Listening as information processing

This paper argues that much of the conceptual confusion in understanding the process of listening can be alleviated by adopting an information processing approach to listening. A model is presented and listening strategies are discussed.     

The effect of gender,deceit orientation and communicator style on macro‐assessments of honesty

Recently, deception research has focused primarily on micro‐analytic methods of lie detection (e.g., eye contact duration, response latency, vocal errors). This study adopted a macro‐assessment approach, where deception detection is based on global evaluations of communication, specifically honesty evaluation based on communicator style. 385 subjects viewed four different videotape segments of individuals participating in a simulated job interview. Two of the individuals were truthful throughout the interview, and two fabricated false information on some questions. Subjects were asked to evaluate or assess the honesty level of these individuals, as well as assess a number of communicator style dimensions. Multiple regression analyses revealed that honesty assessments can be predicted from communication style characterized by high friendliness, attentiveness, and preciseness, and low animated and dramatic styles. Some differences were observed for communicator style predictions of honesty based on liars/truthers, subject gender, target gender, and deceit‐orientation differences. Implications for future research are noted.     

Relational Framing Theory: Utterance Form and Relational Context as Antecedents of Frame Salience

Using relational framing theory, this article examines the influence of utterance type and relational context on the salience of relational frames. The authors report the results of two studies that used scenarios to manipulate utterance form and information about the relationship between interactants. Participants rated the relevance of dominance-submissiveness and affiliation-disaffiliation frames to interpreting the hypothetical interactions. Results showed that judgments of dominance-submissiveness frame salience were sensitive to variations in utterance type and relational context, but the results were mixed for the affiliation-disaffiliation frame. The authors discuss the implications for relational framing theory and the possibility of an affiliation bias.     

A MODULAR COURSE APPROACH TO IN‐SERVICE AND PRE‐SERVICE TRAINING IN GERONTOLOGY

In order to meet both in‐service and pre‐service training needs in gerontology, North Country Community College has developed an innovative one‐year certificate program. Under the assumption that persons working with the aged in a rural area must have a diverse group of skills to draw upon, the gerontology certificate stresses course work in: communication skills, culture variability, gerontology knowledge, management skills, and service skills. The curriculum approach taken is that of competency based education, with most of the skills courses put into a modular course format. After the first year of the certificate, 53% (N = 65) of the students in the certificate courses are adults or community professionals turning to this community college program to upgrade skills or acquire new ones. This certificate is beginning to meet the training needs in a rural area that were only previously addressed by occasional workshops for the human service practitioner.     

Learning to mark: exemplars,dialogue and participation in assessment communities

The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.     

Evaluation Dimensions for Full-Time Head Coaches at NCAA Division II Institutions

Respondents (n=34) participated in three rounds of a Delphi study to determine dimensions that should be included in the evaluation of full-time head coaches at NCAA Division II institutions. Delphi panel members included athletic directors, intercollegiate head coaches, and student-athletes at randomly selected NCAA Division II institutions. In total, 175 (92.6 per cent) of the initial 189 unique behaviors reached consensus for inclusion. Only two behaviors (1.1 per cent) reached consensus for exclusion. Twelve behaviors (6.3 per cent) failed to reach consensus. Differences between respondent groups were found in only seven (3.7 per cent) of the 189 behaviors. Only small absolute differences in mean importance ratings of the twenty categories were found. To develop a more practical evaluation tool, the results obtained were refined, lowering the number of categories to fifteen and the number of behaviors to ninety-one. The refined evaluation tool contains the most important dimensions for evaluating head coaches. It represents the essentials of a coaching evaluation.     

Science education in the long shadow of michael polanyi

Conclusion Science teaching in Australia has been dogged by a lack of independence from the top-down pressures of the tertiary institutions and overseas, particularly British, influences. In a future paper we will examine the influence of Professor Harry Messel of Synney University and his Philosophy of Science as exemplified by the Wyndham Science Course for secondary schools in NSW. Science teaching continues to ignore such questions as, whose interests are served by the managers of scientific research? There is an absence of discussion about autonomous technology and growth economics advocated by Australian and other governments. Even the curious juxtaposition of caution and demand for more technology by Barry Jones inSleepers, Wake! (1982) has failed to stimulate discussion.