A Review and Meta-Analysis Examining the Relationship of Music Content with Sex,Race, Priming,and Attitudes     

Lindsay M. Timmerman  Mike Allen  Jill Jorgensen  Jennifer Herrett-Skjellum  Michael R. Kramer  Daniel J. Ryan 《Communication quarterly》2013,61(3):303-324

This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed.  相似文献   

Status of speech in Massachusetts     

Richard A. Sinzinger 《Communication quarterly》2013,61(2):58-63

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A test of anxiety/uncertainty management theory: The intercultural adaptation context     

Mitchell R. Hammer  Richard L. Wiseman  J. Lewis Rasmussen  Jon C. Bruschke 《Communication quarterly》2013,61(3):309-326

Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research.  相似文献   

Interrogative strategies and information exchange in computer‐mediated communication     

Laurie Pratt  Richard L. Wiseman  Michael J. Cody  Pamela F. Wendt 《Communication quarterly》2013,61(1):46-66

The explosive growth of Internet and E‐mail use has provided exceptional opportunities for humans to mediate their communication and thus their relationships in new ways. This study reports on a content analysis of interrogative strategies used in E‐mail messages exchanged over six months between intergenerational sets of senior citizens and youngsters. A great deal of relationship development is facilitated by the use of questions which are a core aspect of uncertainty reduction processes. While Uncertainty Reduction Theory (URT) has been a predominant theoretical position for examining face‐to‐face initial interaction, its utility for examining communication in an asynchronous, computer‐mediated environment was only partially effective. Data analyses focused on politeness of questions, types of questions, and, temporal effects. Results suggest that the interrogative strategies we engage in to achieve interpersonal connectedness are sometimes different in computer‐mediated communication (CMC) and a new standard for transacting relational message exhange may be emerging.  相似文献   

Achievement goals and approaches to studying: evidence from adult learners in distance education     

Richard Remedios 《Distance Education》2013,34(3):271-289

Achievement goals predict learning in children and young adults, but it is unclear whether they apply to older adults and how they are related to approaches to studying. An online survey examined achievement goals, approaches to studying and academic attainment in distance learners. The Achievement Goals Questionnaire-Revised and the Approaches to Learning and Studying Inventory were given to 2000 students, yielding 1211 responses. The findings confirmed the 2?×?2 model of mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals in adult distance learners. Mastery goals were positively associated with deep and strategic approaches to studying but negatively associated with a surface approach. Performance goals showed only weak associations with approaches to studying. Performance-approach goals were positively related to attainment, performance-avoidance goals were negatively related to attainment, but mastery goals were unrelated to attainment. The relationship between achievement goals and attainment was partly but not wholly mediated by approaches to studying.  相似文献   

Peabody bimonthly booknotes     

Stewart Fraser  Richard W. Boyce  R. C. Paxson  J. Isaac Copeland  Clifton L. Hall  Lawrence S. Wrightsman 《Peabody Journal of Education》2013,88(2):120-128

Behind the Iron Curtain. Joseph S. Roucek and Kenneth V. Lottich. (Caldwell, Idaho: The Caxton Printers, 1964. Pp. 631. $8.95.)

Year‐Round Education. Clarence A. Schoenfield and Neil Schmitz. (Madison, Wisconsin: Dembar Educational Research Services, 1964. Pp. 111. $3.00, paper.)

The University of Kentucky: The Maturing Years. Charles Gano Talbert. (Lexington, Kentucky: University of Kentucky Press, 1965. Pp. 208. $5.00.)

Montessori for Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 240. $5.95.)

The Montessori Manual for Teachers and Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 126. $5.00.)

The Montessori Elementary Material. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 464. $8.50.)

The Montessori Method. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 377. $6.50.)

Spontaneous Activity in Education. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 355. $6.50.)

The Concepts of Over‐and‐Underachievement. Robert L. Thorndike. (New York: Bureau of Publications, Teachers College, Columbia University, 1963. Pp. 79. $3.25.)

Handbook of Research on Teaching. N. S. Gage, editor. (Chicago: Rand McNally, 1963. Pp. 1218. $15.00.)  相似文献   

Literacy and the Pendulum of Change: Lessons for the 21st Century     

Richard D. Robinson  Elizabeth Baker  Luther Clegg 《Peabody Journal of Education》2013,88(3-4):15-30

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The Effects of Learning on Economic and Social Well-Being: A Comparative Analysis     

Richard Desjardins 《Peabody Journal of Education》2013,88(3-4):222-246

Drawing on the changing view and attitude toward the concept of human capital in recent years, this article empirically investigates the broad effects of learning. Using the structural model presented in Desjardins (in press), hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, The Netherlands, Norway, the United Kingdom, and the United States. The model acknowledges all potential sources of knowledge and skills relevant to economic as well as social well being by constructing indicators spanning the entire spectrum of life-wide learning. Moreover, learning undertaken for job-related reasons and personal interest reasons are examined separately to identify heterogeneity in the effects of learning for different reasons. The model is constructed on the premise that initial schooling has profound effects on adults' readiness to learn in their productive years and that this is the mechanism that will affect their well-being. Only the adult populations aged 25 to 55 are considered, in which initial schooling is taken as a stock measure of initial formal learning that has already occurred. The extent of how the stock of initial formal learning affects the flow of subsequent learning and in turn the flow of well-being is examined.  相似文献   

U3As in Australia and New Zealand: their value to the wider community,and new directions for future developments     

Richard Swindell 《International Journal of Lifelong Education》2013,32(6):474-490

Population ageing and growing competition for limited resources are likely to increase the onus on older adults to maximize their own well‐being. Recent literature speculates that it may be possible for older people to improve, or at least maintain, aspects of their health by engaging in stimulating mental activity. If that is the case, self‐funding adult education organizations like the University of the Third Age (U3A) are contributing, not only to the well‐being of members, but also to the national economy. U3A has grown strongly in Australia and New Zealand in recent years, and the value of its voluntary services to the community is calculated to be more than A$3 million annually. Despite their present rapid growth, the independent U3A groups may need to develop a more outward‐looking focus if they are to continue to meet the needs of existing members, and to provide different kinds of intellectually challenging programmes for newer ageing cohorts. One practical way of doing this would be through electronic networking between the U3A groups and similar adult education organizations, as well as by using the limitless resources on the World Wide Web. However, the hardware for electronic communication is expensive and purchases of this nature would be beyond the immediate resources of most U3A groups. A mechanism is outlined by which U3As may be able to attract one‐off funding for the purchase of computers or other resources which could help them to meet their educational objectives.  相似文献   

The motivations of mentors: promoting relationships,supporting pupils,engaging with communities     

Kyffin Jones  Mary Doveston  Richard Rose 《Pastoral Care in Education》2013,31(1):41-51

Mentoring as a means of supporting young people perceived as having difficulties or being at risk of disaffection has become an important feature of pastoral support approaches in and around schools in recent years. The provision of support that is based upon a highly personalised relationship and founded upon principles of unconditional positive regard has been a feature of many schools and has been endorsed at government and local authority levels. Drawing upon two recently conducted research projects, this paper considers the motivations of mentors, the definition and development of the mentoring role and the ways in which it is being developed in respect of young people. The authors suggest that a certain ambiguity and fluidity of definition of the role of the mentor may be a strength rather than a weakness when developing supportive pastoral systems. The paper considers the motivations of mentors and how these may impact upon the success of mentoring schemes.  相似文献