Using performance to increase retention of dialectic tension management strategies

Autor:	Raymond D. Baus
Rok vydání:	1995
Předmět:	Dialectic Communication Relational communication Research studies Psychology Null hypothesis Social psychology Language and Linguistics Cognitive psychology Coding (social sciences)
Zdroj:	Journal of Applied Communication Research. 23:230-238
ISSN:	1479-5752 0090-9882
DOI:	10.1080/00909889509365427
Popis:	The purposes of this pedagogical experiment were 1) to examine the relationship between mode of instructional presentation and retention of material, and 2) to consider a method for helping students understand and apply the findings of research reports. Based on Goss's (1989) description of the dual coding hypothesis, it was hypothesized that mode of presentation would have significant effects on retention of a lecture dealing with a relational communication issue. Although findings were in the expected direction, this hypothesis was not confirmed. Results indicated that students’ retention scores correlated most highly with their overall grade point average. Discussion examines the pedagogical implications of this study's confirmation of the null hypothesis. In addition, the relationship between students’ participation in research studies and their ability to apply concepts addressed in those studies is considered.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b7eee8c969355368672861915322057b https://doi.org/10.1080/00909889509365427 Zobrazit plný text záznamu