Tests three models describing the structure of talk and silence sequences within and across conversations: the Markov model, the independent decision model, and the incremental model. The implication for deriving dyadic interaction patterns from individual interaction styles is explored. (JMF)

Examines the separate and combined impact of hedges, hesitations, and intensifiers on perceptions of authoritativeness, sociability, character, and similarity, and the extent to which messages containing one or more of these language variables differ from a "prototypically" powerless message in evaluative consequences. (MS)

Extends the study of communication apprehension (CA) impact in the instructional environment through examination of high, low, and moderate CA levels relative to various performance situations in a basic communication course. Results indicate significant differences in achievement indices between the three CA groups. (JMF)

Defines the rhetorical impreative (i.e. you know?, you see?, okay) as a "non-ah" type of speech disturbance wherein the rhetorical nature of the inherent questions neither seeks nor desires a response. Relates anxiety and floor control to rhetorical interrogatives in experimental testing conditions. (MH)

Examines differences among speech behavior-social evaluation relationships as a function of whether the evaluator's perspective was that of a participant or an observer and, if the latter, whether the presentational medium involved an audiovisual, audio-only, or transcriptual recording. (RAE)

Examines a grammar of conversation using three units of analysis: talk acts (statements, questions, agreements, and disagreements); turns at talk; and topic sequences. Rules covering the use of talk acts and definitions of units of analysis provide the basis for propositions about the location of categories of talk acts. (JMF)

Finds communication apprehension to be significantly negatively related to both middle-school students' attitudes toward school and final grades. Indicates that communication apprehension influences the choice of desired others made by students and their teachers in a classroom communication network. (JMF)

Presents a study examining the effect of high and low communication apprehension in conjunction with social and personal settings upon verbal behavior. Stepwise multiple discriminant analysis of the data indicates several language variables that discriminate between the high apprehensive-personal setting group and the remaining groups. (JMF)