Presents a study of the effects of the presidential debates in the 1976 election on the awareness of political issues. Concludes that the primary effect was to widen the gap between the knowledge-rich and the knowledge-poor. (JMF)

Proposes some ground rules for principled debating and then, from the standpoint of a leftist, evaluates two conservative critiques (Lynne Cheney's "Telling the Truth" and John Wilson's "The Myth of Political Correctness") of academia in light of these ground rules. (TB)

Seeks to determine the effect of argumentativeness and verbal aggression on the image of participants in the CBS news interview of George Bush by Dan Rather. Finds that both concepts have a significant relationship to communicator image. Reports that verbal aggressiveness negatively affected Bush's image but positively influenced Rather's. (MG)

Explores some of the arguments that are popularly lodged against the use of counterplans in modern academic debate. Suggests that most of this criticism is not persuasive due to fundamental problems with the implicit views of the debate process and the role of the judge in that process. (MS)

Offers a critique of the narrative perspective as it relates to the National Debate Tournament (NDT) and suggests that an alternative "expert" model would better satisfy the goals of the activity while simultaneously remedying the primary shortcomings of NDT debate. (MS)

Discusses the relationship of debate theory to the 1988 presidential and vice presidential debates. Proposes that the press's involvement retrieves the debates from the category of "joint appearances." Argues that major definitional difficulties are resolved by recognizing the press as one of the adversaries in the debate process. (MM)

Responds to two arguments made by Walter Dick in the debate over instructional design and creativity: (1) "creativeness" should not dominate effectiveness and efficiency; and (2) systematic instructional design methods do result in "creative instruction" when they are used appropriately. Also lists respondent's assumptions and claims. (JMV)

Describes a class debate assignment that helps students prepare for writing their first research paper by making the research process a known entity. (SR)

Considers three aspects of Robert Kozma's (IR 529 138) and Richard Clark's (IR 529 139) debate on the role of educational media: (1) the logic and definitions of the debate; (2) what the debate says about the field of instructional technology; and (3) the consequences of adopting one position or the other. (KRN)

Explores the promises and pitfalls of primary research, public debate, debate outreach, and public advocacy as specific modes of debate activism designed to cultivate argumentative agency and bring argumentation skills to bear in wider spheres of public deliberation beyond the academy. (CR)

Examines the influence of party affiliation on voter learning and perceptions of candidates' images and issue stances; the manner in which image-based cognitions interact with learning; and the way image and issue perceptions are interrelated in voters' minds. Indicates that image and issue perceptions interact and are often integrated via…

Argumentation can be defined at different levels and serve different purposes, but its role in knowledge understanding and construction has given it a central place in education, particularly at tertiary level. The advent of computer-supported text-based conferences has created new sites where such educational dialogues can take place, but the…

Many people in the instructional design community may wonder why AECT should devote a special session during its most recent International Convention in Anaheim, CA, to the issue of ambiguity. Isn't the whole idea behind well designed instruction that it should be ambiguity-free? If a debate on the issue of ambiguity is necessary at all, shouldn't…

This study employs NES (National Election Survey) data from several presidential elections to investigate the effects of presidential debate watching on voters' issue knowledge, character evaluation, and vote choice. Debates can instill issue knowledge; however, voters are less likely to learn about incumbent presidents seeking re-election after a…

Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self-conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to…