Finds that compulsive communication has low positive relationships with assertiveness, willingness to communicate, self-perceived communication competence, and neuroticism; low negative relationships with introversion and communication apprehension; and moderately high negative correlation with self-reports of behavioral shyness. Suggests that…

Finds that self-reported satisfaction as a member of a marital dyad was (1) positively related to the spouse's use of a more co-active style of communication and decision-making, and to the spouse's communication of referent power; and (2) negatively related to the spouse's communication of coercive power and use of reward power. (SR)

Finds that highly satisfied couples engage in significantly more communication, particularly on certain topics (home life, sexual relationship, and vacations), than do less-satisfied couples. (SR)

Outlines the development and use of the Verbal Immediacy Scale. Presents data that indicate it lacks both face and construct validity. Concludes that the scale may not be a valid operationalization of the immediacy construct, and even if it is, it generates a response set such that the meaning of the responses obtained is unknown. (SR)

Examines the relationship between H. Eysenck's personality dimensions (extraversion, neuroticsm, and psychoticism) and communication variables, in three separate studies encompassing more than a dozen communication variables. Finds consistent patterns across the three studies. (SR)

Two studies investigated inductively the verbal immediacy construct in the interpersonal context. Specifically, the studies explored whether or not verbal immediacy is an autonomous and distinct linguistic verbal code that people use to approach and avoid relationship formation, or part of a much larger repertoire of verbal relational strategies…

Shows that increased teacher immediacy was associated with increased affective learning across the four diverse cultures of Australia, Finland, Puerto Rico, and the United States. Indicates that, whether the norms in the culture favor high or low immediacy, if the teacher is comparatively more immediate, the student's affective learning is…

A study was conducted to determine the degree to which teachers and students share perceptions of the use of power in the classroom. The study defined five bases of power: coercive (implied or explicit punishment), reward, legitimate (assigned), referent (identification with the person in power), and expert (perceived competence). A total of 156…

Examines differential preferences in use of and expectations of use of affinity-seeking strategies as a function of participant's sex. Indicates distinct differences between male and female strategies and expectations that an individual of the opposite sex would mirror their own preferences when seeking affinity. Offers two alternative…

Intended to assist educators at all levels to teach students who are quiet, the first part of this book (The Quiet Ones: Why Are They So Quiet?) presents a summary of current theory and research concerning quiet children and their low willingness to communicate. The second part of the book (Working with Quiet Children) includes specific…

Argues that Behavior Alteration Techniques (BATs) improve students' on-task compliance which, in turn, is consistently associated with achievement. Indicates a substantial relationship between BAT use and cognitive learning on both absolute and relative measures of achievement. Shows that the teachers perceived by students as "good"…

Investigated whether an association exists between quietness in children and rejection of these children by their peers. Collected data from 1,529 children in grades three through 12. Found a strong tendency on the part of children to reject shy or quiet peers. (PD)

Drew conceptual distinctions between the constructs of communication apprehension and shyness. Examined, in two studies, measures of these constructs in terms of their relationship and independence. Found that communication apprehension and shyness measures are empirically distinct from each other. (PD)

Examines which power bases and Behavior Alteration Techniques (BAT) have positive, negative, and no association with student motivation toward studying course content. Finds that perceived use of power bases and BATs are associated with reports of cognitive and affective learning. (MG)

A study investigated the degree of association between supervisor and subordinate perceptions of the supervisor's leadership style, use of power, and conflict management style. Subjects were 87 supervisors and 432 subordinates from five service-oriented, publicly supported organizations. The supervisors completed measures of leadership style, use…