Details an investigation of student attitudes toward confidence testing in several undergraduate speech communication courses and concludes that students feel that this form of testing provides a better estimate of their knowledge than do conventional objective tests. (MH)

Examines the choice-making processes of students engaged in the selection of speech introduction strategies. Finds that the frequency of students making decision-making errors was a positive function of public speaking apprehension. (MS)

Points out that teachers frequently emit nonverbal messages that contradict their verbal messages. Isolates vocal cues (special characteristics of the communicator's voice) as the nonverbal behavior for study. Examines the interaction of vocal cues and verbal messages with respect to impact on teacher credibility. (PD)

Investigates the effects of achievement incentive (extra credit) on the comprehension of time-compressed speech. Shows strong empirical support for using achievement incentive to enhance the effectiveness of compressed speech instruction. (JMF)

Reports on a study testing the assumption that communication apprehension is a stable trait not influenced by situational factors. Results indicate that communication apprehension scores are determined by situation, in this case anticipated speech performance, raising questions concerning the use of state-trait distinction in speech anxiety…

Investigates the validity of the receiver apprehension test, determining the degree to which it (1) correlates with a different measure of trait listening anxiety, (2) predicts specific state anxiety responses to listening tasks, and (3) is stable over time. (JMF)

Replies to C. M. Condit's responses to the authors' articles and comments advancing a communibiological paradigm. Argues that a general misidentification of the level of abstraction (paradigm not theory) drives Condit's complaints about communibiology, and outlines several misrepresentations of the authors' position. (SR)

This article focuses on interpersonal communication anxiety, its effects on students, and ways that a teacher may help to overcome this difficulty. (JD)

Results suggest that, without competing motivational forces, students high in communication apprehension (CA) spend less time talking than do students in low CA. (PD)

Replies to C. M. Condit's response to the authors' article on communibiology in the same issue of this journal, arguing that some of her challenges to communibiology are seriously flawed. (SR)

Argues that evidence is accumulating that genetics plays a major role in human communication behavior. Looks at the importance of neurological systems in communication behavior, and at the role of cerebral functioning. Addresses implications of the "communibiological perspective" for communication instruction. Argues that, rather than…