Relevant bibliographies by topics / Listening skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Listening skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Listening skills"

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Hislop, Vicky. "Listening skills." Practical Pre-School 1998, no. 10 (July 1998): 20. http://dx.doi.org/10.12968/prps.1998.1.10.41382.

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Yendir Qizi, Davlatova Mukhsina. "THE IMPORTANCE OF PRODUCTIVE SKILLS IN LEARNING LISTENING SKILLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 11, 2022): 234–42. http://dx.doi.org/10.55640/eijmrms-02-10-43.

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The article returns to the pretended listening abilities in second language mastering by testing the impression of tuning in as responsive expertise. It contends that listening can be made useful by consolidating show-in study hall errands to bring out additional useful elements of learning. To launch the execution of the show, a listening movement is proposed with a system. The article opens another exchange in the academic characterization of language abilities through re-picturing what students can perform during listening undertakings also as how this presentation can extend our ordinary thinking about the idea of language practice.
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Sullivan, Mary Ann. "Improving listening skills." American Journal of Health-System Pharmacy 43, no. 3 (March 1, 1986): 569–81. http://dx.doi.org/10.1093/ajhp/43.3.569.

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Forster, Patricia, and Beverly A. Doyle. "Teaching Listening Skills." TEACHING Exceptional Children 21, no. 2 (January 1989): 20–22. http://dx.doi.org/10.1177/004005998902100204.

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Hislop, Vicky. "Developing listening skills." Practical Pre-School 1998, no. 10 (July 1998): 19. http://dx.doi.org/10.12968/prps.1998.1.10.41371.

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Hislop, Vicky. "Developing listening skills." Practical Pre-School 2008, no. 86 (March 2008): 3–4. http://dx.doi.org/10.12968/prps.2008.1.86.38437.

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Brinson, Barbara. "Developing listening skills." Music Educators Journal 75, no. 7 (March 1989): 51–52. http://dx.doi.org/10.1177/002743218907500703.

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Kessner, Christine. "Assessing listening skills." Applied Psychology 34, no. 1 (January 1985): 127–35. http://dx.doi.org/10.1111/j.1464-0597.1985.tb01300.x.

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Pahlefi, M. Riza. "Pengembangan Instrumen Penilaian Keterampilan Menyimak (Mahārah al-Istima’) dalam Pembelajaran Bahasa Arab." Uktub: Journal of Arabic Studies 2, no. 2 (November 21, 2022): 68–84. http://dx.doi.org/10.32678/uktub.v2i2.6458.

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Listening skill is one the most important skills. Without adequate listening skills, a person will find it difficult to communicate. Listening skills in Arabic need to improved through structured and systematic efforts. To measure the ability of listening skills, a measuring instrument is needed in the form of an assessment instrument, in this case a listening skill test. The aim is to determine the level of students’ skills in listening to Arabic. This paper tries to explain more specifically the development of an assessment instrument for listening skills (mahārah al-istima'), the types of tests, and the process and examples of developing an assessment instrument in learning Arabic.
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Chen, Huilin, and Jinsong Chen. "Cognitive Diagnostic Research on Chinese Students’ English Listening Skills and Implications on Skill Training." English Language Teaching 10, no. 12 (November 7, 2017): 107. http://dx.doi.org/10.5539/elt.v10n12p107.

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By analyzing the test data of 2718 secondary school students in Guangzhou China on 15 listening items from Guangzhou English Achievement Examination (2015) through G-DINA model, the study explored the relationships among the listening comprehension skills. Based on the test specifications and listening skill taxonomies in existence, 5 experts in language skills and language testing conducted item content analysis independently for the 15 listening items, defined 5 listening attributes, and constructed the Q-matrix. After analyzing latent classes and their posterior probabilities, the study discovered the relationship among the listening skills. According to the listening skill relationship, the study provides insights on the sequence of listening skill training. The efficiency of training may be improved when closely related listening skills are instructed and practiced at the same time. The study also demonstrates that the compensatory and saturated G-DINA model caters to the characteristics of listening comprehension skills and can be applied to tests involving highly interactive and hierarchical skills.
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Dissertations / Theses on the topic "Listening skills"

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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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Різниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.

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The article looks at some aspects of teaching listening skills. It focuses on the principles that apply in teaching listening and on the effective ways for students to develop stronger listening skills.
У статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
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Garris, Bill R., and Bethany A. Novotny. "Listen Up! Active Listening Skills Revisited." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3149.

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Iorg, Jeff. "Developing effective listening skills for personal evangelism." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Lloyd, Elme M. "Improving listening skills in a tertiary learning environment." Thesis, Cape Technikon, 1998. http://hdl.handle.net/20.500.11838/2141.

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Thesis (MTech (Education))--Cape Technikon, 1998.
Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.
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Feagin, Eileen. "A Curriculum For Developing Listening Skills in Kindergarten." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/18.

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The goal of this project was to develop a comprehensive program for teaching listening skills to kindergarten children which could be incorporated into a given curriculum. The focus of this paper was to identify the basic need of listening skills to the kindergartener and suggesta plan whereby this apparent deficiency could be addressed. Included are activities that the classroom teacher could utilize to increase the child's ability to listen. Five of the seven basic skills identified as necessary pre-reading skills are considered; listening skills, visual discrimination, visual memory, auditory discrimination, and auditory memory. Activities compatable with thedevelopment of these skill areas are offered.
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Tatlilioglu, Kasim, and Nadiya Senchylo. "Active Listening Skills as an Element of Interpersonal Communication." Thesis, Талком, 2020. http://er.nau.edu.ua/handle/NAU/43410.

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Active listening is an important element of the communication process and key to success. Listening is an integrative action physical, psychological, emotional, social, intellectual and environmental inputs. It ensures effective and healthy communication between individuals and institutions. On the other hand, it has an mportant effect on the prevention of communication conflicts. It is know importance by everyone but being gnored effective listening skills is communication process. So in this studying will be refer active listening skills and importance.
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ARIZMENDI, GONZALEZ GRACIELA 332812, and GONZALEZ GRACIELA ARIZMENDI. "Strategy training in the classroom to improve listening skills." Tesis de maestría, Universidad Autónoma del Estado de México, Universidad del Norte de Texas, 2011. http://hdl.handle.net/20.500.11799/63904.

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Mexican students learning English as a second language (ESL) face difficulties in listening due to factors such as anxiety and lack of strategies to deal with listening. Some listening training sessions to provide learners with memory, cognitive, and compensation strategies like identifying key words, getting the main idea, making predictions, inferences that help them to comprehend the speaker’s message and to manage this problem took place and results are reported here. The aim is to investigate whether providing explicit strategy training helps to improve listening skills, and how much influence the training has in the Intervention Group (IG) in comparison to two control groups (CGs). To that end, the IG and the two CGs were tested before and after receiving training and the scores were computed using a correlated samples t-test (t) as well as ANOVA (F) - statistics of group differences. The ANOVA (F) outcomes indicated non- statistically significant differences in the three groups for listening skills. Correlated samples t-tests (t) findings showed non significant results for two groups (intervention group (IG) and control group one (CG1)) while for control group two (CG2) was the opposite. The results suggest that explicit strategy training is not the only factor that affects listening improvement. A positive increase in the use of memory, cognitive, and compensation strategies was found.
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Mangrum, C. W. (Clifton William). "The Effects of Listening Skills Instruction on Students' Academic Performance." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278110/.

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Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.

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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
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Books on the topic "Listening skills"

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MacKay, Ian. Listening skills. 2nd ed. London: Chartered Institute of Personnel and Development, 1998.

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Rixon, Shelagh. Developing listening skills. London: Macmillan, 1986.

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Kratz, Dennis M. Effective listening skills. Chicago: Irwin Professional Pub., 1995.

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Diana, Williams. Early listening skills. Bicester: Winslow, 1995.

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Kirby, Stephen. Penguin listening skills. Harmondsworth: Peguin, 1985.

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Early listening skills. Bicester, Oxon: Speechmark, 2001.

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Kirby, Stephen. Penguin listening skills. Harmondsworth: Penguin, 1985.

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Patty, Key, ed. Penguin listening skills. Harmondsworth: Penguin, 1985.

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Galvin, Kathleen M. Listening by doing: Developing effective listening skills. Lincolnwood, Ill., U.S.A: National Textbook Co., 1985.

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Gude, Kathy. First certificate listening skills. London: Bell & Hyman, 1986.

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Book chapters on the topic "Listening skills"

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Burnard, Philip. "Listening skills." In Effective Communication Skills for Health Professionals, 49–61. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4511-2_4.

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Tate, Simon, and Peter Hopkins. "Listening Skills." In Studying Geography at University, 67–72. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-12.

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Kelly, Alex. "Listening and paralanguage." In Social Skills, 51–65. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315173405-4.

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Loughran, Hilda. "Listening." In Counselling Skills for Social Workers, 50–76. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Student social work: Routledge, 2018. http://dx.doi.org/10.4324/9781315145853-3.

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Rice-Bailey, Tammy, and Felicia Chong. "Listening." In Interpersonal Skills for Group Collaboration, 25–36. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003285571-3.

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Bijsterveld, Karin. "Listening for Knowledge: Introduction." In Sonic Skills, 1–28. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59829-5_1.

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Geldard, Kathryn, and David Geldard. "Joining and Listening." In Practical Counselling Skills, 37–47. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-22945-7_4.

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Delamain, Catherine, and Jill Spring. "Thinking Skills." In Speaking, Listening & Understanding, 59–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315173344-8.

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Stacey, Ginny, and Sally Fowler. "Listening." In Gaining Knowledge and Skills with Dyslexia and other SpLDs, 262–79. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Living confidently with specific learning difficulties (SpLD) ; book 3: Routledge, 2021. http://dx.doi.org/10.4324/9781315461137-6.

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Kneale, Pauline E. "Listening." In Study Skills for Geography, Earth and Environmental Science Students, 115–20. Fourth Edition. | New York : Routledge, 2019. | “[Third edition published by Hodder Education 2011]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-11.

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Conference papers on the topic "Listening skills"

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Moody, Janette. "Teaching Effective Listening Skills to Information Systems Majors." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2541.

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Information systems (IS) professionals have consistently expressed the need for good communication skills in IS graduates and universities have responded by providing communication components within their curriculum and coursework. However, the typical understanding and execution of communication skills revolve around teaching presentation skills. While presentation skills are important components of communication, the communication skill of effective listening is of equal importance for information technology professionals. In fact, this skill is essential in the information requirements stage of systems development when the end-user is required to work with the IS professional in deriving the basics of the new system to be developed. This paper describes how the teaching of effective listening skills can be incorporated into a variety of IS courses and offers some exercises and techniques.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.

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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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Tuyen, Tran Thi Kim. "Developing Vietnamese Listening - Speaking Skills." In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.005.

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Tanaka, Hiroki, Hideki Negoro, Hidemi Iwasaka, and Satoshi Nakamura. "Listening Skills Assessment through Computer Agents." In ICMI '18: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242969.3242970.

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Sysoenko, Viktoriya V. "Vocal speech in listening skills formation." In Агропромышленный комплекс: проблемы и перспективы развития. Благовещенск: Дальневосточный государственный аграрный университет, 2022. http://dx.doi.org/10.22450/9785964205456_1_53.

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"Common Obstacles and Countermeasures in College English Listening Learning." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000663.

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Artyushina, G., O. Sheypak, A. Khovrin, and V. Spektor. "How to improve listening skills for technical students." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059543.

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Krivoshlykova, Liudmila, Anna Pushkina, and Valeriya Ryabkova. "TECHNIQUES IN DEVELOPING LISTENING SKILLS WHEN TEACHING INTERPRETERS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0279.

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Thamrin, Nur Sehang, and Muh Asri Hente. "Developing Students' Listening Skills Through Top-Down Process." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.99.

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Belenkova, Nataliya, and Irina Kruse. "TRAINING ACADEMIC LISTENING SKILLS AT A NON LINGUISTIC UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2175.

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Reports on the topic "Listening skills"

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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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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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Piazza, Candice. The impact of college speech classes on listening skills of students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2013.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Lubkovych, Igor. METHODS OF JOURNALISTIC COMMUNICATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11096.

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Abstract:
Journalistic communication is professional, its purpose is to obtain information and share it withthe audience. A journalist communicates when he intends to receive information directly from the interlocutor, from documents that the interlocutor has, or by observing the behavior of the interlocutor during the conversation. The most common method is communication in order to obtain verbal information. In the course of communication, a journalist succeeds when he adheres to politeness, clarity, brevity. It is important that the conditions of communication must be prepared or created: a place of communication, participants of communication, demonstration of listening skills, feedback. You should always try to get documentary evidence of what you have heard. An active reaction to what is heard by the journalist should be used to find out how much the interlocutor understands what is being said. At the beginning of the conversation, when the interlocutor expresses his attitude to the event or problem in question, it should not be interrupted. A journalist, like most people, often makes two mistakes when communicating: perceives as truth what is presented and attributes characteristics. Attribution of the characteristic as a psychological error is known since the beginning of the last century. And the perception of everything as the truth has long been inherent in our society.
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