a series illustrating the way scholars in communication have pursued translating their research into practice. The translational nature of communication accommodation theory and examples of its application are the focus of this contribution.     

Accommodating Translational Research

This is an article in a series illustrating the way scholars in communication have pursued translating their research into practice. The translational nature of communication accommodation theory and examples of its application are the focus of this contribution.     

The Role of Motivation and Media Involvement in Explaining Internet Dependency

Links among demographics, motivation for using the Internet, cognitive and affective involvement, and Internet dependency were investigated. By integrating uses and gratifications theory and media dependency research, motivation was found to play a more important antecedent role in explaining Internet dependency than demographics, and cognitive and affective involvement mediated the relationship between motivation and Internet dependency. This finding supported the uses and gratifications argument that certain factors intervene in the media uses and effects process between motivation to communicate and outcomes of communication behavior such as media use.     

Young adults’ contact experiences and attitudes toward aging: age salience and intergroup anxiety in South Korea*

From the theoretical perspectives of communication accommodation and intergroup contact, this study examined South Korean young adults’ (N?=?301) perceptions of their communication experiences with a frequently-contacted grandparent, as well as attitudes toward older adults and own aging. Findings from structural equation modeling indicated that the participants’ attitudes towards older adults were positively predicted by contact frequency with the grandparent and negatively predicted by perceptions of the grandparent’s non-accommodative communication. Analyses of indirect effects revealed that young adults’ intergroup anxiety explained these associations. Although the direct effects of contact frequency and the grandparent’s non-accommodation on attitudes toward own aging were nonsignificant, the indirect effects through intergroup anxiety were significant. Moderation analysis indicated that these direct and indirect associations between non-accommodation and aging attitudes were significant only when age salience was low – a finding contrary to existing theory and research. Results are discussed in terms of intergenerational communication and culture, and theories of intergroup contact.     

Candidates’ use of informal communication on social media reduces credibility and support: Examining the consequences of expectancy violations

ABSTRACT

This experiment (N= 476) investigates how individuals evaluate political candidates who use informal communication on social media. We use expectancy violations theory (EVT) to predict that informal communication will lead to negative evaluations. Our results suggest that politicians’ use of informal communication on social media leads to expectancy violation, which decreases perceived credibility and lessens intention to support a candidate. This effect was not moderated by sex (male versus female) or age (young versus old) of the candidate, nor of participants being the same sex as the candidate. These findings suggest that political figures should use informal communication on social media with caution.     

US host nationals' attitudes toward Japanese: the role of communication and relational solidarity in the intergroup contact hypothesis

Guided by the intergroup contact hypothesis and intergroup contact theory, the authors examined US Americans' (N=403) communication experiences and relational solidarity with their most frequent Japanese contact and associations with their attitudes toward Japanese as a cultural group. Structure Equation Modeling (SEM) results showed that both communication frequency and quality had an indirect effect through relational solidarity on affective, behavioral, and cognitive attitudes, demonstrating the critical mediating role of relational solidarity. Results also revealed that communication quality was positively and directly associated with the attitudinal measures. Implications of the findings are discussed with respect to prior literature on relational communication in intergroup and intercultural contexts.     

Newer is not necessarily better a reexamination of affective learning measurement

The instrument commonly employed in instructional communication to measure affective learning was subjected to tests of its construct validity as a measure of higher‐order affective learning. The results indicate the instrument is a satisfactory instrument for this purpose. Newer measures of higher‐order affective learning were found to be highly associated with the older measure. Teacher evaluation measures were found to be distinct from both the newer and the older affective learning measures. The construct validity of the commonly used affective learning instrument is good.     

图书馆馆员心理契约违背及对策

图书馆馆员心理契约违背是馆员在图书馆未能充分履行心理契约的认知基础上产生的一种情绪体验,对图书馆和馆员都带来消极的影响。根据其形成机理,采取建立有效的沟通机制、树立以人为本的管理理念、建设诚信公平的组织文化以及建设学习型图书馆等应对措施可预防馆员心理契约违背的产生,降低其带来的不利影响。     

Assessing the Role of Peer Relationships in the Small Group Communication Course

Based on the typology posited by Kram and Isabella (1985) that identifies three peer relationships present in organizations (i.e., information, collegial, and special), this assessment examined the association between students' perceptions of their in-class group members and six group outcomes (i.e., grouphate, cohesion, relational satisfaction, consensus, affective learning, and cognitive learning). Participants included 248 undergraduate students enrolled in two sections of an introductory small group communication course. Results revealed that students who rated group members to be information peers, rather than collegial peers or special peers, reported higher levels of grouphate and lower levels of cohesion, relational satisfaction, consensus, and cognitive learning.     

Stasis∗

This research investigates retrospective participant accounts of a communication event in the development of close relationships—"Our First Big Fight” (FBF). The event is contextualized in terms of theories of relationship development, the role of conflict in development, and empirical studies of both turning points and critical events in close relationships. Open‐ended interviews were conducted with couples whose relationships had survived their FBF, couples who had not yet had an FBF, and individuals who had recently broken up with their relational partners as a result of their FBF. The data were analyzed through a procedure consistent with the grounded theory approach. Results indicate four conditions leading up to the FBF (uncertainty over commitment, jealousy, violation of expectations, personality differences), three effects of the FBF (clarification of feelings, awareness of interdependence, introduction of thematic conflict), and three differences between the “non‐survivors” and the “survivors” (increasing vs. decreasing uncertainty in the relationship, different beliefs regarding communication and conflict, differences in attributions regarding the FBF).     

Doctoral dissertations in speech: Work in progress, 1952

Prior research on comforting communication from the constructivist perspective has employed a hierarchical system of message analysis to classify different comforting strategies; within this system, messages are scored for the extent to which they explicitly acknowledge, elaborate, and legitimize the feelings of distressed others. The present paper reports two studies assessing the extent to which naive actors' perceptions of comforting strategy sensitivity, effectiveness, and quality correspond with the formal analysis of comforting strategy sophistication embedded in the constructivist hierarchical coding scheme. In the first study, 73 female college students interacted with a female confederate who feigned distress over having recently been dropped by her long‐term boyfriend. These interactions were videotaped and content analyzed; in addition, both the confederate and an experimental observer rated participants' behaviors for sensitivity. Results indicated that participants employing a greater proportion of theoretically sophisticated comforting strategies were perceived as behaving more sensitively toward the confederate. In the second study, 148 college students were presented with lists of preformulated comforting strategies derived from the constructivist hierarchy and were asked to rate these strategies for “sensitivity” and “effectiveness” and to rank order them in terms of overall quality. Results indicated that respondents rated and rank ordered the strategies in a manner very consistent with the constructivist hierarchical ordering of comforting strategy types: The constructivist ordering of the strategies explained over 95% of the variance in respondents' ratings and rank orderings.     

Using Relevant Humor to Moderate Inappropriate Conversations: Maintaining Student Communication Satisfaction in the Classroom

This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.     

Direct and Indirect Effects of Involvement on Hostile Media Perceptions in the Context of the Refugee Crisis in Germany and Switzerland

This article examines hostile media perceptions (HMPs) by building on recent trends in hostile media research. Our study considers the effects of people’s cognitive as well as their affective involvement on HMPs. As the media landscape has changed fundamentally since HMPs were initially identified, the role of social media is explored more profoundly. In addition, this article not only examines the direct effects of involvement and communication activities but tests for indirect effects of involvement mediated through media use and interpersonal discussions. Using data simultaneously collected from two online surveys conducted in Germany and the German-speaking part of Switzerland, the findings strengthen previous evidence that affective involvement is a stronger predictor of HMPs than cognitive involvement. In contrast, media use and interpersonal discussions had only marginal direct effects. The study provides initial evidence for the indirect effects of involvement mediated through exposure to online user comments and interpersonal discussions.