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Reminders/Updates/To Do, 9.26 • • • • • • • • • • • 1) printing quizzes – reminder: we need the percentages printed out (click “print preview”) 2) TILT quizzes returned to me sometime this week. I’ll return next week. 3) Check Bb daily, email daily, watch for my checklists/ reminders…trying to stay 1 step ahead (if you are “struggling,” please meet with me) – There is a positive correlation between prof meetings and learning outcomes/student success (a/k/a – getting into the COM 300 rhythm. It’s a great “dance”) 4) chapter 2 in-class practice quiz, next Monday instead of today. 5) as you prepare for class, review the “big ideas” for chapter 2 6) In class –chpt. 2; POR II: “Sense of Community” article, find it 7) Note that you have an assignment related to RQs and Hs. I recommend that you become familiar with it as we work through this material. 8) the concentration groups are set – review assignment description as a group. Work on Section 1. I’ll send out further detail about how to “blend” section 2. Additional samples will be posted this week. If you have questions about anything, send an email. 9) Reminder: the groups for your group paper are the “discussion groups” you are currently in (Group 1, Group 2, Group 3), not the concentration groups. ***** ***** ***** ***** ***** NOTE: an email from Mike is like an email from me. It is a good idea, professionally, to respond in a timely manner. NOTE: some under-achieving Bb participants. . .you know who you are, and I know you excuses. No dice My “ode to a late/non-poster” is warming up in the bullpen. You know how bad I am at poetry. Please don’t make me bring it out. . . See me after class if you need encouragement. Again, HUGE points for Blackboard, huge. STEP 1: CONCEPTUALIZATION Chpt. 1 Narrow focus Identify topic Define Key Concepts Chpt. 5 STEP 2: PLANNING & DESIGNING STEP 3: SELECTING A METHODOLOGY Report / Write Review of Literature Research Question Hypotheses Chpt. 3 App. G Measurement Techniques Operationalizaton Which Method? Chpt. 2 STEP 4: ANALYZE & INTERPRET DATA STEP 5: RECONCEPTUALIZATION A WORKING MODEL OF COMMUNICATION RESEARCH Research Questions What is the nature of communication? Descriptive Studies Describe & Understand nature & characteristics or particular communication behavior or variable E.g., What cues do people rely on to identify bias in a message? E.g., Who watches reality TV shows & why? How is communication related to other variables? Correlational Studies Understand how communication is related to other important variables (beyond description) IV/DV? E.g., Is gender/age/education related to motives for entering interpersonal relationships? Describing Communication Behavior • What patterns of deceptive communication characterize close relationships (Metts, 1999, p. 163) • In employment screening interviews, what purpose do the majority of interviewee questions fulfill? (seeking info, clarifying, etc.) (Babbitt & Jablin, 1999) • What type of power strategies do subordinates perceive themselves using in interactions with their supervisors (Richmond, et al, 2000, p. 90) • How do college students “map” or organize the music world/music genres? (Christenson, et al., 2002, p. 289) • Who listens to/watches a [particular show/program]? Why do they listen to [show/program]? • What are the television viewing/internet use habits of college students? Research Questions What is the nature of communication? Descriptive Studies Describe & Understand nature & characteristics or particular communication behavior or variable E.g., What cues do people rely on to identify bias in a message? E.g., Who watches reality TV shows & why? How is communication related to other variables? Correlational Studies Understand how communication is related to other important variables (beyond description) IV/DV? E.g., Is gender/age/education related to motives for entering interpersonal relationships? Relating Communication Behavior to Other Variables Format: What is the relationship/association between _________ and _________? Example: What is the relationship between gender and political affiliation? Is there an association between one’s level of education and amount of TV viewing? What is the effect of instructor’s use of podcasts on students’ cognitive and affective learning in the f2f classroom? Is professional occupation related to which media source one uses to gather news? Relating Communication Behavior to Other Variables (IV/DV) • Will the demographic variables of age, gender, education level, and household size be related to interpersonal communication satisfaction in long-distance relationships? • How does family mediation of TV effect children’s comprehension of specific programs and of TV in general? (Desmond, et al, 1985, p. 467) • Does attorney gender, disfluency, or delivery style affect or interact to affect juror perceptions of defendant’s credibility and guilt? (Barge, et al, 1989, p. 335) • Is there a positive relationship between church attendance and time spent viewing/watching religious media? HYPOTHESES Definition: A hypothesis is an expectation about events based on generalizations of assumed relationships between variables. Format: Subjects who are [high in, low in, characterized as, exposed to, etc.] (insert input variable of interest) will have [higher, more, or greater, or less] (insert output variable ofWhat’s interest)the Null Hypothesis here? Reject or Accept? than others who are [high in, low in, not characterized by, not exposed to, etc.] (insert input variable of interest] Example: Subjects who are low in self-esteem will have greater attitude change in response to a persuasive message than others who are high in self-esteem. HYPOTHESES Definition: Positive: as IV increases, A hypothesis is an expectation about events based on DV increases generalizations of assumed relationships between Negative:as IV increases, variables. DV decreases = Directional Format: There will be a [direct, or positive, negative, inverse, curvilinear] relationship What’s the Null Hypothesis here? between (insert first variable of interest) Reject or Accept? and (insert second variable of interest). Example: There will be a positive relationship between the amount of eye contact used by speakers and credibility ratings. Independent & Dependent Variables Identification Research Questions--“Millionaire Style” • Do [men and women] report significantly different [levels of satisfaction with conflict interaction]? (Papa & Natalle, 1989, p. 263) Independent & Dependent Variables Identification • People who have high levels of exposure to TV news will report greater satisfaction with life than people who have low levels of exposure to TV news. 1. What are we manipulating? Controlling? 2. What variable is said to be “influenced by” the other? • IV: level of exposure to TV news • DV: degree of satisfaction with life – note: predicted direction in variable is not the variable itself IV/DV’s • Communicators who have had formal debate training will report higher levels of assertiveness than will communicators who have not had formal debate training. • IV: amount of debate training (or presence or absence of debate training) • DV: levels of assertiveness (high, low, medium) IV/DV’s • When people are exposed to fear arousing messages, as opposed to non fear arousing messages, they will report increased levels of anxiety. • IV: level of fear arousing messages • DV: (levels of) anxiety IV/DVs • Individuals with low communication apprehension will report significantly more positive parental behaviors and attitudes toward communication than individuals with high communication apprehension. • IV: communication apprehension • DV: (2) positiveness of parental behaviors; attitudes toward communication (amount of) • NOTE: high & low are levels of one variable, not 2 variables. IV/DVs • Subjects reading persuasive messages by attractive sources will experience greater attitude change than subjects reading persuasive messages by unattractive sources • IV: attractiveness of sources • DV: attitude change • Constant – persuasive messages IV/DV’s • The older one is, the greater will be the levels of stress perceived in one’s life • IV: age • DV: perceived stress – note: older is a predicted direction, not variable – age is the variable, measured in some direction IV/DV’s • The public’s evaluations of public relations in general will be higher when licensed practitioners engage in 2-way communication strategies for altruistic motives than evaluations of public relations in general when unlicensed public relations sources have selfish motives and the practitioner engages in 1-way communication strategies. The end! Variables have attributes Variables Attributes • Kind of social support • Advice, $, Emotional, etc. • Channel of comm • Verbal, Nonverbal • Violent acts per hour • 0, 1, 2, 3, 4 • Speech anxiety • Low, Medium, High • Conflict style • Competitive, Submissive, Interactive, Combative. Variables • Defined: – any concept that takes on 2 or more values; varies by different types or amounts • Types: -- ordered: assigned numeric values, indicate how much of concept is present e.g., class rank, age, weight, temperature -- nominal: differentiated only by type e.g., gender, ethnicity, political affiliation Variables Classification: Independent & Dependent Independent Variable: a variable which is thought to influence changes in another variable(s). Dependent Variable: a variable which is thought to be changed by another variable(s). DV1 = IV1 + IV2 + IV3 + … + IVn Credibility of a Newscast = Anchor + Sportscaster + Weathercaster + News Set + Credible News Source + Frequency of Viewing + Newscast Choice + Age + Education + Income + Gender VARIABLES Other Types of Variables: Moderating Variables: variables that explain the changes in the DV better than the IV – “YEAH, BUT. . .” 1. Blackboard increases cognitive learning 2. Using PPT in worship with images that match songs being sung makes the worship experience more positive Approaches to Human Communication Research (Bochner, 1985) Goal Subject Matter Method Major Concern Function How Knowledge is Produced How Truth Claims are Judged Behaviorism Phenomenology/ Interpretive school Critical School Explanation, Prediction, Control Interpretation & Understanding Criticism & Social Change Behavior (Facts) Meanings (context) Values (historical) Operationalism Interpretation Historical-critical & textual criticism Method Subject Matter Quantitative / Qualitative Social Change Put under a covering law Place in an intelligible frame Enlighten & Emancipate By Objectifying (mirroring) By edifying (conversing) By Reflecting (criticizing) Falsification Juridicial Validation (Ricoeur) Free Consensus (Habermass) Research Questions How is communication What is the nature Definition: Research questions related to other of communication? are the question(s) we expect variables? to answer through research. Descriptive Studies Correlational Studies Describe & Understand nature & characteristics or particular communication behavior or variable E.g., What cues do people rely on to identify bias in a message? E.g., Who watches reality TV & why? Understand how communication is related to other important variables (beyond description) IV/DV? E.g., Is gender/age/education related to motives for entering interpersonal relationships? Cross-sectional or Longitudinal How do we operationalize “Communication apprehension? The “process” - conceptualization “I wonder. . . “ Research (“read” & “review” lit) Variables identified (narrowing begins) Narrowing appears as RQ or H . . . Or both