Formulates a middle-level theory that explains the process by which rhetroic is epistemic, using Foucault's notion of the discursive formation as a starting point. Discusses five theoretical units derived from Foucault--discursive practices, rules, roles, power, and knowledge--and relationships among them. Analyzes Disneyland, using Foucault's…

Tests the hypothesis that high writing-apprehensive subjects would differ significantly from low writing-apprehensive subjects regarding the writing intensity of their jobs. Suggests that where a lack of writing productivity exists in writing-intensive jobs, managers might explore writing-apprehension problems, or at least examine the match…

Examines the relationship between coorientational accuracy (CA) and two dimensions of conflict (tactic selection and interaction satisfaction). Indicates that CA has an impact on interactants' levels of discussion satisfaction. (JK)

Focuses on various levels of diabetic patients' involvement in the care of their disease and effects of these levels on how closely they later followed self-care programs. Suggests that by participating in group discussions about excuses for not following a self-care regimen, and offering solutions to counter those excuses, diabetic patients…

Examines the narrative accounts of the aesthetic performance experience as related by high communication apprehensives (HCA's) and low communication apprehensives (LCA's). Indicates that while both HCA's and LCA's commonly label themselves as apprehensive about performance, their characterizations of the performance experience differ significantly…

Uses SYMLOG theory and methodology to assess self and other's perceptions of individuals' communication in task-oriented groups. Reports that high-involved group members see themselves--and are seen by others--as being more dominant, influential, and task oriented in small group meetings than their low-involved counterparts. (MM)

Indicates that informal classroom drama is not widely used on a regular basis in the eight metropolitan school districts studied. Reports that 20 building principals interviewed cited curriculum load, lack of support from various sources, and teacher training as the most significant reasons that their schools did not do more informal drama. (JD)

Indicates that students were favorably impressed with their videodisc learning experience, though the process of reaching consensus seemed to require the re-ordering of individual rankings. Discusses the relationships between design strategy, student interaction in the learning process, and funding educational technology. (JD)

Analyzes research about the mass communication audience and describes a theoretical and methodological framework for further empirical studies. Discusses the (1) explanatory value of qualitative research; (2) social and cultural implications of the reception process, with special reference to television; and (3) applications and social relevance…

Indicates a vertical flow of influence from health professional to consumer, but questions the assumption that physicians are perceived as the most appropriate interpersonal sources for all health matters. Finds that sources of information and advice vary with the type and characteristics of the medication and the characteristics of the…

Indicates a periodic structure in the distribution of between-turn silences in two-party conversation, a finding that is inconsistent with current stochastic or signaling models, which view social interaction as an exchange of stimuli and responses. Finds that social interaction is fundamentally a collaborative activity. (JD)

Two investigations provide evidence that nonverbal cues (hand gestures) play a role as contextual cues in the retrieval of verbal messages in conversations. (PD)

Examined the use of compliance-gaining strategies among a group of environmentalists. Results indicated that prosocial strategies were used more often than anti-social strategies across all situations. (SRT)

Presents S. Jackson's and S. Jacobs' theory of conversational argument and demonstrates flaws in the representational validity of their research from the perspective of face-to-face interaction. Describes characteristics of a "paradigm case" of interactional argument that extends Jackson's and Jacobs' ideas about argumentation in…

Argues that R. Trapp's reservations regarding the characterization of Jackson's and Jacobs' conversational argument are unfounded. Reports several studies that use procedures similar to those employed by Trapp to confirm Jackson's and Jacobs' theory. Discusses reservations about using subject generated judgments as an unproblematic standard for…