After developing the theory that writing is enhanced when the writer discusses his ideas before he submits them to paper, author outlines an experiment to test the theory. (Editor)

Emphasizes the importance of teaching verbal communication in the classroom through small group instruction. (RB)

Research supported by a grant from the National Institute of Mental Health. (RS)

Work supported by a grant from the National Science Foundation to the University of Michigan. (DD)

Part 1 appeared in v1 n4 of Linguistik und Didaktik''. (WB)

The importance of talkativeness or the relative frequency of contributing to task interaction was examined as a factor which determines person perception. Quantity but not quality of task contributions was significantly related to the attribution of creativity and influence over others. (Author/JB)

The hypothesis that role expectations that are incongruent with actual role behavior place a strain on verbal communication within the interview has been upheld. (Author)

Study was conducted to determine the effect a rule had on a child who was subsequently exposed to conforming or deviant verbalizations and/or behavior displayed by a televised peer model. (Author)

Paper presents a model of the processes involved in listener response to deductive arguments. (Editor)

Author found that the verbal behavior of an experimental group was significantly more indirect than that of the control group, supporting the hypothesis that audio tapes are effective for observational learning of a specific teaching behavior. (Editor)

A mother describes, in retrospect, her feelings of helplessness and anger concerning her 3-year-old son who could not speak for emotional reasons, and the situation which brought forth his first word - ice. (KW)

Attempt at redefining the role of transformation grammar in the creation of pattern practice drills. (RS)