Feeling Caught: Adult Children's Experiences with Parental Infidelity

The purpose of this study was to understand what, if any, messages adult children recalled receiving from family members following the discovery of their parents’ infidelity that either discouraged or encouraged feeling caught. Thirty-eight individuals were interviewed. Findings suggested that adult children received messages about parental conflict being between their parents, no one being the good/bad guy, and speaking favorably about change, all of which discouraged feeling caught. Messages that encouraged feeling caught involved urging the child to uncover information, serve as a mediator, and field other family members’ opinions. These findings are compared to previous research.     

“多媒体通信”课程的教学研究与探讨

“多媒体通信”作为电子信息及通信工程等专业本科生的一门重要专业课程在国内许多院校已广泛开设。本文从该课程的教学目标、教学内容、教学方法以及考核方式四个方面结合作者自身的教学经验对该课程的教学进行了研究与探讨。     

The digital marketing skills gap: Developing a Digital Marketer Model for the communication industries

Scholarly literature suggests digital marketing skills gaps in industry, but these skills gaps are not clearly identified. The research aims to specify any digital marketing skills gaps encountered by professionals working in communication industries. In-depth interviews were undertaken with 20 communication industry professionals. A focus group followed, testing the rigour of the data.     

AVR单片机与LT8900通讯芯片的通讯

叙述了AVR单片机与LT8900通讯端口的连接,控制寄存器SPCR的设置,并给出了2个实用的示例程序.     

Relational maintenance behaviors in the sibling relationship

Beatty, McCroskey, and Heisel (1998) argue that a limitation of current intervention research on communication apprehension is that the experimental designs employed in this research have failed to take into account the effects of testing on participants, among other things. To address this issue, this study employed a Solomon Four‐Group Design, which controls for testing effects, to examine whether systematic desensitization, a widely used procedure for reducing communication apprehension, would reduce communication apprehension beyond the level attributable to repeated testing. These data indicate that systematic desensitization produced a significant reduction in communication apprehension that cannot be explained by “testing effects.” The paper concludes with a discussion of the implications of these findings.     

The Conversational Geography of Word-of-Mouth Communication and Marketing Practices

This study was a test of the utility of a diary-based methodology for revealing how word-of-mouth (WOM) marketing agents perceive their campaign and non-campaign-related WOM communication episodes. A modified version of the Iowa Communication Record, originally designed for presenting the “geography of everyday conversation,” was the base for the collection of 2,088 self-reports of the agents' WOM episodes. Data were subjected to a principal components factor analysis. The resulting factors—communication quality, value, impact, relational change, and conversational control—served to gauge differences attributable to the institutional nature of the WOM, sex of respondent and conversational partner, relationship type, and day of week.     

Toward a general model of instructional communication

A general model of instructional communication is advanced and the linkages of four components in the model are tested. Data were drawn from college teachers and college students through a split‐class design which permitted collection of unique data from teachers and two sets of their students. Using by‐class analyses of data it was determined that teacher self‐reported temperament is significantly correlated with students' perceptions of the teachers' communication behaviors and the students' evaluation of teachers' source credibility and task attractiveness. All of these measures were also found to predict learning outcomes and teacher evaluations of another group of students. The results support the general model and provide a foundation for future research in instructional communication.     

Communication apprehension as a determinant of avoidance,withdrawal and performance anxiety

Although communication apprehension (CA) is often presented as having a major impact on communication related behavior, the extant literature provides neither strong nor direct support for such claims. In the present research (1) behavior was viewed as a single index of disjunctively connected response options including avoidance, withdrawal and anxiety and (2) CA was viewed as a categorical rather than a continuous variable. Results of two separate studies provide direct evidence suggesting that CAs avoid communication if possible and report considerable anxiety when forced to communicate.     

Don't speak to me in English: Communication apprehension in Puerto Rico

Comparison of communication apprehension levels of Puerto Rican college students with U.S. mainland students indicate the Puerto Ricans are much less apprehensive about communication in their native language than are the U.S. students but are much more apprehensive about communication in English. Additional findings indicate that apprehension in a first language is a much better predictor of apprehension in a second language than is self‐perceived competence in that second language. It is suggested that the problem of communication apprehension must be addressed by second language teachers if students are to be taught to be truly bilingual.     

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.