Seventy-seven female student teachers at an English Physical Education college were observed during teaching practice in order to examine the relationship between their verbal and nonverbal performance. Results are discussed in relation to Argyle and Kendon's model of social skills. (Author/GC)

Assessed whether responding with perceptual predicates similar to a speaker's results in increased perceived empathy. In counseling interviews with undergraduates (N=43) counselors tracked the use of visual, auditory, and kinesthetic perceptual predicates and responded with similar or dissimilar predicates. Students in the matched predicates…

In order to specify the combinations of content and form dimensions in which explicit verbal feedback becomes most effective in enhancing communication skills, a training experiment was designed in which both dimensions were factorially manipulated. Forty children between the ages of 5 and 10 participated. (Author/RH)

Determined effects of different leader verbal styles on group members. Results indicated leader verbal style is a factor influencing communication style of members and that it affects members' perceptions of leader orientation; however, it does not affect members' satisfaction with leaders, nor the self-concept of group members. (Author/RC)

Assessed ecological validity of previous research that suggested an interviewer's nonverbal behaviors predominate over verbal content behaviors in prediction of interviewer effectiveness ratings. Assessed naturally occuring (rather than manipulated) interviewer behaviors. Results indicated nonverbal interviewer behaviors do not predominate over…

Comments on James J. Fernandes' article (CS 706 160). (PD)

Describes a refinement and extension of the Hill Counselor Verbal Response Category System (HCVRCS). The revision (HCVRCS-R) retains the original's content analytic approach. However, the HCVRCS-R deviates from the original in its conceptual framework, classification strategy, and in its rules for defining meaningful response units. (Author)

Provides suggestions to help teachers become (1) more aware of ways they verbally interact with students, (2) more objective in listening when they talk with students, (3) more aware of the debilitating consequences on pupils of long-term directing and judgmental responses, and (4) more aware of interactions that promote pupil autonomy and…

Discusses ways to establish the credibility of educational studies. Those engaged in educational studies or research should receive interdisciplinary training and should engage in more dialectic than they now do. (RM)

Found a significant positive correlation between wives' (but not husbands') neuroticism scores and the degree to which the couple is apart on Lanyon's extraversion-introversion scale. Further correlations suggest fewer intimate communications and agreements between highly diverging couples. Theorized that this constellation of factors leads to…

Introduces a systematic methodology for the analysis of covert or latent group talk, along with a set of operational procedures of validation. The methodology is related to analogical reasoning. (RC)

Questions the wisdom of obscurantism as a basis for case writing. Contends that in its present state the case method, for most students, is an inefficient way of learning. Calls for a consensus that cases should be as well-written as other forms of scholarship. (PD)

Black verbal and rhetorical strategies serve definite needs and functions in the Black American community--needs with which teachers should become familiar. When properly applied, these strategies can be effectively used in the English composition classroom for motivational and instructional purposes. (HOD)

Describes various aspects of young children's playful use of language. The kind and characteristics, functions, and teaching implications of language play are discussed. (Author/CM)

Classified verbal interventions used by group counselors (N=14) in ongoing group counseling sessions with predelinquent juveniles. Results revealed that, of the 12 skills rated by the Counseling Skills Ratings Scale, three (questioning, information giving, and restatement) accounted for two-thirds of verbal interventions used by counselors.…