共查询到20条相似文献，搜索用时 15 毫秒
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David C. Tyler Signe Boudreau Katharine C. Potter Misty Redinbaugh 《Behavioral & Social Sciences Librarian》2013,32(4):57-87
ABSTRACT In a prior edition of this study, we examined whether the established online communication studies indexes—Communication Abstracts, ComIndex, and ComAbstracts—provided a good avenue of access to the journal literature that researchers in the field cite and whether, where the current journal literature was concerned, that avenue of access might be equal or superior to that provided by large, multisubject online indexes. In this iteration of the study, we similarly address EBSCO's new product for communication studies, Communication & Mass Media Complete. 相似文献
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David Golumbia 《传播与批判/文化研究》2013,10(2-3):248-252
Despite the proliferation of critical studies of communication, the meanings of the words “communication” and “critical” remain deeply contested. Attending to the history of the use of these terms inside and outside of the academy offers a broader perspective on some of the most pressing issues confronting scholars of communication today. 相似文献
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According to the Communicative Ecology Model of Successful Aging (CEMSA), how people talk about age can have implications for how they cope with aging later in life. However, most research on communication and successful aging has focused on older adults. In this study, we use latent class analysis to profile how younger adults (age 18–39) communicate about aging and examine how these profiles relate to their attitudes toward aging (affect, efficacy, anxiety, and perceptions of successful aging). Consistent with past research on older adults, we found three distinct profiles of communication behavior (disengaged, engaged, and bantering). An engaged profile was clearly associated with the most positive attitudes toward aging, while a disengaged profile was associated with the least positive attitudes. These findings suggest that patterns of talk about aging may start early in life, underscoring the importance of studying communication about aging across the lifespan. 相似文献
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The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction. 相似文献
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Michelle A. Holling 《The Communication Review》2013,16(4):293-322
This essay is a retrospective of Latina/o rhetorical and performance scholarship in which relevant themes and directions from the past 30 years are discerned. Identified are four periods beginning in a stage of recognition, progressing to integration, marked by a (re)turn and currently at re-politicalization. Within these periods two areas have been made explicit, namely, “Chicano communication” and “Latina/o communication” which I argue are parallel endeavors pursuing different yet complementary objectives that participate in reconstitution. 相似文献
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Shawn D. Long 《Communication Teacher》2013,27(4):103-106
Objective: This activity integrates theory and application by examining the multiple communication events affecting a single organization in “real time” over the course of an academic term Course: Advanced-Level Organizational Communication Course 相似文献
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James B. Weaver III Stephanie Lee Sargent Christian Kiewitz 《Communication Research Reports》2013,30(3):350-355
Do Type‐A individuals experience communication apprehension? Consistent with theoretical expectations, the data at hand suggest the answer is a qualified “no.” Individuals evidencing a Type‐A personality reported significantly less CA than their Type‐B counterparts. This pattern of findings was strongest for apprehension about communicating in “collective” contexts (e.g., public, group, meeting) but diminished for CA in more “intimate” circumstances (e.g., interpersonal). 相似文献
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《Communication methods and measures》2013,7(3):173-194
This study examined the question of whether the short global measure of equity that is typically used in communication research has fidelity to the manner in which equity was originally conceptualized. Participants were 100 pairs of college students in close relationships. They reported equity in their relationships using Hatfield's 1-item measure and also a component measure calculated with Walster et al.'s original formula for computing equity. The two measures correlated only r = .28 (students) and .26 (partners). Correlations between these measures and other relational properties that are theoretically related (e.g., satisfaction, closeness) did not provide definitive support for either measure as being a valid measure of equity. These findings have significant implications for study of equity and relational communication, especially relational maintenance, because they cast question on how valid our measurement of equity has actually been. 相似文献
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Gabriel Weimann Nirit Weiss-Blatt Germaw Mengistu Maya Mazor Tregerman Ravid Oren 《Mass Communication and Society》2014,17(6):803-829
It is hard to imagine a more challenging arena for communication research than that presented by new media and their impact on our society. We have witnessed the fastest evolution in communication technology in human history and, along with it, the evolution of communication conceptions and theories used to assess its impact. More than a decade has passed since Chaffee and Metzger first published their intriguing article “The End of Mass Communication?” and suggested that the new media will change the notions of mass communication and, as a result, the theories used in communication research. Today, we know more about new media and its effect on communication, society, and communication theories. The present article, therefore, sets out to reassess Chaffee and Metzger's claim by describing the development of several core theories of communication research, namely the agenda-setting theory and the notions of media audiences and the Digital Divide, in light of the new media. Our review shows that the role played by communication technologies in social, cultural, political, and economic processes is as central and influential in the new media era as it was in traditional media environment and that, although theories may change to accommodate the changes of the new media environment, researchers are still dealing with the “old” issues of power and resistance, and structure and ownership. 相似文献
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Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking “difficult,” “sensitive,” or “uncomfortable” classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed “difficult” in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel “uncomfortable or risky”? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of “SWAP-ping” the communication classroom. 相似文献
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Charles Pavitt Gail G. Whitchurch Heather Siple Nancy Petersen 《Communication Research Reports》2013,30(4):470-480
Past research has been clear that talk time during discussion is directly associated with emergent group leadership, but has been inconsistent concerning whether communication content has an effect. The present study directly examines whether content has any impact on perceptions of leadership above the impact of quantity of talk. It utilizes a re‐analysis of data previously described in Pavitt, Whitchurch, McClurg, & Petersen (1995), consisting of a content analysis of discussion by zero‐history groups performing an ad‐hoc task and standing groups performing a task with real consequences to the members. Results suggest that content may count for the standing groups but not for the zero‐history. The implication, that content counts when groups perform “real”; tasks but not ad‐hoc exercises, may disambiguate the earlier ambiguous findings. 相似文献
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Richard Abel 《Publishing Research Quarterly》1999,15(1):3-19
The National Enquiry into Scholarly Communication was organized under the auspices of the American Council of Learned Societies and funded by the National Endowment for the Humanities, the Rockefeller Foundation, the Ford Foundation, and the Andrew W. Mellon Foundation. Its report was published by Johns Hopkins University Press after three years of research, 1n 1979. Why was it undertaken, who was involved, what did it recommend, and what was the result? 相似文献
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Stephen D. Perry 《Mass Communication and Society》2013,16(1):1-2
A consistent news frame that deligitmizes and depicts most social protests as "police vs. protesters" has been identified in studies of news coverage of social movements. This study used an experimental design to examine the extent to which photographs and prior attitudes toward protests and protesters in general contribute to previously identified framing effects of protest news. Results indicated that for the protest issue of interest evaluations of the protest and protesters were more negative when photos depicting higher levels of conflict were shown. The amount of conflict shown in the photos did not affect evaluations of the protest and protesters when the issue was of less interest to participants. Additionally, participants who had more positive prior attitudes toward protesting in general were more likely to identify with the protesters in the stimulus story and to perceive that the protest was more effective than were those with more negative prior attitudes. Findings suggest the need to address possible nuances associated with the visuals alone and to incorporate prior attitudes when examining effects of news coverage of protests. 相似文献
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Bibliometric data indexed through the Institute for Scientific Information were analyzed for 45 communication journals. Several measures were included to identify the most widely cited journals in the field, including (a) journal impact factor, (b) five-year journal impact, (c) article influence, and (d) journal relatedness. Results serve to expand on findings by Feeley (2008) with respect to overall and within-field influence of communication journals whose analysis covered 2002 through 2005 and 19 journals. Results indicate stability in journal impact ratings over time and several journals (e.g., Communication Research, Human Communication Research, Journal of Communication, Communication Monographs, and Communication Theory) are highly central in the communication journal citation network. 相似文献
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《Communication Teacher》2013,27(2):93-98
Objective: To help students understand patients’ perspectives on health care and the importance of communication in practitioner–patient interactions Courses: Health Communication, Practitioner–Patient Communication, Communication and Aging 相似文献
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Rebecca M. Townsend 《Journal of Applied Communication Research》2013,41(2):202-208
This essay explains how ethnography of communication informed a model of public participation designed to engage underserved populations in culturally sensitive deliberative discussions. Community college students successfully served as coresearchers to pilot test and assess the effectiveness of a community-service learning model of civic engagement research. 相似文献
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Donna R. Pawlowski 《Communication Teacher》2017,31(1):6-10
Courses: Presentational courses such as Public Speaking, Interviewing, Business and Professional, Persuasion, Interpersonal; any course where civility may be promoted in the classroom.
Objectives: At the end of this single-class activity, students will have an understanding of civility in order to: (1) identify civility and consequences of behaviors, (2) create their own communication civility code for classroom behaviors and presentations, and (3) practice civility throughout the semester. 相似文献