Peirce famously defined the process of thinking as what a person is " 'saying to himself,' that i... more Peirce famously defined the process of thinking as what a person is " 'saying to himself,' that is, is saying to that other self that is just coming into life in the flow of time. " For Peirce, this meant the essence of thinking is dialogue. This essay proposes a conception of dialogue grounded in Peirce's normative ideal of inquiry that challenges contemporary thinking about dialogue yet supports the same moral and ethical aims. Using a scene from Shakespeare's Merchant of Venice that Peirce used as an exemplar of dialogue, we propose a conception that begins in doubt and passes through phases of reasoning and ethical and esthetic judgment before coming to a resolution which expands horizons of thought, emotion, and action.
This article accepts Lipari's invitation to continue rethinking communication along the lines of ... more This article accepts Lipari's invitation to continue rethinking communication along the lines of artful listening as understood through the lens of phenomenology. However, we trace out the implications following a different phenomenological tradition than the one stemming from the German tradition of Heidegger and Husserl—specifically, the phenomenology of Charles Sanders Peirce, who allows us to see listening differently and perhaps more clearly. The primary contribution from Peirce's phenomenology is the logos he uses to extract 3 fundamental categories of thought and nature: Firstness (Quality), Secondness (Relation), and Thirdness (Mediation). As we shall show, listening is characterized by a plural consciousness sensitive to Mediation as it reveals itself through Relation and Quality.
UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive c... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, Explication and tests of a dual-process theory of supportive message outcomes. by Bodie ...
Shopping Cart | Login | Register, IGI Global. BOOKS Book Information. Catalogs Imprints Book Seri... more Shopping Cart | Login | Register, IGI Global. BOOKS Book Information. Catalogs Imprints Book Series How To Order Library Recommendation Course Adoption Distributors. Browse Our Books. Featured Books Complete Listing ...
In 2005, Indiana Governor Mitch Daniels issued an executive order that mandated Indiana health an... more In 2005, Indiana Governor Mitch Daniels issued an executive order that mandated Indiana health and medical professionals to report adverse event data. Although the mandate was designed to improve patient safety, the long-term success of mandatory reporting systems depends on maximizing effective reporting of adverse events and presenting these data in ways that will change the systems causing the medical errors. Perceptions of key constituents play a role in whether reporting is more or less effective in the short term and beneficial to patients in the long term. In this study, we sought to gauge perceptions of two stakeholders integral to the success of this mandated reporting: health care providers, who report adverse events to the State; and the news media, who report results from this government-mandated reporting to the public.
This article develops a conceptualization and measure of cognitive health sophistication—the comp... more This article develops a conceptualization and measure of cognitive health sophistication—the complexity of an individual's conceptual knowledge about health. Study 1 provides initial validity evidence for the measure—the Healthy-Unhealthy Other Instrument—by showing its association with other cognitive health constructs indicative of higher health sophistication. Study 2 presents data from a sample of low-income adults to provide evidence that the measure does not depend heavily on health-related vocabulary or ethnicity.
Imagined interactions (IIs) constitute a type of social cognition that can reduce fear of communi... more Imagined interactions (IIs) constitute a type of social cognition that can reduce fear of communication. Through the mental preparation enabled by IIs, an individual can reduce disfluencies and mitigate the anxiety that arises from a speech. Study 1 indicated that rehearsal influences the reduction of silent pauses but not vocalized pauses. In addition, those who reported higher levels of communication apprehension demonstrated more total disfluencies throughout the speech. Study 2 examined how utilizing mixed modes of imagery can affect the rehearsal process in comparison to visualizing (VIS) an encounter alone. The results indicated that a rehearsal consisting of both II training and the mixed modes of imagery resulted in more overall fluency in speech and in higher self-reported speech evaluations.
This study tested the extent that style of listening by message receivers and their subsequent re... more This study tested the extent that style of listening by message receivers and their subsequent responses affects communicative response styles of initial message senders in supportive contexts. A sample of 415 college students participated in an experiment. Each participant was asked to recall a recently upsetting event, to imagine that they disclosed to a close friend or family member who was attributed with each of four different listening goals, and to indicate how they were likely to respond. Results suggest that listening goals affect situational communicator responses when controlling for trait communicator styles. Relational goals increase the likelihood of interpersonal communicator responses but decrease the prospect of linguistic-styled disclosures. Analytical listener goals do not elicit linguistic or logical responses nor do critical listener goals influence linguistic or logical disclosures. Only relational listener goals influence communicator responses in these data, and only for interpersonal- (increased) and linguistic- (decreased) type responses. Listener effectiveness did not increase with a wider variety of listening skills; relational listening was the only goal that significantly affected response preference. This study moves work on supportive listening toward a model that theorizes the reciprocal nature of supportive encounters: Listening is interactive.
The Listening Styles Profile (LSP-16) was developed to measure an individual's preferred listenin... more The Listening Styles Profile (LSP-16) was developed to measure an individual's preferred listening style. One frequent criticism of the LSP-16 is the consistently low estimates of internal consistency. The following study addresses this concern using confirmatory factor analysis to assess both the latent constructs of the scale (i.e., People, Content, Action, Time) and the scale's reliability. Results suggest that listening style is multidimensional; however, additional scale development is needed to increase subscale reliability estimates. Suggestions for future research and development are provided.
This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and... more This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and constitutes the first confirmatory test of this listening comprehension measure. Results show that data does not conform to (a) a 5-factor correlated model, (b) a second-order model, or (c) a unidimensional model; and no model was sufficiently better than (d) the independence model. Exploratory analyses provide
additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.
he Listening Styles Profile (LSP-16) is the most widely used self-report listening instrument in ... more he Listening Styles Profile (LSP-16) is the most widely used self-report listening instrument in the communication discipline. Unfortunately, researchers have utilized the
instrument despite its uncharacteristically low reliability estimates and unvalidated factor structure. The following manuscript presents results from two studies designed to
address these limitations. Study 1 proposes a revised measure (Listening Styles Profile-Revised; LSP-R) based on four factors: relational, analytical, task-oriented, and critical listening. Study 2 was designed to further refine and provide validity evidence for the revised scale. Internal consistency estimates and latent variable test–retest correlations showed the LSP-R to be consistent over repeated administrations; the factors were related to number of listening, information processing, empathy, communication trait, and personality variables. Beyond identifying orientations toward attending to others, the instrument developed here possesses heuristic potential for investigating the role and positive potential of listening within a variety of specific research agendas and theoretical perspectives.
Using data from 485 college student participants, this study investigated relations among mental ... more Using data from 485 college student participants, this study investigated relations among mental representations of conversations and listening behaviors. Results showed low usage of Imagined Interactions (IIs) for rehearsal and self-understanding and high usage of IIs as compensation for interaction were associated with lower reported scores on active-empathic responding. In describing IIs, low levels of proactivity and variety were associated with low reported levels of AEL processing and responding behaviors, suggesting individuals who do not engage in IIs before conversations or imagine a variety of potential conversations to gain understanding do not report engaging in behaviors that act to acknowledge their partners in conversation. The primary contribution of these findings is to forward an empirical integration of intrapersonal and listening research and theory.
Peirce famously defined the process of thinking as what a person is " 'saying to himself,' that i... more Peirce famously defined the process of thinking as what a person is " 'saying to himself,' that is, is saying to that other self that is just coming into life in the flow of time. " For Peirce, this meant the essence of thinking is dialogue. This essay proposes a conception of dialogue grounded in Peirce's normative ideal of inquiry that challenges contemporary thinking about dialogue yet supports the same moral and ethical aims. Using a scene from Shakespeare's Merchant of Venice that Peirce used as an exemplar of dialogue, we propose a conception that begins in doubt and passes through phases of reasoning and ethical and esthetic judgment before coming to a resolution which expands horizons of thought, emotion, and action.
This article accepts Lipari's invitation to continue rethinking communication along the lines of ... more This article accepts Lipari's invitation to continue rethinking communication along the lines of artful listening as understood through the lens of phenomenology. However, we trace out the implications following a different phenomenological tradition than the one stemming from the German tradition of Heidegger and Husserl—specifically, the phenomenology of Charles Sanders Peirce, who allows us to see listening differently and perhaps more clearly. The primary contribution from Peirce's phenomenology is the logos he uses to extract 3 fundamental categories of thought and nature: Firstness (Quality), Secondness (Relation), and Thirdness (Mediation). As we shall show, listening is characterized by a plural consciousness sensitive to Mediation as it reveals itself through Relation and Quality.
UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive c... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, Explication and tests of a dual-process theory of supportive message outcomes. by Bodie ...
Shopping Cart | Login | Register, IGI Global. BOOKS Book Information. Catalogs Imprints Book Seri... more Shopping Cart | Login | Register, IGI Global. BOOKS Book Information. Catalogs Imprints Book Series How To Order Library Recommendation Course Adoption Distributors. Browse Our Books. Featured Books Complete Listing ...
In 2005, Indiana Governor Mitch Daniels issued an executive order that mandated Indiana health an... more In 2005, Indiana Governor Mitch Daniels issued an executive order that mandated Indiana health and medical professionals to report adverse event data. Although the mandate was designed to improve patient safety, the long-term success of mandatory reporting systems depends on maximizing effective reporting of adverse events and presenting these data in ways that will change the systems causing the medical errors. Perceptions of key constituents play a role in whether reporting is more or less effective in the short term and beneficial to patients in the long term. In this study, we sought to gauge perceptions of two stakeholders integral to the success of this mandated reporting: health care providers, who report adverse events to the State; and the news media, who report results from this government-mandated reporting to the public.
This article develops a conceptualization and measure of cognitive health sophistication—the comp... more This article develops a conceptualization and measure of cognitive health sophistication—the complexity of an individual's conceptual knowledge about health. Study 1 provides initial validity evidence for the measure—the Healthy-Unhealthy Other Instrument—by showing its association with other cognitive health constructs indicative of higher health sophistication. Study 2 presents data from a sample of low-income adults to provide evidence that the measure does not depend heavily on health-related vocabulary or ethnicity.
Imagined interactions (IIs) constitute a type of social cognition that can reduce fear of communi... more Imagined interactions (IIs) constitute a type of social cognition that can reduce fear of communication. Through the mental preparation enabled by IIs, an individual can reduce disfluencies and mitigate the anxiety that arises from a speech. Study 1 indicated that rehearsal influences the reduction of silent pauses but not vocalized pauses. In addition, those who reported higher levels of communication apprehension demonstrated more total disfluencies throughout the speech. Study 2 examined how utilizing mixed modes of imagery can affect the rehearsal process in comparison to visualizing (VIS) an encounter alone. The results indicated that a rehearsal consisting of both II training and the mixed modes of imagery resulted in more overall fluency in speech and in higher self-reported speech evaluations.
This study tested the extent that style of listening by message receivers and their subsequent re... more This study tested the extent that style of listening by message receivers and their subsequent responses affects communicative response styles of initial message senders in supportive contexts. A sample of 415 college students participated in an experiment. Each participant was asked to recall a recently upsetting event, to imagine that they disclosed to a close friend or family member who was attributed with each of four different listening goals, and to indicate how they were likely to respond. Results suggest that listening goals affect situational communicator responses when controlling for trait communicator styles. Relational goals increase the likelihood of interpersonal communicator responses but decrease the prospect of linguistic-styled disclosures. Analytical listener goals do not elicit linguistic or logical responses nor do critical listener goals influence linguistic or logical disclosures. Only relational listener goals influence communicator responses in these data, and only for interpersonal- (increased) and linguistic- (decreased) type responses. Listener effectiveness did not increase with a wider variety of listening skills; relational listening was the only goal that significantly affected response preference. This study moves work on supportive listening toward a model that theorizes the reciprocal nature of supportive encounters: Listening is interactive.
The Listening Styles Profile (LSP-16) was developed to measure an individual's preferred listenin... more The Listening Styles Profile (LSP-16) was developed to measure an individual's preferred listening style. One frequent criticism of the LSP-16 is the consistently low estimates of internal consistency. The following study addresses this concern using confirmatory factor analysis to assess both the latent constructs of the scale (i.e., People, Content, Action, Time) and the scale's reliability. Results suggest that listening style is multidimensional; however, additional scale development is needed to increase subscale reliability estimates. Suggestions for future research and development are provided.
This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and... more This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and constitutes the first confirmatory test of this listening comprehension measure. Results show that data does not conform to (a) a 5-factor correlated model, (b) a second-order model, or (c) a unidimensional model; and no model was sufficiently better than (d) the independence model. Exploratory analyses provide
additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.
he Listening Styles Profile (LSP-16) is the most widely used self-report listening instrument in ... more he Listening Styles Profile (LSP-16) is the most widely used self-report listening instrument in the communication discipline. Unfortunately, researchers have utilized the
instrument despite its uncharacteristically low reliability estimates and unvalidated factor structure. The following manuscript presents results from two studies designed to
address these limitations. Study 1 proposes a revised measure (Listening Styles Profile-Revised; LSP-R) based on four factors: relational, analytical, task-oriented, and critical listening. Study 2 was designed to further refine and provide validity evidence for the revised scale. Internal consistency estimates and latent variable test–retest correlations showed the LSP-R to be consistent over repeated administrations; the factors were related to number of listening, information processing, empathy, communication trait, and personality variables. Beyond identifying orientations toward attending to others, the instrument developed here possesses heuristic potential for investigating the role and positive potential of listening within a variety of specific research agendas and theoretical perspectives.
Using data from 485 college student participants, this study investigated relations among mental ... more Using data from 485 college student participants, this study investigated relations among mental representations of conversations and listening behaviors. Results showed low usage of Imagined Interactions (IIs) for rehearsal and self-understanding and high usage of IIs as compensation for interaction were associated with lower reported scores on active-empathic responding. In describing IIs, low levels of proactivity and variety were associated with low reported levels of AEL processing and responding behaviors, suggesting individuals who do not engage in IIs before conversations or imagine a variety of potential conversations to gain understanding do not report engaging in behaviors that act to acknowledge their partners in conversation. The primary contribution of these findings is to forward an empirical integration of intrapersonal and listening research and theory.
This study tested the extent that style of listening by message receivers and their
subsequent r... more This study tested the extent that style of listening by message receivers and their
subsequent responses affects communicative response styles of initial message senders
in supportive contexts. A sample of 415 college students participated in an experiment.
Each participant was asked to recall a recently upsetting event, to imagine that they
disclosed to a close friend or family member who was attributed with each of four different
listening goals, and to indicate how they were likely to respond. Results suggest
that listening goals affect situational communicator responses when controlling for trait
communicator styles. Relational goals increase the likelihood of interpersonal communicator
responses but decrease the prospect of linguistic-styled disclosures. Analytical
listener goals do not elicit linguistic or logical responses nor do critical listener goals
influence linguistic or logical disclosures. Only relational listener goals influence communicator
responses in these data, and only for interpersonal- (increased) and linguistic-
(decreased) type responses. Listener effectiveness did not increase with a wider
variety of listening skills; relational listening was the only goal that significantly affected
response preference. This study moves work on supportive listening toward a model
that theorizes the reciprocal nature of supportive encounters: Listening is interactive.
This manuscript investigates the quality of social scientific listening research that reports num... more This manuscript investigates the quality of social scientific listening research that reports numerical data to substantiate claims appearing in the International Journal of Listening between 1987 and 2010. Of the 225 published articles, 100 included one or more studies reporting numerical data. We frame our results in terms of eight recommendations to improve future listening scholarship. In particular, the results suggest needed variation in demographics and added attention to psychometric properties of scores. Standards for reporting and inspecting data should also be followed with more regularity, and tests of statistical assumptions along with information about missing data are urged. Effect sizes are rarely included in results and no studies reported confidence intervals suggesting overreliance on null hypothesis statistical testing (NHST) when drawing implications for practice. Lastly, there were some noteworthy misappropriations of statistical techniques that are discussed.
This edited volume provides an overview of past and present research methodology in the field of... more This edited volume provides an overview of past and present research methodology in the field of listening. It also introduces and critiques 65 listening and listening-related measures.
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Papers by Graham Bodie
additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.
instrument despite its uncharacteristically low reliability estimates and unvalidated factor structure. The following manuscript presents results from two studies designed to
address these limitations. Study 1 proposes a revised measure (Listening Styles Profile-Revised; LSP-R) based on four factors: relational, analytical, task-oriented, and critical listening. Study 2 was designed to further refine and provide validity evidence for the revised scale. Internal consistency estimates and latent variable test–retest correlations showed the LSP-R to be consistent over repeated administrations; the factors were related to number of listening, information processing, empathy, communication trait, and personality variables. Beyond identifying orientations toward attending to others, the instrument developed here possesses heuristic potential for investigating the role and positive potential of listening within a variety of specific research agendas and theoretical perspectives.
additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.
instrument despite its uncharacteristically low reliability estimates and unvalidated factor structure. The following manuscript presents results from two studies designed to
address these limitations. Study 1 proposes a revised measure (Listening Styles Profile-Revised; LSP-R) based on four factors: relational, analytical, task-oriented, and critical listening. Study 2 was designed to further refine and provide validity evidence for the revised scale. Internal consistency estimates and latent variable test–retest correlations showed the LSP-R to be consistent over repeated administrations; the factors were related to number of listening, information processing, empathy, communication trait, and personality variables. Beyond identifying orientations toward attending to others, the instrument developed here possesses heuristic potential for investigating the role and positive potential of listening within a variety of specific research agendas and theoretical perspectives.
subsequent responses affects communicative response styles of initial message senders
in supportive contexts. A sample of 415 college students participated in an experiment.
Each participant was asked to recall a recently upsetting event, to imagine that they
disclosed to a close friend or family member who was attributed with each of four different
listening goals, and to indicate how they were likely to respond. Results suggest
that listening goals affect situational communicator responses when controlling for trait
communicator styles. Relational goals increase the likelihood of interpersonal communicator
responses but decrease the prospect of linguistic-styled disclosures. Analytical
listener goals do not elicit linguistic or logical responses nor do critical listener goals
influence linguistic or logical disclosures. Only relational listener goals influence communicator
responses in these data, and only for interpersonal- (increased) and linguistic-
(decreased) type responses. Listener effectiveness did not increase with a wider
variety of listening skills; relational listening was the only goal that significantly affected
response preference. This study moves work on supportive listening toward a model
that theorizes the reciprocal nature of supportive encounters: Listening is interactive.