Focuses on Lyndon Johnson's public statements about Vietnam during the final eighteen months of his presidency in an attempt to gain a perspective on the factors which shape presidential rhetoric. (MH)

Provides specific behavioral objectives focusing on a dramatic analysis of the literature which allows the oral interpreter enough flexibility for a range of performances based on a text. (MH)

Points out the reduction or elimination of speech instruction in secondary schools due to the return to "basics" and argues that teachers must justify speech instruction and respond to issues of accountability inherent in the "back to basics" movement. (MH)

Interviewees were secretly instructed to answer six questions honestly and six deceptively. Deceptive answers were hesitant and lengthy. Visual presence of the interviewer increased variability in verbal response time and decreased the length of response. Interviewers were able to discriminate between truth and falsehood. Increased hesitation and…

Reviews and analyzes previous major conceptualizations of communication satisfaction and offers a revised perspective and suggestions for future research. (MH)

Finds school television broadcasting a useful language teaching device, and television films in particular useful for "situational teaching." Various aspects are discussed, including the use of video recorders. (Text is in German.) (IFS/WGA)

Reviews some of the major current studies of performance in the areas of sociolinguistics, folklore, and literary criticism and suggests alternative, innovative ways in which to view performance. (MH)

Teaching ideas for various aspects of English and the language arts. (AA)

Details an investigation of student attitudes toward confidence testing in several undergraduate speech communication courses and concludes that students feel that this form of testing provides a better estimate of their knowledge than do conventional objective tests. (MH)

Children's imitations were analyzed as a function of parental speech acts for six children in early Stage I of language acquisition. The children imitated imitations far more frequently than non-imitative speech acts in the same category. (Author/SW)

Focus is one factor that may account for children's use of single-word utterances after they have acquired the use of multi-word utterances. The possible role that focus may play in children's use of single-word utterances in naturalistic settings, after the acquisition of syntax, was investigated. (SW)

Reports that intonational contrasts in reading "yes-no" list items may both influence the reporting of the items themselves and have indirect outcomes by influencing affective-motivational respondent states. (RL)