Interpersonal conflict interaction: An examination of verbal defense of self

The purpose of this investigation was to examine defensive verbal communication behaviors that occur at observer perceived levels of interpersonal conflict intensity. Conflict was defined as an interaction that occurs when salient values are challenged. Communication behavior in conflict was conceptualized as behavior to defend self. Videotapes of 37 dyadic conflict interactions were collected and coded. Three levels of conflict interaction intensity were examined. Two major categories of verbal defensive behaviors were observed: (1) agreement‐disagreement; and (2) measures of verbal intensity. In general, a positive relationship was found between observer perceived level of conflict intensity and amount of defensive behavior.     

Religious Communication

Ronald Eyre on the Long Search (Cleveland: Collins, 1979—$5.95, paper).

Virginia Stern Owens, The Total Image, or Selling Jesus in the Modern Age (Grand Rapids, Mich.: Wm. B. Eerdmanns, 1980—no price given, paper).

Daniel W. Holland, et al., Using Non-Broadcast Video in the Church (Valley Forge, Pa.: Judson Press, 1980—$5.95)

Media Development (London: World Association for Christian Communications—quarterly)

Committed Christians in Secular Communications (NSCS, 1982 South Shenandoah, Los Angeles Ca. 90034—$4.00)

Growing with Television: A Studx_of Biblica Values and the Television Experience (MARC, 475 Riverside Dr., New York, N.Y. 10115—write for details)

Gregor T. Goethals, The TV Ritual Worship at the Video Altar (Boston: Beacon Press, 1980—$11.95)

Gene Jaberg and Louis G. Wargo, Jr. The Video Pencil: Cable Communications for Church and Community (University Press of America, 4720 Boston Way Lanham, Md. 20801—$15.50/7.50)

Harold Osmeiri U.S. Religious Journalism and the Korean War (Lanham, Md.: University Press of America (ac dress above, 1980—$7.50, paper)     

Evidence based library and information practice: what's in it for you?

With its roots in evidence‐based medicine, Evidence Based Library and Information Practice emerged 15 years ago and, with health librarians leading the way, has since been adopted by librarians and libraries in all sectors. EBLIP is an iterative process that may see you undertaking your own research although most likely, it will see you integrate your experience as a library and information professionals with research evidence generated both within and without the library science sector. As a library and information worker, you can use the Evidence Based Library and Information Practice process to help inform your decision‐making, streamline services and identify ways forward to fit your personal context.     

The impact of communication apprehension and fear of talking with a physician on perceived medical outcomes

This study examined the relationships among trait CA, state CA (fear of interacting with a physician), and patient perceived satisfaction with quality of medical care and physician. The results indicated that trait CA and fear of the physician were positively related. However, trait CA was not significantly related to patient perceived satisfaction with quality of medical care or physician. State CA, in contrast, was significantly negatively related to both patient perceived satisfaction with medical care and satisfaction with physician. It is concluded that future research should investigate the impact of physicians’ engaging in positive communication behaviors on patients’ apprehension and medical outcomes.     

Young Children's Understanding of Changes in Their Mental States

3-year-old children have difficulty reporting their past false beliefs. We investigated their ability to remember and report other types of past mental state, in particular, pretenses, images, perceptions, desires, and intentions. In a series of tasks, children were placed in one mental state, that state was changed, and they were asked to report the initial state. 4-year-olds were generally able to report all their past mental states, including beliefs. 3-year-olds were able to report past pretenses, images, and perceptions extremely well. They had great difficulty reporting past beliefs. Reporting past desires and intentions was more difficult than reporting pretenses, images, and perceptions, but slightly less difficult than reporting beliefs. The evidence suggests that 3-year-olds have difficulty understanding the nature of representation.     

Longitudinal prediction and prevention of early reading difficulty

The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain linguistic material in temporary memory, and the ability to comprehend certain spoken sentences, as well as in their awareness about the phonological structure of spoken words. This paper summarizes these findings and provides an explanation in terms of the requirements of skilled reading. It further reviews the results of two longitudinal studies which show that inferior performance in kindergarten tests of language skills may presage future reading problems in the first grade. Based on these studies, procedures are suggested for kindergarten screening and for some ways of aiding children who, by virtue of inferior performance on the screening tests, might be considered at risk for early reading difficulties. Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. This paper was prepared while the author was a Fulbright Fellow at the Research Institute of Logopedics and Phoniatrics at the University of Tokyo, Tokyo, Japan. Much of the research herein described was supported by NICHD Grant HD-01994 and BRS Grant 05596 to Haskins Laboratories, Inc.     

Introduction to special issue on morphology and the acquisition of alphabetic writing systems

Reading and Writing -     

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.