An investigation of the relationship between cognitive complexity and listener‐adapted communication

This study investigated the hypothesis that dyads composed of two cognitively complex individuals would be more successful at a communication task than would dyads composed of two individuals who are both noncomplex. Another hypothesis was that mixed dyads (one person complex, one noncomplex) would be more effective than noncomplex dyads but not as effective as complex dyads. The data supported the hypotheses. When both members of a dyad were complex or when the complex member of a mixed dyad was the person giving directions, the directions were more effective than when both members are noncomplex or when the noncomplex member of a mixed dyad was giving directions.     

A Qualitative Exploration of Autonomy and Engagement for Young Women of Color in Community College

Given the nationwide concern about college persistence and graduation rates, this article reviews pertinent literature related to autonomous learning as well as social and academic engagement. It also presents findings of a qualitative study of young community college women of color, an understudied population. The article, part of a larger research project that explores the obstacles faced by young women of color, describes their experiences related to academic and social engagement and self-determination in the community-college setting. Data were collected from 15 focus groups with a total of 61 Latina, Black, and Asian women between the ages of 18 and 24 on three community college campuses in a large northeastern city in the United States. The findings of this exploratory study suggest that young women of color demonstrate a compelling determination to complete college autonomously and, to a lesser degree, are willing to engage socially and academically. The findings prompt the suggestion that academic and student affairs professionals create opportunities to develop autonomous learning strategies that can be nested within academic and social engagement activities.     

The role of mobile technologies in shifting to digital

Educational technology research and development - In this section, we have responses to Joo, Kim and Kim (2016)’s study, from two scholars with international and inclusion perspectives. They...     

“Our speech”;

Stage Scenery and Lighting. By Samuel Selden and Hunton D. Sellman. New York: F. S. Crofts &; Co., 1934; pp. xvii+398. $4.50.

Modern Theatre Practice—A Handbook for Non‐Professionals. By Hubert C. Heffner, Samuel Selden, and Hunton D. Sellman. New York : F. S. Crofts &; Co., 1935 ; pp. xviii+378. $3.00.

A Companion to Shakespeare Studies. Edited by Harley Granville‐Barker and G. B. Harrison. New York : The Macmillan Company, 1934 ; pp. x+408. $3.

Shakespeare and the Audience. By Arthur Colby Sprague. Cambridge: Harvard University Press, 1935; pp. xi+327. $2.50.

Comparative Comedies Present and Past. By Rowena Keith Keyes and Helen M. Roth. New York: Noble and Noble, Inc., 1935; pp. viii+628.

Behind the Footlights. By Charles Chambers Mather, Alice Howard Spaulding and Melita Hamilton Skillen. New York: Silver, Burdett, 1935; pp. 495. $1.72.

The Theatre. By Malcolm Morley. New York: Pitman Publishing Corp., 1935; pp. xiii+204. $1.50.

Public Speaking — As Listeners Like It! By Richard C. Borden. New York: Harper and Brothers, 1935; pp. 111. $1.50.

Principles and Types of Speech. By Alan H. Monroe. Chicago: Scott, Foresman and Co., 1935 ; pp. 410.

Good Speech Primer. By Fannie E. Daniels. New York: E. P. Dutton &; Co., 1935; pp. x + 83: together with Teachers’ Manual for same, separately bound; pp. x + 65.

The Psychology of Wants, Interests and Attitudes. By Edward L. Thorndike and others. New York: D. Appleton‐Century Company, 1935; pp. 301.

The Psychology of Radio. By Hadley Cantril and Gordon W. Allport. New York: Harper &; Bros., 1935; pp. 276.     

A research note on the dimensions of communication reticence

The present investigation extends the debate regarding the underlying structure of a general communication reticence construct. The Personal Report of Communication Apprehension, the Unwillingness‐to‐Communicate Scale and the Writing Apprehension Test were factor‐analyzed. Separate factor analyses produced multidimensional solutions for each measure. A single factor analysis of all of the scale items produced a seven factor solution that offers a better understanding of the elements contributing to a communication reticence syndrome. The emerging factors indicated that communication reticence varies according to context of communication, mode of communication, personality type of the communicator, attitudes toward the communication process, and communication history.