Thematische Bibliographien / Adequacy of communication

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Auswahl der wissenschaftlichen Literatur zum Thema „Adequacy of communication“

Autor: Grafiati

Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "Adequacy of communication"

Rubin, Donald L., Lee Galda, and Anthony D. Pellegrini. "Development of informational adequacy in speech and writing." Applied Psycholinguistics 10, no. 4 (1989): 387–99. http://dx.doi.org/10.1017/s0142716400008997.

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ABSTRACTTheory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effectively in writing. Empirical studies warranting conflicting conclusions, however, have administered tasks that tap different communication functions, either explanatory or referential. The present study replicates and extends this previous research by administering referential and explanatory communication tasks in both speech and writing to children at three grade levels. In addition, an independent measure of social cognitive ability was administered. Results confirmed increasing differentiation with age between speech and writing, with fifth graders displaying greater informational adequacy in writing. Children's performance in written communication, rather than speech, revealed a dependency on social cognitive ability. Differences between referential and explanatory communication suggested by previous research were confirmed.

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Ciccia, Angela H., and Lyn S. Turkstra. "Cohesion, communication burden, and response adequacy in adolescent conversations." Advances in Speech Language Pathology 4, no. 1 (2002): 1–8. http://dx.doi.org/10.1080/14417040210001669181.

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Loveland, Katherine A., Belgin Tunalia, Robin E. Mcevoy, and Michelle L. Kelley. "Referential communication and response adequacy in autism and Down's syndrome." Applied Psycholinguistics 10, no. 3 (1989): 301–13. http://dx.doi.org/10.1017/s014271640000864x.

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ABSTRACTThis study investigated the ability of high-functioning verbal adolescents with autism or Down's syndrome to perform a referential communication task. It was predicted that autistic subjects would require more specific prompting to convey needed information to a listener than would subjects with Down's syndrome of the same verbal level. Subjects, 13 with autism and 14 with Down's syndrome, matched on verbal mental age, learned a simple board game, and were asked to teach it to a listener who used varying levels of prompting to elicit target information. Most subjects in the autistic group required specific prompting to produce the target information, whereas most subjects with Down's syndrome did not. Response adequacy was significantly higher in the Down's syndrome group than in the autistic group at the most general prompt level. Subjects with Down's syndrome used more gesture at the most general prompt level and when producing high adequacy responses, whereas subjects with autism used more gesture when producing low adequacy responses.

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Duranti, Cleber Marchetti, and Fernando Carvalho de Almeida. "Is More Technology Better for Communication in International Virtual Teams?" International Journal of e-Collaboration 8, no. 1 (2012): 36–52. http://dx.doi.org/10.4018/jec.2012010103.

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With the advent of the collaboration tools based on ICT (Information and Communication Technology), the distances between the team members of a company spread around the world have shrunk, at least virtually. Using the most complete collaboration/communication technologies for project meetings, although beneficial at first glance, is not always the best choice when one considers the diverse cultural aspects of the team members of different nationalities. This article examines the adequacy of the communication tools for project communication in line with the cultural differences by comparing the views of American and Brazilian groups used to communicating through ICT on a daily basis for project related work. The results show significant differences between the perceptions and attitudes of the two groups regarding the adequacy of the communication tools in addressing usual project tasks.

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Minet, P., P. Rolin, and S. Sédillot. "Discussions about map adequacy to meet hard real-time communication." IFAC Proceedings Volumes 20, no. 14 (1987): 53–56. http://dx.doi.org/10.1016/b978-0-08-034206-1.50010-6.

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Kaufman, Sheri Skurow, Patricia A. Prelock, Ernest M. Weiler, Nancy A. Creaghead, and Carole A. Donnelly. "Metapragmatic Awareness of Explanation Adequacy." Language, Speech, and Hearing Services in Schools 25, no. 3 (1994): 174–80. http://dx.doi.org/10.1044/0161-1461.2503.174.

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A third-grade classroom participated in a communication skills unit (CSU) that was designed and implemented collaboratively by a teacher, speech-language pathologist, and student speech-language pathologist. The CSU was developed to increase the students' metapragmatic awareness of explanation adequacy. To assess the efficacy of the CSU, two third-grade classrooms were compared. One participated in the CSU, and the other did not. A pre- and post-test were administered to students in both classrooms, requiring them to view a videotape of two children helping each other with math problems, rate the explanations viewed on tape, and justify their ratings. The students' justifications were then coded on three levels by the researcher. Results indicated that only the students who participated in the CSU showed significant improvement in their ability to rate and justify the adequacy of an explanation. The teacher who participated in the CSU observed marked improvement in her students' abilities to ask questions and respond to requests for information solicited by peers.

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Atouba, Yannick C., Elizabeth J. Carlson, and John C. Lammers. "Directives and Dialogue: Examining the Relationship Between Participative Organizational Communication Practices and Organizational Identification Among IT Workers." International Journal of Business Communication 56, no. 4 (2016): 530–59. http://dx.doi.org/10.1177/2329488416672430.

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This study explores how the dialogue—or lack thereof—between employees’ opinions and organization-wide communications relates to employees’ identification with the organization. Using survey data from a sample of 111 IT workers, we performed cross-level tests to explore how employee voice, the perceived adequacy of organization-wide downward communication, and job satisfaction related to employees’ organizational identification. The results of the hierarchical regression and mediation analyses revealed that higher levels of employee voice were associated with higher levels of organizational identification and fully mediated by job satisfaction. Similarly, higher levels of organization-wide communication adequacy were associated with higher levels of organizational identification and partially mediated by job satisfaction. The findings suggest that inclusive and participative organizational communication practices are most likely to foster organizational identification when they are viewed favorably by employees and positively impact their job experiences.

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Wybraniec-Skardowska, Urszula. "A Logical Conceptualization of Knowledge on the Notion of Language Communication." Studies in Logic, Grammar and Rhetoric 52, no. 1 (2017): 247–69. http://dx.doi.org/10.1515/slgr-2017-0054.

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Abstract The main objective of the paper is to provide a conceptual apparatus of a general logical theory of language communication. The aim of the paper is to outline a formal-logical theory of language in which the concepts of the phenomenon of language communication and language communication in general are defined and some conditions for their adequacy are formulated. The theory explicates the key notions of contemporary syntax, semantics, and pragmatics. The theory is formalized on two levels: token-level and type-level. As such, it takes into account the dual – token and type – ontological character of linguistic entities. The basic notions of the theory: language communication, meaning and interpretation are introduced on the second, type-level of formalization, and their required prior formalization of some of the notions introduced on the first, token-level; among others, the notion of an act of communication. Owing to the theory, it is possible to address the problems of adequacy of both empirical acts of communication and of language communication in general. All the conditions of adequacy of communication discussed in the presented paper, are valid for one-way communication (sender-recipient); nevertheless, they can also apply to the reverse direction of language communication (recipient-sender). Therefore, they concern the problem of two-way understanding in language communication.

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Udwin, Orlee. "Analysis of the experimental adequacy of alternative and augmentative communication training studies." Child Language Teaching and Therapy 3, no. 1 (1987): 18–39. http://dx.doi.org/10.1177/026565908700300102.

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Peterson, Marshalita Sims. "Personnel interviewers' perceptions of the importance and adequacy of applicants' communication skills." Communication Education 46, no. 4 (1997): 287–91. http://dx.doi.org/10.1080/03634529709379102.

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