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Full-Text Articles in Communication
Do We Know What We Think We Know? On The Importance Of Replication In Instructional Communication Research, Nicholas Tatum
Do We Know What We Think We Know? On The Importance Of Replication In Instructional Communication Research, Nicholas Tatum
Communication and Sociology
No abstract provided.
The Fluency Principle: Why Foreign Accent Strength Negatively Biases Language Attitudes, Nicholas Tatum
The Fluency Principle: Why Foreign Accent Strength Negatively Biases Language Attitudes, Nicholas Tatum
Communication and Sociology
Two experiments tested the prediction that heavy foreign-accented
speakers are evaluated more negatively than mild foreign-accented
speakers because the former are perceived as more prototypical (i.e.,
representative) of their respective group and their speech disrupts
listeners’ processing fluency (i.e., is more difficult to process).
Participants listened to a mild or heavy Punjabi- (Study 1) or
Mandarin-accented (Study 2) speaker. Compared to the mildaccented
speaker, the heavy-accented speaker in both studies was
attributed less status (but not solidarity), was perceived as more
prototypical of their respective group, disrupted listeners’
processing fluency, and elicited a more negative affective
reaction. The negative effects …
The Influence Of Classroom Cell Phone Policies On Instructor Credibility, Nicholas Tatum
The Influence Of Classroom Cell Phone Policies On Instructor Credibility, Nicholas Tatum
Communication and Sociology
Considering the growth of cell phone usage in the classroom, instructors often attempt to regulate student behavior through specific technology policies in their syllabi. However, research offers little explanation regarding the influence of policies that try to restrict cell phone usage on perceptions of instructor credibility. Using the social influence (SI) model of technology use as a sensitizing lens, results from this study (N = 206) demonstrated that policies encouraging the use of cell phones for instructional purposes resulted in significantly greater student perceptions of instructor credibility than policies discouraging the use of cell phones for noninstructional (i.e. social) purposes.