Browsing by Subject "Oral communication"
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Item Communication apprehension: a correlate of helping behavior(Texas Tech University, 1980-08) Kane, Marjorie LauraNot availableItem Differences between questioning techniques of professional and novice interviewers(Texas Tech University, 1996-05) Poole, Thelma W.From Socrates in ancient Greece to millions of game show viewers today, people have always been fascinated by and learned from the fine art of asking questions (Leeds,1993). Questioning finds employment in everyday conversations and affects communication ability in powerful ways. A question is the most effective way to get communication started and is the most useful communication strategy in conversations. In ordinary conversation, we may introduce a topic by asking, "What do you think about such and such?" (Payne, 1979).Item Mothers' Conversations With Two-Year-Olds: Analysis of Discourse and Function(Texas Tech University, 1978-05) Lange, Gail ThompsonNot Available.Item Oral Advocacy for Prelaw Students: A Behavioral Approach(Texas Tech University, 1973-08) Baker, Kenneth WayneNot Available.Item Oral stereognosis and short-term memory(Texas Tech University, 1973-08) Cavaness, Denise Suzanne KasbergNot availableItem The communicative self: a clarification of the self concept in speech communication(Texas Tech University, 1971-08) McCorkle, Benjamin RayNot availableItem The effects of humor on perceptions of compliance-gaining in the classroom(Texas Tech University, 1997-12) Punyanunt-Carter, Narissa M.The uses and effects of humor in the classroom have been studied by many educational researchers (Bryant, Comisky, & Zillmann, 1979; Powell & Andresen. 1985; Stuart & Rosenfeld, 1994). Humor research in college classrooms has dealt with various aspects such as teacher attractiveness (Tamborini & Zillman, 1981). student retention and comprehension (Gnmer, 1970), classroom management (Ziegler, Boardman, & Thomas, 1985), and teacher effectiveness (Check, 1986; Ziv. 1976). Shade (19%) discovered that appropriate humor can make teaching more entertaining, motivate pupils, stimulate creativity, open closed minds, maintain attention, assess comprehension, enhance thinking, and energize students. Few, if any, studies, however, have examined the humor practices that elicit college students" compliance or accompany compliance-gaining requests by the teacher. The purpose of this study is to explore humor as a factor in students' perceptions of college teacher power and compliance-gaining in the classroom.Item The impact of consistent-inconsistent combinations of visual and verbal cues on communication of empathy and genuineness in the therapeutic situation(Texas Tech University, 1981) Reed, Carolyn BlankenshipNot availableItem Verbal and short term memory factors in oral stereognosis.(Texas Tech University, 1975-05) Sharrow, Margaret Ann FergusonNot availableItem Voice contrast and repetition in speech retention(Texas Tech University, 1964-05) Dunham, Jerome RNot available