Analysis Of Verbal Interaction Research Articles

Variations of verbal behaviour and the assessment of social competence in dyadic interactions

Abstract Approaches to social skills assessment and training have generally failed to view behaviour in context or consider the contingencies of particular acts. The Verbal Interaction Analysis System (VIAS) is a new method of assessing social competence which is responsive to this criticism. Preliminary validation data are followed by data from a further two studies of dyadic interaction. In Experiment 1, 13 subjects participated in a sequence of 3 initial interactions with 3 different confederates. Interactions varied in their prearranged demand characteristics to which the VIAS proved sensitive. In Experiment 2, 19 subjects participated in initial interactions with a confederate. Confederates were covertly instructed either to talk predominantly about themselves, or to ask questions about the subjects. The resulting interactions produced significantly different outcomes for the two conditions when measured with the VIAS. Findings are interpreted to give support to the hypothesis that competence in inte...

Correlational analysis of verbal interactions during the consultative interview and consultees' subsequent perceptions.

Correlational analysis of verbal interactions during the consultative interview and consultees' subsequent perceptions.

Correlational analysis of verbal interactions during the consultative interview and consultees' subsequent perceptions.

Correlational analysis of verbal interactions during the consultative interview and consultees' subsequent perceptions.

Intentions, language, and social action in a Samoan context

The universal validity of the personalist view of meaning as owned by the individual speaker and exclusively defined by his intentions is here questioned on the basis of an analysis of spontaneous verbal interaction in a politico-judiciary arena in a traditional village in Western Samoa. After relating the Samoan practice of language understanding to the Samoan notions of self and task, it is suggested that the Samoans' use of language in social interaction is more easily understood on the basis of a dialogical, interpretive, and socio-historically oriented theory of meaning than on the basis of a ‘rationalistic’ view in which the individual is the sole originator of knowledge and evidence.

Victors and vanquished: The social organization of ceremonial congratulations and commiserations

Introduction The significance of ceremonial and ritual conduct or settings in human affairs has been noted by sociologists from a wide variety of theoretical persuasions. Within the functionalist tradition the social cohesion attendant upon a ceremonial occasion was, of course, pivotal to Durkheim’s analysis of suicide (Durkheim, 1952; Phillips and Feldman, 1973). For Merton (1957) it was the latent function of group solidarity which gave the Hopi rain dance its analytical distinctiveness whilst for Shils and Young (1953) the significance of the British coronation lay in its reaffirmation of tradition and continuity. For interactionists the notion of ceremony or ceremonial forms has figured more as a model or metaphor to be applied in the analysis of conduct which, when considered in the light of other criteria, does not warrant such a depiction. A good deal of Goffman’s early writing (e.g. 1972a, 1972b) employs this tactic and its application has been made in particular to medical settings by other writers (Strong, 1979; Silverman, 1984). Most recently ceremonial occasions or settings have witnessed the attention of researchers working within, or employing the findings of, conversation analysis (CA), a development which is part of a more general interest shown by CA in speech exchange in formal or institutional settings. This extension of CA research from its hitherto prevailing focus on naturally occurring conversation has been accompanied by a productive and continuing debate concerning the overall sociological contribution of CA (Goffman, 1981; Hester, 1981; Dingwall, 1980; Watson, 1983). Recent CA research which has been conducted within institutional contexts can be found in Atkinson and Drew’s (1979) analysis of verbal interaction in judicial settings; in Maynard’s (1984) research into the negotiations that constitute the discourse of plea bargaining; in Atkinson’s (1984) discussion of the techniques of political oratory; whilst Mulkay (1984) has examined the discourse of one particular ceremonial form-the Nobel Prize ceremony. Inter alia such studies have demonstrated that organizational structures characteristic of naturally occurring social interaction are operational in these institutional settings but that in addition, such settings have certain properties not found in the former. Indeed as Atkinson (1982) has argued the speech exchange typical of many institutional settings is not merely coincidental to such settings but constitutive of them: it is precisely what gives them their formality. The present paper offers some empirically grounded observations as to how this apparent paradox is possible. It can be seen both as an addition to the corpus of studies dealing with the formal analysis of speech exchange in institutional settings and secondly as an inquiry into the substantive structure of that setting-a particular ceremonial form-in its own right. The setting under consideration here is that which has increasingly come to characterise the conclusion of sports competitions or tournaments-

Asking the Way and Telling the Law: Speech in Medieval Germany

Asking the Way and Telling the Law: Speech in Medieval Germany Philosophers of language and sociolinguists have claimed for some time that there is more to than its function as a vehicle of communication. By the very act of speaking people act and are acted upon. This interchange is effected in speech acts, segments of talk that are socially recognizable, recurring, and structured by rules, as well as in speech events, larger segments of bilateral talk which are seen as the basic unit for the analysis of verbal interaction. Both acts and events encode social meaning and serve ends besides conveying information. Both do things with words. 1

Analysis of verbal interactions of A-B type therapists during therapy.

The present study showed 8 A therapists accepted and used the ideas presented by their clients more than 9 B therapists. Additionally, experienced A therapists used significantly more accepting of feelings statements than experienced B's.

Development of a microcomputer system for verbal interaction analysis

Verbal interaction analysis has been demonstrated to be a valuable procedure for research on temporal, noncontent variables in dyadic interviews. Temporal variables include durations of utterance, reaction time latency, initiative time latency, and overlap, which are recorded for both parties in the interview. Instruments for the measurement of these variables have been both complex and expensive. An Apple II microcomputer is programmed to record the four temporal variables in verbal interaction analysis, providing a portable, less expensive, and convenient instrument.

Local Representation and The Policy Agenda

The effect of a change from at-large to district representation on the agendas of local councils is examined in five cities. Based on analysis of roll-call votes and members' verbal interactions (as coded from official minutes), it is determined that this change in representation does not affect the proportion of the agenda devoted to such routine matters as streets and sanitation, nor to social minimum (welfare) or police and other protective issues. It may result in greater controversy concerning zoning and planning, and may make conflict more evident over any issue if it has been a subject of controversy in the community before the change to districts.

Classroom Verbal Interaction and Self‐Actualization of Home Economics Teachers

The purpose of this study was to analyze verbal interaction in class discussions in home economics in relation to self‐actualization of the teacher. Ten Iowa ninth grade teachers who scored high on the inner‐directed scale of Shostrom's Personal Orientation Inventory (POI) and 10 who scored low were selected. Two classroom discussions were video taped for each teacher. The Sequential Analysis of Verbal Interaction (SAVI) was used to analyze classroom verbal interaction with inter‐ observer and intraobserver reliabilities established at .85. Although no differences were found between the two groups of teachers on use of the SAVI areas, some significant differences were found within teacher groups using a nested analysis of variance. Self‐actualizing teachers tended to vary more in verbal patterns than did the less self‐actualizing group. It is recommended that some areas of the SAVI be omitted in studies of home economics classrooms and that the validity of the POI for use with home economics teachers be examined.

Verbal communication in medical instruction.

Thirteen teachers lecturing to first and second year students at the University of Rochester, School of Medicine and Dentistry were studied. The investigation was designed to identify aspects of teaching, through the use of:(1) questionnaires to students; (2) questionnaires to the teachers; and (3) by means of a classroom interaction analysis instrument, the Sequential Analysis of Verbal Interaction (SAVI). The findings showed that few among possible categories of expression were used in lectures. The categories most frequently recorded were Description, Opinion, and Proposal. Two teachers were identified as expressing more Opinion than the others, and two other teachers were similarly identified as having a more descriptive style than the others. Both teachers who were found to use Opinion often were for the most part regarded by the students as being less effective. One teacher who was found to use Description most often was one of the best regarded teachers.

Rules of verbal interaction and literary analysis

One approach to pragmatic issues deals with the psycho-sociological aspects of verbal interaction, that is, focuses on the set of situational factors involved in language use. The present study considers the relevance of such factors for literary theory and analysis in one form of exchange-dialogue. For illustrative purposes, two sources of social interactional information presented in the dialogue portions of an Hemingway short story are analyzed: of address and certain conversational sequence types. The importance of analyzing this and other information present in literary dialogic exchanges is discussed.

The analysis of verbal interactions occurring during consultation

This article describes a consultation analysis technique for coding conversion between a consultant (e.g., psychologist) and a consultee (e.g., teacher) serving a client (e.g., student). Consultation analysis classifies the topics discussed in consultation, the verbal processes exhibited during consultation, and the extent to which one participant in consultation controls the kinds of things which another participant says. Uses of consultation analysis in training and research are discussed.

Verbal interaction analysis of empathic and nonempathic responses of therapists.

Verbal interaction analysis of empathic and nonempathic responses of therapists.

Effects of Verbal Interaction Analysis Training with Counseling Practicum Students

This article investigates differences in counselor verbal style and type of counselee talk in two groups of counselor trainees. The first group consisted of 15 counselor trainees who received a training program with an Amidon‐type Verbal Interaction Analysis System; the second group was a control group of 15 counselor trainees who received no interaction analysis training as part of a semester‐long counseling practicum. The results indicated that the counselors receiving interaction analysis training tended to talk less and Use indirect influence techniques more often than the counselor trainees in the control group. Clients of the counselors in the experimental group tended to talk more often and use more self‐initiated talk than did the clients of counselors in the control group.

Reconstruction in the Analysis of Verbal Interaction

Reconstruction in the Analysis of Verbal Interaction

Reconstruction in the Analysis of Verbal Interaction

Certain analytic techniques devised for the analysis of verbal behavior claim to reflect the density of semantic information in a communicative event. These techniques usually involve some form of content analysis and are applicable to classroom verbal interaction studies. Unfortunately, most studies of classroom interaction do not meet the standards of content analysis. In content analysis, words uttered by participants are assigned by the analyst to categories that represent their meanings. In linguistic terms, content analysis involves placing lexical items into semantic categories. The frequency of words in these categories is then assumed to reflect the semantic preoccupations of the classroom lesson under analysis. This paper argues that traditional techniques of content analysis have failed to take into consideration certain types of implicit information in verbal behavior. (See Hays, 1969 for a similar

The Effect of Selected Media Feedback upon the Interactive Behavior of Student Teachers

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.

Book Reviews : Improving Teaching: The Analysis of Classroom Verbal Interaction by Edward Amidon and Elizabeth Hunter. New York: Holt, Rinehart and Winston Inc., 1966. Pp. 221

Book Reviews : Improving Teaching: The Analysis of Classroom Verbal Interaction by Edward Amidon and Elizabeth Hunter. New York: Holt, Rinehart and Winston Inc., 1966. Pp. 221