Relevant bibliographies by topics / Listening

Academic literature on the topic 'Listening'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Listening"

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Vanhee, Sarah, and Flore Herman. "listening to listening/listening letter." FORUM+ 28, no. 3 (October 1, 2021): 44–51. http://dx.doi.org/10.5117/forum2021.3.006.vanh.

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Abstract During her PhD research bodies of knowledge – the public space as a forum for the exchange of repressed or underexposed knowledge, Sarah Vanhee tries to bring about an exchange of underexposed knowledge by non-dominant voices. During this process, Vanhee and her collaborator Flore Herman were repeatedly confronted with the importance of deep listening, and the lack of it. The following texts are an attempt to understand what deep listening is, as a mental, physical and political practice, and from a feminist perspective.
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Lucas, Cássio de Borba. "Listening to Beethoven’s Ninth as communicational production." Semiotica 2022, no. 245 (February 21, 2022): 213–28. http://dx.doi.org/10.1515/sem-2021-0074.

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Abstract This paper (1) discusses the communicability of musical listening, (2) proposes a semanalytical perspective to approach it in terms of communicational production, and (3) summarizes an analysis of the production of musical listenings in the case of Beethoven’s Ninth Symphony. Instead of assuming that verbal talk on music banalizes listening (Barthes), or that musical arrangers are the privileged authorities when it comes to transmitting a personal listening (Szendy), our suggestion is that communication produces – in the post-structuralist sense of the word – musical listenings even when it seems to simply try and account for it. In a transmissive, “phenotextual” (Kristeva) comprehension, listening may be understood as a phenomenological, receptive act that pre-exists its communication. Instead, our communicational research on musical listening turns to the listening-accounts in order to grasp the “listenabilities” as they emerge (are permitted or interdicted) within specific listening-territories that “genotextually” produce their regulations and habits (modes of listening). This semiotic production is methodologically investigated, here, in terms of interpretant signs, especially as Normal Interpretants (Peirce), within a particular listening-territory (Brazilian newspapers’ repercussion around the Ninth Symphony’s 1918 debut in Rio). Three remarks are made on the genotextual operations that produce “insufficiency,” “monumentality,” and “distinção” as listening normalities.
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Nicolucci, Sandra. "Listening Tips: Listening repertoire." Music Educators Journal 77, no. 7 (March 1991): 49–50. http://dx.doi.org/10.1177/002743219107700705.

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Lipetz, Liora, Avraham N. Kluger, and Graham D. Bodie. "Listening is Listening is Listening: Employees’ Perception of Listening as a Holistic Phenomenon." International Journal of Listening 34, no. 2 (August 6, 2018): 71–96. http://dx.doi.org/10.1080/10904018.2018.1497489.

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Germano, Gustavo, Alexandre Fernandez, Daniel Tápia, Henrique Lima, Lílian Campesato, Marina Mapurunga, Valéria Valéria Bonafé, and Vicente Farias. "Listening to/with Mar Paradoxo: a collective practice for sharing listenings." Revista Vórtex 9, no. 2 (December 10, 2021): 1–26. http://dx.doi.org/10.33871/23179937.2021.9.2.1.

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This paper presents an experimental methodology developed by the collective Laura: Place for Research on Aurality for approaching listening as a shared experience. As a motif for the application of this methodology, we take the work Mar Paradoxo (Raquel Stolf, 2016) as a proposition for experiencing multiple modes of listening. To contextualize our understanding of Stolf’s work, we refer to the concept of otography as a way of approaching the listening experience as something that makes and is made out of traces. By means of the production, sharing, and analysis of listening reports, we outline different modes through which our listening navigates. These modes help us understand listening as an experience that is multi-mediated and relational, singular and situated. In the end, we emphasize the presence of the other in the listening subject, resonating the thesis that the listening activity is driven by a desire of making one’s listening listened.
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Fernald, Peter S. "Teaching Students to Listen Empathically." Teaching of Psychology 22, no. 3 (October 1995): 183–86. http://dx.doi.org/10.1207/s15328023top2203_5.

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During an intensive 5-week period of studying and practicing empathic-listenig skills, senior undergraduates engaged in 14 different learning activities, after which they completed a course assignment designed to assess their empathic-listening skills. The students rated both the learning activities and the empathic-listening assignment very favorably.
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Barrass, Stephen, Mitchell Whitelaw, and Guillaume Potard. "Listening to the Mind Listening." Media International Australia 118, no. 1 (February 2006): 60–67. http://dx.doi.org/10.1177/1329878x0611800109.

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The Listening to the Mind Listening concert was a practice-led research project to explore the idea that we might hear information patterns in the sonified recordings of brain activity, and to investigate the aesthetics of sonifications of the same data set by different composers. This world-first concert of data sonifications was staged at the Sydney Opera House Studio on the evening of 6 July 2004 to a capacity audience of more than 350 neuroscientists, composers, sonification researchers, new media artists and a general public curious to hear what the human brain could sound like. The concert generated 30 sonifications of the same data set, explicit descriptions of the techniques each composer used to map the data into sound, and 90 reviews of these sonifications. This paper presents the motivations for the project, overviews related work, describes the sonification criteria and the review process, and presents and discusses outcomes from the concert.
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Schmidt, Jenne. "Eco-Listening: Listening to Place." Listening 56, no. 2 (2021): 175–83. http://dx.doi.org/10.5840/listening202156224.

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Mathew, Nicholas. "Listening(s) Past." Representations 154, no. 1 (2021): 143–55. http://dx.doi.org/10.1525/rep.2021.154.11.143.

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This essay is about the long-standing and tenacious audile technique of listening past—that is, the discrimination of music, musical performances, and even sound amid the ostensibly broader range of vibrations conveyed by any media form. For some time, an assortment of musicians, sound artists, and theoreticians have lined up to maintain that this cognitive-discursive technique, which suppresses or diminishes the processes of mediation, is in some sense ideological: illusory, contingent, and even exclusionary. Cagean theories of sound, feminist valorizations of embodiment and presence, ecological ethics of the soundscape, tech-focused philosophies of mediation, ethnographic conceptions of aurality, and Deleuzian vibrational ontologies—all are united in their foundational skepticism. Centered on digital transfer of an early electric recording of a performance of Beethoven’s Sixth from 1927 conducted by Felix Weingartner, this essay seeks to reevaluate the political implications of listening past by drawing out its submerged relationships to the traditional historicist project of recovering what I call past listenings—lost modes of listening that are supposedly indivisible from particular spaces, historical moments, and radically situated subjectivities.
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Fessler, Michael. "Listening." Iowa Review 45, no. 1 (March 2015): 106–25. http://dx.doi.org/10.17077/0021-065x.7584.

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Dissertations / Theses on the topic "Listening"

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Rukthong, Anchana. "Investigating the listening construct underlying listening-to-summarize tasks." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/78054/.

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Integrated-test tasks, which combine receptive and productive language skills in task performance, e.g., listening-speaking or listening-reading-speaking, are increasingly being used in second language assessment, including in high-stakes English exams such as the TOEFL iBT and PTE Academic. Although recent studies (Plakans, 2008; Sawaki, Quinlan, & Lee, 2013) have found that the construct of each individual skill involved in task performance (e.g., listening, reading, and writing) is present and distinct, it is not entirely clear what abilities are actually assessed by the tasks, especially as far as listening is concerned. This study thus analysed test-takers’ listening comprehension processing behaviours while completing listening-to-summarise tasks. In addition, test-takers’ perceptions of the tasks and of listening task difficulty were investigated. The aim of this was to be able to describe the listening construct measured by integrated-listening tasks. Data was collected from 72 Thai English as a Second Language (ESL) learners. Each participant completed four listening-to-summarize tasks – two tasks requiring an oral summary and two a written summary. To investigate the comprehension processing behaviours performed to complete the tasks, a stimulated recall was conducted with 12 participants after each task. To study the perceptions of the tasks and of listening difficulty and their relation to task performance, the remaining 60 participants completed a perception questionnaire after each task. The results showed that to comprehend listening input with the aim of summarizing it, the participants engaged in both lower-level and higher-level cognitive processes and these cognitive processes were facilitated and monitored by a number of strategies. However, to maintain focus on the text’s main point and accurately understand it, it was necessary that the participants successfully activated comprehension monitoring, real-time assessment of input, and lower-lever cognitive processes. Lack of the successful application of these processes and strategies often led to misinterpretations of the text, partly because of the interference of background knowledge which was not congruent with the texts’ information. Participants with different performance levels were found to engage in different types of processes and strategies, with different degrees of success. The participants, in addition, were found to perceive the tasks as authentic and a fair way to assess their abilities to use English for academic purpose, especially listening abilities. In addition to providing a description of the listening construct measured by integrated-listening tasks, the study suggests that listening comprehension ability should be integrated in the description of the task construct and both cognitive and strategic processing should be recognized as part of the construct. On the basis of the findings, a model of second language (L2) listening in the context of listening-to-summarize tasks is formulated.
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Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
This thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
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Ryden, Veronica M. "Listening to Children." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496203.

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Scheirer, Eric David. "Music-listening systems." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/31091.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2000.
Includes bibliographical references (p. [235]-248).
When human listeners are confronted with musical sounds, they rapidly and automatically orient themselves in the music. Even musically untrained listeners have an exceptional ability to make rapid judgments about music from very short examples, such as determining the music's style, performer, beat, complexity, and emotional impact. However, there are presently no theories of music perception that can explain this behavior, and it has proven very difficult to build computer music-analysis tools with similar capabilities. This dissertation examines the psychoacoustic origins of the early stages of music listening in humans, using both experimental and computer-modeling approaches. The results of this research enable the construction of automatic machine-listening systems that can make human-like judgments about short musical stimuli. New models are presented that explain the perception of musical tempo, the perceived segmentation of sound scenes into multiple auditory images, and the extraction of musical features from complex musical sounds. These models are implemented as signal-processing and pattern-recognition computer programs, using the principle of understanding without separation. Two experiments with human listeners study the rapid assignment of high-level judgments to musical stimuli, and it is demonstrated that many of the experimental results can be explained with a multiple-regression model on the extracted musical features. From a theoretical standpoint, the thesis shows how theories of music perception can be grounded in a principled way upon psychoacoustic models in a computational-auditory-scene-analysis framework. Further, the perceptual theory presented is more relevant to everyday listeners and situations than are previous cognitive-structuralist approaches to music perception and cognition. From a practical standpoint, the various models form a set of computer signal-processing and pattern-recognition tools that can mimic human perceptual abilities on a variety of musical tasks such as tapping along with the beat, parsing music into sections, making semantic judgments about musical examples, and estimating the similarity of two pieces of music.
Eric D. Scheirer.
Ph.D.
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Conocimiento, Dirección de Gestión del. "Music Online: Listening." Alexander Street, 2004. http://hdl.handle.net/10757/655363.

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Samuel, Perumkunnil S. "Ministry of listening." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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English, Lawrence P. "The listener's listening." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110620/1/Lawrence_English_Thesis.pdf.

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The listener's listening explores the role of audition and creative practices in the sonic arts. It looks at the relationship between listener and recording device and argues that listening is always agentive, embodied and affective, because the listening is always about the time and place in which the listener listens. It explores how the cultural and social experiences of the artist researcher affect listening through an exploration of the practice of field recording. The thesis argues for a new theoretical framework called relational listening that accounts for this relationship between listener and recording device.
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Anderson, William Todd. "THE EFFECT OF MINDFUL LISTENING INSTRUCTION ON LISTENING SENSITIVITY AND ENJOYMENT." UKnowledge, 2012. http://uknowledge.uky.edu/music_etds/3.

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The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness, openness to new information, situation in the present, awareness of novel distinctions, and awareness of multiple possible perspectives (cognitive flexibility) are components of social-psychological mindfulness. A pretest-posttest control group design was used for this study. Two different age groups of students were studied: fourth-grade students (N = 42) and undergraduate non-music major college students (N = 48). The fourth-grade participants in this study were selected from an elementary school in a large city in the Northeastern United States. The college students were selected from a large university in the Southeastern United States. Participants were randomized into either the experimental or control group. Gordon’s Intermediate Measures of Music Audiation and Advanced Measures of Music Audiation were used as a pretest for fourth-grade students and college students, respectively. The results showed no statistically significant differences between the experimental and control groups. Student demographical information was also collected and reported. The treatment consisted of 10 lessons for fourth-grade students. Five of the 10 lessons were used with the college students. For each age level, participants in both groups, Mindful Listening and Control, received instruction using listening-map-based and non-listening-map-based lessons from the Share the Music textbook series. Students in the Mindful Listening groups also received listening instructions designed to promote mindful listening. Music Listening Sensitivity was measured using the phrasing test from the Sensitivity portion of Gordon’s Music Aptitude Profile (MAP-P), as well as the researcher-created Anderson Test of Music Listening Sensitivity (ATMLS). Music Listening Enjoyment was measured using students’ ratings of their Listening Enjoyment after each lesson on a seven-point Likert-type scale. Results indicated that Mindful Listening Instruction yielded higher scores, which were statistically significant (at α = .05), for Music Listening Sensitivity (as measured by both the ATMLS and the MAP-P) and Music Listening Enjoyment for fourth-grade and college-student participants.
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Simasangyaporn, Nantikarn. "The effect of listening strategy instruction on Thai learners' self-efficacy, English listening comprehension and reported use of listening strategies." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68649/.

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This study aimed to explore the nature of self-efficacy among 161 Thai undergraduate EFL students through the investigation of the level of their self-efficacy and the relationship between their self-efficacy and their proficiency in listening comprehension. Learners’ attributions for success and failure, which might also influence their self-efficacy beliefs, were also explored. The second aim of the study was to examine whether a programme of listening strategy instruction could improve their level of self-efficacy, the level of their listening comprehension, and their reported use of listening strategies. Finally, the study examined whether learners from different levels of proficiency benefit from the strategy instruction in a similar manner. This research study is of a quasi-experimental, mixed method design, with one intervention group and one comparison group. Listening proficiency was measured by a free-recall listening task and a listening comprehension question task. The levels of self-efficacy and strategy use were elicited by a set of questionnaires. The manner of strategy use was also further investigated by using a stimulated-recall interview which required 14 participants to give a verbal account of how they had performed the previous listening tasks. These instruments were implemented at pre- and post-test data collection points before and after the intervention which lasted 12 weeks. The findings of the study indicate that, at pre-test, the level of self-efficacy among the participants was rather low but correlation analyses suggest a moderate relationship between self-efficacy and listening comprehension levels. Statistical analysis revealed that there was no statistically significant difference in how much the intervention and comparison groups improved their self-efficacy levels from pre-test to post-test. However, the intervention group participants improved their levels of listening comprehension significantly more than the comparison group participants on both the free-recall and the listening comprehension question task. This was true for both high and low proficiency learners. While a 2×2 ANOVA on the strategy questionnaire items did not indicate statistically significant changes in strategy use as a result of the intervention, a Hierarchical Cluster Analysis suggested that a greater number of the intervention group participants had positive behaviours at post-test than was the case at pre-test. The manner of the participants’ listening strategy use was further explored by looking at the frequency of strategies reported in the stimulated recall interview as well as the way in which strategy combinations were employed. At post-test, the intervention group reported a much higher level of hypothesis formation, hypothesis monitoring and hypothesis formation than at pre-test, which was not the case for the comparison group. Likewise, the intervention participants also reported greater use of word or chunk identification as well as being able to combine other strategies to compensate for gaps in their bottom-upskills. Thus, there was evidence that the intervention group had changed the way in which they employed listening strategies as a result of the intervention, while the comparison group showed much fewer changes. The study not only provides evidence of the potential benefits of strategy instruction for improving L2 listening comprehension, regardless of learners’ proficiency levels, but also has methodological implications, as the strategy analyses demonstrated the value of exploring strategy use through a qualitative approach.
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Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.

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Books on the topic "Listening"

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Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening. Second Edition. | New York : Routledge, 2017.: Routledge, 2018. http://dx.doi.org/10.4324/9781315389202.

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Thorn, Michael. Listening. London: Cassell, 1987.

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Rixon, Shelagh. Listening. Oxford: O.U.P, 1988.

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Wolvin, Andrew D. Listening. 5th ed. Madison: Brown & Benchmark, 1996.

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Green, John. Listening. London: Cassell, 1987.

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Green, John. Listening. London: Cassell, 1987.

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Brownell, Judi. Listening. Sixth edition. | New York : Routledge, Taylor & Francis Group, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315441764.

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Hodges, Susan. Listening. Torrance, Calif: Totline Publications, 1998.

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Anne, Long. Listening. London: Darton, Longman and Todd, 1990.

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Saint Mary's University (Halifax, N.S.). Canada/China Language and Cultural Program., ed. Listening. Scarborough, ON: Prentice-Hall Allyn and Bacon Canada, 1998.

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Book chapters on the topic "Listening"

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Faimberg, Haydée, and Laurent Danon-Boileau. "Listening to Listening." In Psychoanalysts in Session, 97–99. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: The new library of psychoanalysis | “Published in French, 2016”–Title page verso.: Routledge, 2020. http://dx.doi.org/10.4324/9780429196751-4a.

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Marcucci, Catherine, Jerusha Taylor, Ansgar M. Brambrink, and Neil B. Sandson. "I’m Listening, I’m Listening." In A Case Approach to Perioperative Drug-Drug Interactions, 611–14. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-7495-1_135.

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Eisenberg, Annika. "Tunement: Listening to Listening." In Navigating Urban Soundscapes, 59–86. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-16734-8_3.

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Worthington, Debra L., and Margaret E. Fitch-Hauser. "Listening." In Listening, 22–45. Second Edition. | New York : Routledge, 2017.: Routledge, 2018. http://dx.doi.org/10.4324/9781315389202-2.

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Stanton, Nicki. "Listening." In What Do You Mean, ‘Communication’?, 133–45. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-10555-7_7.

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Longhofer, Jeffrey. "Listening." In A-Z of Psychodynamic Practice, 109–12. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-03387-1_41.

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Stanton, Nicki. "Listening." In Communication, 22–31. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20925-5_3.

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Stanton, Nicky. "Listening." In Mastering Communication, 21–29. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-14133-3_3.

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O’Connell, Daniel C., and Sabine Kowal. "Listening." In Communicating with One Another, 1–7. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77632-3_8.

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Stanton, Nicky. "Listening." In Mastering, 21–29. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-21164-3_3.

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Conference papers on the topic "Listening"

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Chowdhury, Nabila, Celine Latulipe, and James E. Young. "Listening Together while Apart: Intergenerational Music Listening." In CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481765.

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Smith, Benjamin, and Guy Garnett. "Machine listening." In the 2012 ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2166966.2167021.

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McMillian, Yolanda, and Juan E. Gilbert. "Distributed listening." In the 46th Annual Meeting of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1557690.1557738.

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Voida, Amy, Rebecca E. Grinter, Nicolas Ducheneaut, W. Keith Edwards, and Mark W. Newman. "Listening in." In the SIGCHI conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1054972.1054999.

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Baur, Dominikus, Jennifer Büttgen, and Andreas Butz. "Listening factors." In the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208581.

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Carlson, Kristin, Greg Corness, and prOphecy Sun. "Active Listening." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323158.

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Shrestha, Prakash, and Nitesh Saxena. "Listening Watch." In WiSec '18: 11th ACM Conference on Security & Privacy in Wireless and Mobile Networks. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3212480.3212501.

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Giomi, Andrea, and Federica Fratagnoli. "Listening Touch." In MOCO '18: 5th International Conference on Movement and Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3212721.3212815.

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Moon, Yohan, Yeri Jeong, and Eugene Seo. "I'm listening." In UbiComp '19: The 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341162.3343848.

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Psarra, Afroditi, and Audrey Briot. "Listening space." In UbiComp '19: The 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341163.3346932.

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Reports on the topic "Listening"

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Kline, John A. Listening Effectively. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada421888.

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Norris, Jane. Listening to Materials. University of Limerick, 2020. http://dx.doi.org/10.31880/10344/8359.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Mur, Remco. LISTENING TO THE SILENT PATIENT. Wallingford: CABI, 2015. http://dx.doi.org/10.1079/cabiplant-37-55.

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Vega, Rosalynn. Listening to women in labour. Edited by Sara Phillips. Monash University, December 2022. http://dx.doi.org/10.54377/67f2-e744.

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Carpenter, Christine. Speaker Preferences of Listening Behaviors that Lead to Perceived Listening : A Pre-condition of Perceived Understanding. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6406.

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Author, Not Given. Co-Optima Stakeholder Listening Day Summary Report. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1247923.

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Griffin, G. R., and J. D. Mosko. A Comparison of Dichotic Listening Task Scoring Methods. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada159920.

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Abdullah, Sabah. Developing listening skills at an Economics Network event. Bristol, UK: The Economics Network, January 2009. http://dx.doi.org/10.53593/n138a.

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