Communcating emotional support and its relationship to feelings of being understood,trust, and self‐disclosure     

Keith Weber  Aaron Johnson  Michael Corrigan 《Communication Research Reports》2013,30(3):316-323

The communicating of emotional support would seem to be an aspect of any successful relationship. Additionally, it would seem to reason that how one communicates emotional support would be an aspect of a relationship pertinent to communication research. Unfortunately, there is very little empirical evidence that illuminates how this is related to other relational outcomes such as trust. Weber and Patterson (1996) first developed a measure that taps into how much emotional support one receives from a specific other. In their initial scale development piece the authors validate the Communication Based Emotional Support Scale (CBESS) by finding positive correlations with both relationship solidarity and relationship satisfaction. This current study aimed to further validate the CBESS by exploring its relationship to trust, self‐disclosure, and feelings of being understood.  相似文献   

When Words Collide Online: How Writing Style and Video Intensity Affect Cognitive Processing of Online News     

Kevin Wise Ph.D.  Paul Bolls Ph.D.  Justin Myers  Miglena Sternadori Ph.D. 《广播与电子媒介杂志》2013,57(4):532-546

This experiment explored how the writing style of online news, defined as inverted pyramid versus narrative, affects the cognitive processing of accompanying video clips. Forty seven participants read 4 online news stories and viewed the accompanying video clips. Results suggested that reading inverted pyramid stories may require allocation of more cognitive resources to encoding a related video clip. Recognition for story details was more accurate for stories in narrative than inverted pyramid style. Results are discussed in terms of a distinction between cognitive processing involved in “getting there” versus “being there” during exposure to online news.  相似文献   

The Players They are A-Changin': The Rise of Older MMO Gamers     

Aaron Alan Delwiche  Jennifer Jacobs Henderson 《广播与电子媒介杂志》2013,57(2):205-223

To learn more about demographic characteristics, play behaviors, and motivations of massively multiplayer online gamers over the age of 50, researchers administered a questionnaire to 32,261 Wizard101 subscribers. Cross-referencing responses with behavioral data recorded by game servers, researchers found that older players were significantly more likely to be women. Older players played longer and underestimated their playtime, they were less likely to play on console and hand-held systems, and they were less likely to cite social, achievement, and player versus player combat motivations. However, older online gamers were more likely to cite self-growth and learning motivations for game play than those under 50.  相似文献   

Digitally Savvy Citizenship: The Role of Internet Skills and Engagement in Young Adults' Political Participation around the 2008 Presidential Election     

Eszter Hargittai  Aaron Shaw 《广播与电子媒介杂志》2013,57(2):115-134

Popular narratives assume that digital media play a central role mobilizing voters and especially young adults. Based on unique survey data of a diverse group or young adults from Spring, 2009, we consider the relationship between differentiated internet uses, and online and offline political engagement around the time of the 2008 U.S. presidential election. Thanks to our rich data set, we are able to consider both online and offline activities while taking into consideration more traditional measures. Our findings suggest that online forms of political engagement complement offline engagement. The pathways to young adults' political participation remain relatively stable. We also find an association between Internet skills, social network site usage and greater levels of engagement. These findings imply that although Internet usage alone is unlikely to transform existing patterns in political participation radically, it may facilitate the creation of new pathways for engagement.  相似文献   

Graphic symbols as "the mind on paper": links between children's interpretive theory of mind and symbol understanding     

Myers LJ  Liben LS 《Child development》2012,83(1):186-202

Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief.  相似文献   

Componential Model of Reading (CMR): Validation Studies     

RM Joshi  PG Aaron 《Journal of learning disabilities》2012,45(5):387-390

The three current models of identifying learning disabilities: discrepancy model, RtI, and Componential Model of reading are discussed in terms of their utility.  相似文献   

Dusting the Library     

Myers GW 《Medical Library and Historical Journal》1903,1(2):135-136

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Do you like dogs or writing? Identity performance in childen's digital message exchange     

Guy Merchant  Paul Dickinson  Cathy Burnett  Julia Myers 《English in Education》2006,40(3):21-38

Over a number of years we have been investigating ways in which e‐communication can contribute to children's writing development and how new technology re‐frames our understandings of writing in the classroom (Merchant, 2003; Burnett et al, 2004; Burnett et al, 2005; Merchant, 2005). Here we analyse the digital writing of pupils from two linked primary school classes (Year 3–5) in the North of England. Part of the project involved the pupils in communicating about themselves and their interests to email partners of the same age. In this article, we track children's identity performance in informal message exchange and show how this contributed to a final knowledge product. We explore how work that had its origins in representing children's lives and identities reflected their position in wider cultural worlds. This perspective causes us to question whether there are there sufficient opportunities for pupils to explore and express ‘who they are’ in the current content‐driven curriculum where public genres are central and personal voice is peripheral.  相似文献   

Students with disabilities: Doing what's right     

Anne Bryan  Karen A. Myers 《About Campus》2006,11(4):18-22

Providing equal educational access to students with disabilities is both a legal and a moral obligation. It is also an important component of the educational experience of all students. The authors offer suggestions for creating inclusive, accessible campus environments.  相似文献   

Accuracy in direct behavior rating is minimally impacted by completion latency          下载免费PDF全文

Evan H. Dart  Keith C. Radley  Aaron J. Fischer  Tai A. Collins  Mark D. Terjesen  Sarah J. Wright  Morgan McCargo  Ashley J. Hicks 《Psychology in the schools》2017,54(9):1123-1133

Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, η² = .028.  相似文献