In this study 126 subjects were exposed to one of three versions of a speech on “Effective Listening.” In one version no humor was added to the speech. In the other versions examples of direct and personal self and other‐disparaging humor were included in the presentation. Subjects rated the message and the message source on a number of dependent variables. Data, in general, suggest that those speakers who use direct and personal disparaging humor of any kind are rated as having a better sense of humor than those speakers who use no humor. Further, the use of self‐disparaging humor serves to reduce ratings of expertness while the use of other‐disparaging humor produced lower ratings of character. 相似文献
TELEVISION NEWS REPORTING. By the Staff of CBS News. New York, Toronto, London: McGraw‐Hill Book Company, Inc., 1958. 182 pp. $5.75. THE ANNOUNCER'S HANDBOOK. By Ben Graf Henneke and Edward S. Dumit. New York: Rinehart &; Company, 1959. 293 pp. $4.00. ADVERTISING: MASS COMMUNICATION IN MARKETING. By C. A. Kirkpatrick. Boston: The Houghton Mifflin Co., The Riverside Press, Cambridge; 1959. 639 pp. AN INTRODUCTION TO RESEARCH IN SPEECH. By J. Jeffery Auer. New York: Harper &; Brothers, 1959. 244 pp. $5.00. ZOOMAR. By Ernie Kovacs. New York: Doubleday &; Co., 1957. 348 pp. $3.95. Paperback edition: New York: Bantam Books, 1959. 344 pp. 50 cents. 相似文献
This essay examines how the increasing dependence of the academy, specifically communication studies, on corporate and federal funding is creating a sector of embedded intellectuals. Using the theoretical lens of what is loosely called “autonomism,” I argue that the concept of General Intellect forces us to reconsider traditional notions of intellectual work. The significance of communication, as both a growing academic field and infrastructure for this General Intellect, puts the discipline in the spotlight. After summarizing Gramscian and Foucauldian conceptions of the engaged intellectual, I sketch out a figure of the intellectual adequate to these conditions, what I call the machinic intellectual. 相似文献
Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in Journal of Research in Science Teaching, 45(1), 53–78, 2008; Kang et al. in Science Education, 98(4), 674–704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher’s use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher’s classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students’ scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning.
A legacy emphasis was one of the fundamental pillars of the London 2012 Olympic Games. The notion of an Olympic legacy was predicated on assumptions that the event's value would not purely derive from the sporting spectacle, but rather from the ‘success’ of enduring effects met out in London and across the country. For physical education students and practitioners, Olympic legacy agendas translated into persistent pressure to increase inspiration, engagement, participation and performance in the subject, sport and physical activity. Responding to this context, and cognizant of significant disciplinary scholarship, this paper reports initial data from the first phase of a longitudinal study involving Key Stage Three (students aged 11–13) cohorts in two comparable United Kingdom schools: the first an inner-city (core) London school adjacent to the Olympic Park in Stratford, East London (n = 150); the second a (peripheral) school in the Midlands (n = 198). The research involved the use of themed questionnaires focusing on self-reported attitudes towards the Olympic Games and experiences of physical education, sport and physical activity. Students from both schools demonstrated a wide variety of attitudes towards physical education and sport; yet, minor variances emerged regarding extreme enthusiasm levels. Both cohorts also expressed considerably mixed feelings towards the impending Olympic Games. Strong and variable responses were also reported regarding inspiration levels, ticketing acquisition and engagement levels. Consequently, this investigation can be read within the broader context of legacy debates and aligns well with physical educationalists' ongoing discomfort regarding legacy imperatives being enforced upon the discipline and its practitioners. Our work reiterates a shared disciplinary scepticism that while an Olympic Games may temporarily affect young peoples' affectations for sport (and maybe physical education and physical activity), it may not provide the best, or most appropriate, mechanism for sustained attitudinal and/or social changes en masse. 相似文献
An experiment was conducted to find out if self-questioning as a reading strategy would help improve comprehension of prose
texts in English, a second language for Filipinos. Following a pretest-posttest design, students enrolled in Developmental
Reading were randomly assigned to the control group, which read the assigned text, and the experimental group, which used
self-questioning as a reading strategy. The control and experimental groups took the same test in the pretest and posttest
and their performances were compared. Overall, the experiment showed that self-questioning did not have a significant effect
on comprehension of a prose text in English. Although results showed that verbal ability was a factor in the ability to generate
questions, the type and number of questions asked were not significant factors in test performance. The cultural background
of the participants, time constraints, the method of comprehension evaluation used by the study, and the nature and duration
of question-formulation training could all help to explain the results achieved.
This study was made possible with funds from URCO (DLSU-Manila). 相似文献
Only recently have theorists and practitioners begun to consider and investigate the applications of developmental psychology to the delivery of career services. While there are several conceptual approaches to understanding the process of career development in general, the focus of this paper will be limited to the under-standing of career development in a college age population. In addition, the practical implications generated by this conceptual understanding will be discussed especially as they relate to the delivery of career services in higher education. 相似文献