DOCSLIB.ORG

Investigating the Effects of Nonverbal

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Investigating the Effects of Nonverbal DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Joseph E. Lybarger December, 2014 DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. Joseph E. Lybarger Thesis Approved: Accepted: _______________________________ _______________________________ Faculty Advisor School Director Dr. Andrew S. Rancer Dr. Therese L. Lueck _______________________________ _______________________________ Committee Member Dean of the College Dr. Yang (Young) Lin Dr. Chand K. Midha _______________________________ _______________________________ Committee Member Dean of the Graduate School Dr. Elizabeth E. Graham Dr. George R. Newkome _______________________________ Date ii ACKNOWLEDGEMENTS A major research project like this is never the work of anyone alone. The contributions of many different people, in their different ways, have made this thesis possible. I would like to extend my deepest appreciations, especially to the following. I wish to thank, first and foremost, my family. My grandparents (Joe & Janet), my parents (Andy & Kim), and my three beautiful and amazing sisters (Lyna, Tara, & Jana). The love and support you have all shown me over the years has given me the strength and resilience to overcome many obstacles and persevere when hope looked lost. Especially to my grandfather, Ralph, J. Lybarger, for believing in me when no else did. It is with immense gratitude that I acknowledge the support, the educated and experienced advice, and help of my advisor, Dr. Andrew Rancer. I want to thank you for believing in me as an advisee, a student, and a person. You have helped me grow as a researcher, as a student, and as a person in many ways. This thesis would have remained a dream without your help and support, and for that I am greatly appreciative. It was a great honor to have been able to work with someone as accomplished as yourself. To Dr. Elizabeth Graham, and Dr. Young Lin, to whom I am deeply grateful, for not only agreeing to erve as members on my committee, but also, for all of the support, guidance, and indisputably invaluable advice you have given towards the developing of my thesis topic, and for your pain staking efforts in proof reading the drafts. Without your duidance, I would not have been able to put this thesis together. iii This thesis would not have been possible without the help, support and patience of Dr. Phil Hoffman. Thank you for taking the time out of your busy schedule and assisting in providing the resources and the use of the Universities TV station for the producing of the videos essential to my experiment. You have always been someone who has shown confidence in my abilities as a graduate student, and as a scholar. I would also like to thank the actors who took part in the making of the videos used for the pilot study and experiment. Tom Stephan (who played the part of the Manager) and Brian Westerley (who played the part of the employee), thank you for your professionalism as both actors and individuals and for your patience in getting the videos perfect and exactly how I envisioned them. They turned out better than I could have imagined, thank you. I cannot find words to express my gratitude to Dr. Keith Weber. I owe you my deepest gratitude and thanks. You helped to pick me up, when I had fallen, and if it weren’t for you I would never have gotten as far as I have today. You have taught me so much, and gave me some of the most heart felt, and at times comical, advice I have ever received. I owe my success thus far to you and for that, again, I cannot find words to express my gratitude. Thank you so much. Lastly, and certainly not least, I am indebted to my many friends and colleagues who have supported me. Christa Mitchell, thank you for being my biggest fan, and providing me with all the emotional support an ambitious, Type-A personality graduate student needs. Nick Smith, you have always made yourself available to provide friendship, advice, comfort, and during the times when all I wanted to do was complain, a listening ear, even when faced with impending deadlines. Thank you. iv As I stated in the beginning of my acknowledgements, a major research project such as this thesis, is never the work of anyone alone. It is because of the contributions of those listed above, in their own different ways that have made this thesis possible. Thank you all. v TABLE OF CONTENTS Page LIST OF FIGURES…………………………………………………….……….…...…..ix LIST OF TABLES………………………………………………………………..………x CHAPTER I. REVIEW OF LITERATURE…………………………………………..……………….1 Introduction………………………………………………………….…………….1 Verbally Aggressive Behavior.………….…………………….…….…………….2 Causes of Verbally Aggressive Behavior.………………….…….…..….….…….7 Aggression Within the Workplace…….…………………….…….…….….……10 Communicator Style………………………………….………………………….12 Affirming Communicator Style………………………………………………….16 Immediacy…………………………………………………………….………….27 Verbal Immediacy………………………………….…………………………….29 Nonverbal Immediacy……………………………………………………...…….29 Source Credibility………………………………….…………………………….47 Cognitive Valence Theory……………………………………………………….52 Purpose of the Study………………………………………………….………….56 Hypothesis…………………………………………………………….…………58 II. STUDY I: PILOT STUDY MANIPULATION CHECK…….….….…….………….59 Participants……………………………………….…….……….………….…….59 vi Creation of The Scripts………………………………………..…………….…...59 Procedures for Study One……………………...….…...….…………….……….61 Results of Study One……………...……………………………………………..63 III. STUDY II: EXPERIMENT……………….….…….……..…………….….….….…64 Participants……………………………………………………………………….64 Procedures for Experiment….…………………….…..…….….……….……….66 Dependent Variable Questionnaire……….….…………………………………..67 Measurement of Competence & Character.……….……………………..67 Measurement of Caring…………………….……………………….……68 Measurement of Affirming Communicator Style…………….……….…69 IV. RESULTS OF STUDY TWO: THE EXPERIMENT……………………………….71 Dependent Variable: Competence……………………………………………….73 Dependent Variable: Character (Trustworthiness)……………………………....76 Dependent Variable: Caring (Goodwill).………………………………………..79 Dependent Variable: Relaxed Communicator Style……………………………..81 Dependent Variable: Friendly Communicator Style…………………………….84 Dependent Variable: Attentive Communicator Style………………………..…..87 IV. DISCUSSION………………………………….………………………..…………..91 Limitations of the Study…………………………………………………………97 Suggestions for Future Research………….……………………..………………99 REFERENCES………………………………..………………………………….…….103 vii APPENDICES………………………………………………………………………….116 APPENDIX A. FIGURES & TABLES……………………….…….….…...….117 APPENDIX B. IRB APPROVAL (INFORMED CONSENT)..……….………123 APPENDIX C. SCRIPTS FOR FOUR VIDEO CONDITIONS….….………...124 APPENDIX D. MANIPULATION-CHECK QUESTIONAIRE..……..…....…134 APPENDIX E. DEPENDENT VARIABLE QUESTIONAIRE…….…....……136 viii LIST OF FIGURES Figure Page 1. Cognitive Valence Theory Model……………..………….….…………..………..…118 ix LIST OF TABLES Table Page 1. Pearson’s Correlation for the Source Credibility Construct………………………..119 2. Pearson’s Correlation for the Affirming Communicator Style Construct…….……119 3. Main Effect Means in Relation to Superiors’ Verbally Aggressive Behavior.……..120 4. Main Effect Means in Relation to Superiors’ Nonverbal Immediacy Behavior……120 5. Means for one-way ANOVA: Dependent variable – Competence.………………………………………….…......121 6. Means for one-way ANOVA: Dependent variable – Character (Trustworthiness)…………………………...……121 7. Means for one-way ANOVA: Dependent variable – Caring……………...…………………………….………….121 8. Means for one-way ANOVA: Dependent variable – Relaxed Communicator Style.................................................122 9. Means for one-way ANOVA: Dependent variable – Friendly Communicator Style…………………………….…122 10. Means for one-way ANOVA: Dependent variable – Attentive Communicator Style……………………………………………………………...….……..……….122 x CHAPTER I REVIEW OF LITERATURE Introduction Berlo (1960) illustrates how important it is that we have a working understanding of human communicative behaviors and practices. He informs the reader that the average person spends about 70% of his or her life communicating. Unfortunately, the ways in which we communicate can be, and at times are in fact, destructive. Research has uncovered that some people are more prone to this dysfunctional behavior than others, specifically in the case of those with predispositions (personality traits) to communicate in a verbally aggressive manner. In today’s technologically advanced world, many psycho-biologists are turning to neurological activity and biochemical signatures (traits) in order to better understand human behavior in depth. Psycho-biologists are turning to traits research because personality traits heavily influence how we communicate on an everyday basis (Rancer & Nicotera, 2006). Although some people are more so prone to being verbally aggressive, we all possess the capacity to become “aggressive, and undoubtedly, all of us have at one time or another attacked someone who offended us— [either] in our thoughts or verbally, if not in an open assault” (Berkowitz, 1998, p. 263). 1 There has been an abundance of research investigating and finding support for the notion
Load more

Recommended publications
  • The Influence of Verbal Aggressiveness and Verbal
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2008 The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles Jane Anne Mattina University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Higher Education Commons, Interpersonal and Small Group Communication Commons, and the Organizational Communication Commons Recommended Citation Mattina, Jane Anne, "The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles" (2008). Dissertations. 1216. https://aquila.usm.edu/dissertations/1216 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina Abstract of a Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2008 COPYRIGHT BY JANE ANNE MATTTNA DECEMBER 2008 The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina A Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: December 2008 ABSTRACT THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina December 2008 The behaviors and styles of leaders have been studied for many years yet, the study of college study leaders has not been as prevalent.
    [Show full text]
  • Bullies and Victims from the Schoolyard to the Boardroom the Abridged Version
    Bullies and Victims from the Schoolyard to the Boardroom The Abridged Version Thesis Submission University of Denver Conflict Resolution Institute Patricia S. Whitehouse 2006 BULLIES AND VICTIMS FROM THE SCHOOLYARD TO THE BOARDROOM THE ABRIDGED VERSION A Thesis Submitted to The Conflict Resolution Program University of Denver Patricia S. Whitehouse [email protected] 1 CONTENTS Chapter 1. Bully Profile… ................................................................................................. 2 Proactive and Reactive Bully Power Aggression and Rage Social Development Emotional Development Reinforcement Propensity for Violence 2. Victim Profile… ............................................................................................... 10 Passive/Submissive and Provocative Victim Internalizing Composite Social Withdrawal Poor Interpersonal Problem Solving Patterning Resiliency 3. Destructive Conflict… ...................................................................................... 16 Dysfunctional Interactions Communication Styles Conflict Styles Bullying Methods Classic Bullying Victim – Avenger Mobbing Environmental Influences Violence Lack of Support 4. Maladaptive Cycle… ....................................................................................... 28 Victim’s Maladaptation Bully’s Maladaptation Bully’s and Victim’s Conflict Algorithms From the Schoolyard to the Boardroom 2 CHAPTER ONE: THE BULLY PORTRAIT When people hear the word "bully", they usually visualize a child in the schoolyard intimidating another
    [Show full text]
  • The Relationship Between Aggressive and Assertive
    THE RELATIONSHIP BETWEEN AGGRESSIVE AND ASSERTIVE COMMUNICATION BEHAVIORS: EXAMINATION AND SCALE DEVELOPMENT OF THE AGGRESSIVE ASSERTIVE COMMUNICATION INSTRUMENT (AACI) by VALERIE BERENICE COLES CONE (Under the Direction of Jennifer A. Samp) ABSTRACT This project considers the relationship between aggressive and assertive communication behaviors; two concepts rarely studied in tandem with one another. The goal of this project was to develop and assess the construct validity of the Aggressive Assertive Communication Instrument (AACI). In order to examine the content validity, internal consistency, and associations between the AACI and external variables, three studies were conducted. Study 1 was a pilot study designed to examine the theorized factor structure and item composition of the AACI. To assess the validity of the measure, the proposed items were correlated with individual difference variables commonly examined and associated with interpersonal conflict (i.e., agreeableness, extraversion, locus of control, and taking conflict personally). The aims of Study 2 were to further examine the factor structure and item composition of the AACI and to cross-validate the AACI with dispositional traits (i.e., agreeableness, entitlement, exploitativeness, extraversion, family communication patterns, self-esteem, and trait anger). In Study 3, convergent and divergent validity were assessed with existing aggressive and assertive measures (i.e., BAAI, BPAQ, VAS, and AI) and dispositional tendencies (i.e., conflict management style and argumentativeness). Additionally, three conditions were developed to assess how the AACI may change or differentially relate to tested variables when individuals reflected on their behavior with an acquaintance, close friend, or romantic partner. Results from these studies revealed a consistent and stable four-factor structure comprised of two assertion-related factors (i.e., direct communication and relationship orientation) and two aggression-related factors (i.e., verbal aggression and physical aggression).
    [Show full text]
  • Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration
    Psychology, 2017, 8, 1693-1717 http://www.scirp.org/journal/psych ISSN Online: 2152-7199 ISSN Print: 2152-7180 Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration Stergiani Deliligka, Alexandra Bekiari, Ioannis Syrmpas Faculty of Physical Education and Sports Science, University of Thessaly, Trikala, Greece How to cite this paper: Deliligka, S., Be- Abstract kiari, A., & Syrmpas, I. (2017). Verbal Ag- gressiveness and Argumentativeness in Phys- This study is aiming at examining 1) physical education teachers’ self-perceived ical Education: Perceptions of Teachers and verbal aggressiveness and argumentativeness, 2) students’ perceptions about Students in Qualitative and Quantitative verbal aggressiveness and argumentativeness developed by their teachers, in Exploration. Psychology, 8, 1693-1717. order to assess the communicational accordance between students’ and https://doi.org/10.4236/psych.2017.811112 teachers’ perceptions in elementary, junior and high schools. A combination Received: August 5, 2017 of qualitative (study 1) and quantitative methods (study 2) has been imple- Accepted: September 5, 2017 mented for this purpose. Fifteen PE teachers (6 females and 9 males), partici- Published: September 8, 2017 pated in the qualitative study; and 894 students (442 males, 452 females), par- ticipated in the quantitative study. According to the study 1, argumentative- Copyright © 2017 by authors and Scientific Research Publishing Inc. ness and verbal aggressiveness are features that co-exist to a person’s behavior. This work is licensed under the Creative Five communicational PE teachers’ profiles have been detected (“high argu- Commons Attribution International mentativeness-low verbal aggressiveness” “moderate argumentativeness and License (CC BY 4.0).
    [Show full text]
  • Verbal Aggressiveness As Temperamental Expression
    I ?tJ It's in Our Nature: Verbal Aggressiveness As Temperamental Expression Michael J.Beatty and James C. McCroskey Over th£ past ten years, a substantial body of researchfocusing on verbal aggressiveness has acczlfIUllated. One major observation emerging from this litera- ture is that some people are more disposed toward aggressive symbolic action than .. are others. Despite this considerable researdz effort, why individuals vary in their predispositions toward aggressive communication in interpersonal contexts is not well understood. Current speculation about th£ origin of verbally aggressive predis- positions reflects a long standing paradigm whidz assigns importana to various learning prOC£5ses. However, communication sdzolars have ignored tire work of psydzobiologists that strongly points to inborn neurobiological bases for IUlman behavior and a trivial impact of environment. In this essay, we propose a tJreory of verbal aggressiveness supported by th£ work of psychobiologists as articulated in th£ temperament literature. We contend that verbal aggressiveness represents expressions of inborn, biological ftmctioning, whidz is anteC£dent to social experiena and, therefore, independent of social learning prOC£5ses. In formulating our position, we (1) delineate a lnetath£oretic rationale for a temperament-based model of verbal aggressiveness, (2) integrate neurologically-based temperament ftmctions into an explanation of researdz findings regarding verbal aggression, (3) present a working model of verbal aggression, and (4) discuss th£ implications of our th£oretical position. KEY CONCEPTS communibiology, genetics, traits, verbal aggression, temperment Michael J. Beatty (ph.D., Ohio State University, 1976) is Professor of Communication, Cleveland State University 44115.James C McCroskey (Ed.D., Pennsylvania State University, 1966) is Professor of Communication Studies, West Virginia University, Morgantown, WV 26506.
    [Show full text]
  • What Are Argumentative and Aggressive Communication?
    01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 3 1 What Are Argumentative and Aggressive Communication? o say that conflict exists everywhere would be to state the obvious. T Conflict occurs between all people and in all contexts. If you were to review your interactions with people you encounter from day to day, you can probably recall numerous instances in which your communication with them was marked by disagreement. That is, you and others seem to see the world in very different ways, and the positions you hold on various issues seemed to be divergent. For example, you may recall conversations you had with friends, such as, “What is the best comedy program on television?” “Which major in college creates the greatest chance for getting a job after graduation?” “Who makes the best pizza in the city?” “Which brand of jeans is the most attractive?” or “Which current musical performer or group is the best?” One of your authors can recall arguments he had with friends many years ago about who were the better musical groups: the Beatles or the Rolling Stones, the Temptations or the Four Tops. The excitement felt when arguments were presented on a vari- ety of such subjects, and the feelings of satisfaction experienced when he was able to win them over to his side are still palpable decades later. Although the issues, topics, and characters have changed, these types of arguments and the positive feelings about arguing continue today. You may even consider arguing with friends and colleagues fun or a type of recreational activity that is a satisfying alternative to watching television or 3 01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 4 4—— The Structure of Argumentative and Aggressive Communication listening to the radio (Rancer, Baukus, & Infante, 1985; Rancer, Kosberg, & Baukus, 1992).
    [Show full text]
  • Association Between Workplace Violence and Burnout Syndrome Among Schoolteachers: a Systematic Review
    Journal of Health and Social Sciences 2021; 6,2:187-208 The Italian Journal for Interdisciplinary Health and Social Development SYSTEMATIC REVIEW IN OCCUPATIONAL HEALTH PSYCHOLOGY Association between workplace violence and burnout syndrome among schoolteachers: A systematic review Francesco CHIRICO1,2, Ilaria CAPITANELLI3, Martina BOLLO4, Giuseppe FERRARI5, Daniela ACQUADRO MARAN6 Affiliations: 1 MD, Contract Professor, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 2 MD, Health Service Department, Italian State Police, Ministry of the Interior, Milan, Italy. 3 MD, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 4 Psychologist, Department of Psychology, Università di Torino, Turin, Italy. 5 Psychologist, SIPISS, Milan, Italy. 6 Assistant Professor, Work and Organizational Psychology, Department of Psychology, Università di Torino, Turin, Italy. Corresponding author: Prof Francesco Chirico, Health Service Department, Italian State Police, Centro Sanitario Polifunzionale of Milano, Milan. Post-graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Roma, Italy. ORCID: 0000-0002-8737-4368. E-mail1,2: [email protected] Abstract Introduction: This review aimed to examine systematically the epidemiological evidence linking occupatio- nal exposure to violence with risk of burnout syndrome (BOS) among schoolteachers. Methods: A systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed Medline; Scopus; Cochrane; and keywords related to (a) workplace violence (WV), bullying, harassment, lateral violence, pupil misconduct, physical assault, teacher victimization; (b) schoolteachers, teachers, schools, pre-primary, kindergarten, primary, secondary; (c) burnout, emotional exhaustion, de- personalization, to identify relevant articles. Articles included featured occupational violence and burnout among schoolteachers. Results of the studies were analysed qualitatively.
    [Show full text]
  • Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction And
    Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction and Relationship Satisfaction in Sibling Relationships A dissertation submitted to the College of Communication and Information of Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jodi L. Hupp May, 2014 Dissertation written by Jodi L Hupp B.A., University of Akron, 1999 B.A., University of Akron, 1999 M.L.I.S., Kent State University, 2001 M.A., University of Akron, 2004 Ph.D., Kent State University, 2014 Approved by ___________________________________ Janet Meyer, Ph.D., Chair, Doctoral Dissertation Committee ___________________________________ Sally Planalp, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Andrew Rancer, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Donald Wicks, Ph.D., Member, Doctoral Dissertation Committee Accepted by ___________________________________ George Cheney, Ph.D., Chair, Doctoral Studies Committee ___________________________________ Stanley T. Wearden, Ph.D., Dean, College of Communication and Information Table of Contents Page TABLE OF CONTENTS………………………………………………………….. iii LIST OF TABLES………………………………………………………………… vii ACKNOWLEDGMENTS…………………………………………………………. viii CHAPTER I. INTRODUCTION…………………………………………………..…… 1 Statement of Problem…………………………………………….… 3 Rationale for Study………………………………………………… 4 Factors Influencing Relationship Quality…………….……. 4 The Argumentative Skill Deficiency Model and Sibling Relationships……………………………………….……….
    [Show full text]
  • How a Conversational Agent Should Respond to Verbal Abuse
    CHI 2020 Paper CHI 2020, April 25–30, 2020, Honolulu, HI, USA Empathy Is All You Need: How a Conversational Agent Should Respond to Verbal Abuse Hyojin Chin Lebogang Wame Molefi Mun Yong Yi Graduate School of Graduate School of Graduate School of Knowledge Service Knowledge Service Knowledge Service Engineering, KAIST Engineering, KAIST Engineering, KAIST Daejeon, Republic of Korea Daejeon, Republic of Korea Daejeon, Republic of Korea [email protected] lebo.molefi@kaist.ac.kr [email protected] ABSTRACT term "conversational agent" as "the form of emergent dialogue With the popularity of AI-infused systems, conversational system" increasingly embedded in personal technologies and agents (CAs) are becoming essential in diverse areas, offer- devices. When using the term conversational agent, people ing new functionality and convenience, but simultaneously, might refer to a chatbot, virtual assistant, interface agent, em- suffering misuse and verbal abuse. We examine whether con- bodied conversational agent, or avatar [6, 41]. On the other versational agents’ response styles under varying abuse types hand, Intelligent Personal Assistant (IPA) refers to commercial influence those emotions found to mitigate peoples’ aggressive services such as Siri, Cortana, Alexa, Google Assistant, and behaviors, involving three verbal abuse types (Insult, Threat, Bixby, and the main functions of them are to retrieve informa- Swearing) and three response styles (Avoidance, Empathy, tion such as weather or music, and send notifications about Counterattacking). Ninety-eight participants were assigned schedules such as meeting schedules for the day [33]. These to one of the abuse type conditions, interacted with the three types of artificial intelligent (AI) solutions are widely available spoken (voice-based) CAs in turn, and reported their feelings on various devices including smartphones, wearable devices, about guiltiness, anger, and shame after each session.
    [Show full text]
  • The Pennsylvania State University the Graduate School College of The
    The Pennsylvania State University The Graduate School College of the Liberal Arts CHILDHOOD EXPOSURE TO VERBAL AGGRESSION AND DESENSITIZATION TO CONFLICT IN YOUNG ADULTHOOD A Dissertation in Communication Arts and Sciences by Lindsey S. Aloia © 2013 Lindsey S. Aloia Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2013 ii This dissertation of Lindsey S. Aloia was reviewed and approved* by the following: Denise Haunani Solomon Professor of Communication Arts and Sciences Dissertation Advisor Chair of Committee James P. Dillard Professor of Communication Arts and Sciences Mary Beth Oliver Distinguished Professor of Communication Alan J. Booth Distinguished Professor of Sociology, Human Development, and Demography John Gastil Professor of Communication Arts and Sciences Head of the Department of Communication Arts and Sciences *Signatures are on file in the Graduate School. iii ABSTRACT In this dissertation, I examine how childhood exposure to familial verbal aggression may desensitize people to experiences of aggression within adult romantic relationships. More specifically, I aim to understand how individuals who were exposed to verbal aggression in childhood adapt to conflict as reflected in their physiological stress response system. As a foundation for understanding the influence of familial verbal aggression, I begin Chapter 1 by elaborating on the definition of verbal aggression. Next, I review the frequency of conflict, origins of conflict, and effects of conflict in familial relationships. Then, I discuss research highlighting how exposure to conflict affects children, and I describe the mechanisms that explain how childhood exposure to conflict influences future experiences of conflict. This dissertation positions exposure to familial verbal aggression during childhood as a source of stress.
    [Show full text]
  • The Effects of Managers' Verbal Aggressiveness and Argumentativeness on Compliance-Gaining Strategy Use
    r n•v. THE EFFECTS OF MANAGERS' VERBAL AGGRESSIVENESS AND ARGUMENTATIVENESS ON COMPLIANCE- GAINING STRATEGY USE By JENNIFER DANEITE HAYES Bachelor ofScience East Central University Ada, Oklahoma 1997 Submitted to the Faculty ofthe Graduate College ofthe Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS July, 1999 TIIE EFFECTS OF MANAGERS' VERBAL AGGRESSIVENESS AND ARGUMENTATIVENESS ON COMPLIANCE - GAINING STRATEGY USE Thesis Approved: ~ p:;d~_r _ __~,fJ~ --....::..~nJthe~College 11 ACKNOWLEDGMENTS I wish to express my sincere gratitude to my major advisor, Dr. Mike Stano for his commitment and dedication to this research study. His intelligent supervision, constructive guidance, witty sense ofhumor, patience, and fiiendship helped inspire the completion ofmy study. He never allowed me to settle for mediocrity even in the toughest oftimes and always believed in my ability to do great work. Also deserving my gratitude are committee members Drs. Jim Hughey and Jim Price who provided invaluable insight and encouragement. Their comments, support, and enthusiasm were deeply appreciated. My sincere appreciation and utmost admiration goes out to my mom, Esteline Francis, for her support, encouragement, prayers, and unyielding love. For without her this may have never happened. She set aside herself to help me pursue my dreams. Thanks mom, I love you! A very special thank you to my husband, JeffHayes, who encouraged me to continue my education even though he had to make great sacrifices. My deepest love and admiration goes out to him for allowing me to follow my dreams. His friendship and love have proved to be one ofmy greatest motivators.
    [Show full text]
  • Argumentative and Aggressive Communication in Relational and Family Contexts
    04-Rancer-4860.qxd 3/8/2006 2:03 PM Page 87 4 Argumentative and Aggressive Communication in Relational and Family Contexts he study of argumentative and aggressive communication in interper- T sonal relationships has commanded more attention from scholars than other communication contexts. This chapter will focus on the influence that argumentative and aggressive communication has on a variety of interpersonal relationships. More specifically, we will discuss research on argumentativeness and verbal aggressiveness in (a) general interpersonal relationships, (b) friend- ships, (c) dating relationships, and (d) family relationships. The findings from studies that have been conducted within each of these relationships will be discussed and conclusions will be drawn. Argumentativeness and Verbal Aggressiveness in General Interpersonal Relationships Assessment of argumentative and aggressive communication at the inter- personal level has been primarily concerned with specific relationships (e.g., parent–child, marital, siblings). There are, however, a few studies that focused on more generic interpersonal relationships. For example, Myers and Johnson (2003) assessed the relationship between verbal aggression and 87 04-Rancer-4860.qxd 3/8/2006 2:03 PM Page 88 88—— The Function of Argumentative and Aggressive Communication liking in a variety of interpersonal relationships (e.g., friend, romantic partner, classmate, instructor, or colleague). Participants completed the 10 negatively worded items of the Verbal Aggressiveness Scale to assess the level of verbal aggressiveness as well as a measure of interpersonal liking. The results indi- cated that the more people are seen as verbally aggressive, the less liked they are. At first glance, you may think that these findings are intuitive.
    [Show full text]