Ethnographic observations in the cafeteria of a major public university showed that the attitude of Whites in a White-dominated institution is still one of indifference to Blacks, and consists mostly of avoidance and distant contacts. Some Blacks, however, willingly seek out verbal and nonverbal communication with Whites. (CMG)

Describes four-step approach to educational demonstration: tell learners they will have to perform; what they should notice; describe each step before doing it; and require memorization of steps. Examples illustrate use of this process to demonstrate a general mental strategy, and industrial design, supervisory, fine motor, and specific…

Marked individual differences found among 2- to 3-year-olds in comments about their infant siblings were correlated with differences in comments 3 to 4 years later. Differences in behavior toward sibs at the earlier date were correlated with differences in mothers' accounts of sibling's relationships at 6 years of age. (Author/RH)

Determined if a relationship exists between direct and indirect verbal influences of the teacher and (1) students' achievement in biology and (2) students' level of class participation. Results show that students in an indirect group achieved better and participated more in class activities than students in a direct group. (JN)

The verbal interactions of adult males and females with trained girl and boy confederates were compared in two situations, structured and unstructured. Women did not respond differently to the child's gender in either situation, but males spoke more and at greater length with boys than with girls in the unstructured situations. (Author/KH)

Describes four types of play training that teachers can use to help children incorporate into their play the elements of role playing, make-believe transformations, social interaction, verbal communication, and persistence. Types of play training include modeling, verbal guidance, thematic-fantasy training, and imaginative play training. Using…

Focusing on "interpreting speaker/hearers" as a method to show how classroom discourse facilitates or fetters education, the author suggests that the key issue is the type of elicitation a question might apprear to be to students. (MD)

Examines the role inner speech (as defined by Vygotsky and Sokolov) plays in the thought-word process in order to understand how and why communication skills are interrelated. Presents three intrapersonal/extrapersonal speech models and outlines four procedural rules necessary for effective communication. (PD)

This study researches the effects of examiner verbal utterances on the intelligence test scores of educable mentally retarded subjects. It assumes that examiner-examinee rapport is essential for accurate test results. Positive verbal statements by examiners do have a significant effect on test scores. (NG)

Data of several experiments described strongly suggest that generalized imitation as studied under successive-discrimination procedures is largely a function of the particular priming procedures used to generate the imitative behavior. (JH)

Reviews a study indicating that articulate deviates expressing themselves within the context of informal group discussions are capable of exerting considerable influence on the opinions of others. (MH)

The verbal interaction of mothers and their children in mother-child dyads was examined in twelve 2-year-olds and twelve 3-year-olds and their mothers. (Author/SB)

Each child played the role of both speaker and listener in a communication game with the experimenter. Failures in communication were made to occur, and the child was asked to judge whose fault these were and why. Findings cast doubt on accuracy of Piaget's account of the breakdown of egocentrism. (Author/SB)

This paper examines various ways in which communication between patient and doctor can fail, and suggests a framework that will enable researchers to distinguish and analyze the factors involved in the success or failure of verbal communication. (CHK)

Writing a document that is clear and easy to understand is difficult. This resource book is a guide to making written material easier to read, understand, and use. The guide is targeted at those who write work-place documents--industry or TAFE (Technical and Further Education) trainers, managers, supervisors, union representatives or writers of…