Presents an annotated bibliography of 33 items in the ERIC system on the subject of academic debate and forensics. Items surveyed cover the period 1970 to 1979 and reveal content and progression of thought. (JMF)

Examines the development and use of personal idioms within intimate relationships. Characterizes the idioms by function and analyzes them by private or external orientation, as well as verbal and nonverbal mode of presentation. (JMF)

Describes a survey of accounting professional's expectations of the newly hired employee's communication skills. Concludes that there is general agreement that most accountants lack the skill to articulate conceptual ideas but there is little agreement on how to develop this skill in the classroom. (JMF)

Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Considers aspects of verbal interaction in classrooms. Attempts to show that whether researchers approach classroom talk from the perspective of systematic observation, ethnography or sociolinguistics, their underlying theoretical assumptions determine the "facts" that they record and the interpretations they are able to offer.…

Finds that subjects primarily used a communicator's verbal plausibility, nervousness, and nonverbal expectancies violation to guide veracity judgments. Shows that accuracy was higher for participants judging truthful communicators than for subjects judging deceptive communicators. Discusses a truth bias and the use of global heuristics as possible…

Examined adults' intuitions about the distinction between what is said and what is implied by indicative utterances, such as "Jane has three children." Four experiments demonstrated that people assume that enriched pragmatics play a significant role in determining what is said and recognize a distinction between what is said and what is…

Describes and illustrates several syntactic constraints on intrasentential pronoun reference, and provides operational examples of Paktus, a system that implements these constraints. An argument is made for the advantages of this system over another particular system that addresses roughly the same phenomena. (GLR)

Argues that composition theory and classroom practice demonstrate that validating oral discourse during the composing process is a necessary, effective, and theoretically justifiable means of transforming experienced speakers into experienced writers. (RS)

Describes three types of visual materials that may be used in an educational setting and presents four rules for the effective use of visuals. Topics discussed include working with visual artists; what effective instructional visuals should do; and coordinating the use of visuals with words, either verbal or written. (LRW)

Investigates (1) whether subjects consult their memory or relevant implicit theories when making verbal reports, and (2) the effect of recognition criterion on verbal report performance. Finds that subjects occasionally employ implicit theories to develop their verbal reports, but that memory is much more important in determining the reports. (MM)

Finds that male respondents are significantly higher than female respondents in two aggressive communication predispositions (argumentativeness and verbal aggressiveness). Shows that both male and female participants perceived that generalized males are more argumentative and verbally aggressive than are generalized females. Discusses implications…

Children who interacted with a robot that spoke reciprocally to them uttered more speech that maintained the topic of conversation, and engaged in more verbally mediated social play than children who interacted with a randomly speaking robot. Gender differences in children's looking at their mother in the room were observed. (BC)

Investigates the influence of vocal intonation on five- and seven-year-old children's processing of explicit and implicit text concepts. Assesses comprehension of narratives through cued recall, recognition, and free recall tasks. Concludes that young children assign more weight to vocal information in making assessments of story outcome than do…