Discussed are some of the more common listening traps that every manager must face and the five basic components to nondirective listening. (Author/MLF)

Assesses juror comprehension of oral instructions used in criminal cases and indicates that instructions significantly increase comprehension. Areas of instruction most difficult to understand include definition of the crime; the terms information, reasonable doubt, and material allegation; and application of the concepts of reasonable doubt and…

Discusses the World Soundscape Project founded by R. Murray Schafer. Explains how the Project explores the ways in which sounds influence humans and how these discoveries may be applied in every area of education. (FL)

Analytic (field independent) and global (field dependent) styles of learning in 96 sixth graders were tested using two instructional design techniques. Results indicate incorporation of attention directing techniques into an audio lesson will significantly enhance learning for analytic individuals. (Author/JEG)

Intact classes of university students viewed either a serious lecture or one of three versions of a humorous lecture. A test of comprehension and retention was given twice: immediately after the lecture and six weeks later. Results indicated that immediate comprehension was not facilitated by the use of humorous examples. (Author/MV)

Explores a new concept, listening fidelity, and a procedure for measurement. Defines listening fidelity as the degree of congruence between the cognitions of a listener and the cognitions of a source following a communication event. Finds sufficient support for the concept of listening fidelity to be considered a meaningful variable that merits…

Children were exposed to an event and asked several days later to recall the event. Results showed that children's recall was more complete and accurate when the event was experienced instead of observed or heard about; and children's sensitivity to event structure was dependent on information source (experience, observation, story) and number of…

Explores how the concept of "social capital" relates to the teaching of speaking and listening. Concludes that helping students identify, analyze and employ the aural, visual and verbal grammar of spoken English is not an adjunct to the subject of drama, but an intrinsic part of understanding the art form. (SG)

This study examined language and fluency characteristics of single-utterance (SU) and multiple-utterance (MU)conversational turns produced by 15 preschoolers who stutter and 15 nonstuttering peers. Results suggest that MU turns are demanding for young children because they evoke relatively long and complex utterances and that clinicians should…

Explores the relationship among listening and pedagogy and the multi-layered aspect of pedagogy. Proposes that pedagogical relationships depend on stopping to listen. Concludes that educators should welcome children by allowing for conversations which respect others' truths. (PM)

Aims to learn more about children's perception of good and poor verbal and nonverbal listening behavior and to test the methodology for conducting this kind of research. Investigates the patterns of behavior on which children account for good or poor listener behavior. Shows that children emphasize overt listening behavior, which reassures them as…

Investigates whether subjects, 94 college students, vary in their willingness to listen (WTL) and whether this variable relates to dogmatism, receiver apprehension, Self-Perceived Communication Competence (SPCC), or communication apprehension. Indicates that the WTL scale is a reliable and valid measure of an individual's habitual propensity to…

Presents model program for training teachers to communicate more effectively with students. Model includes these components: communication skills, listening skills, encouragement, acceptance, mutual respect, and understanding. (ABL)

Four studies involving 160 children of 4-11 years and 14 adults focused on the development of beliefs about selective attention. Children's beliefs about attention appeared to change greatly during the age range studied. Predictions of successful comprehension of unattended stories declined sharply between ages 4 and 6. (RJC)