Communication Styles and Attention Performance in Primary School Children

Abstract

Communication styles are the three communication patterns that result from merging the verbal elements of communication, the non-verbal elements and the paraverbal elements. The objective of this study was to test what effect different communication styles have on attention performance in primary school children. We administered the assertive behavior scale for children (CABS), the symbol digit modalities test (SDMT) and the d2 attention test to a sample of 77 participants of primary school. A statistically significant and proportional correlation was found between the assertive communication style and the total number of correct answers of the SDMT. We also found positive correlations between the assertive communication style and d2 attention test performance. Children with an assertive communication style have better attention performance than children with passive or aggressive communication styles.

Resolving conflict in interpersonal relationships using passive, aggressive, and assertive verbal statements

“…Involves not defending one’s own rights, not being able to express feelings, thoughts and opinions, and showing conformity to everything. The person with this communicative style lives preoccupied with satisfying others and avoids confrontation (de la Torre et al , 2021, p. 2).…”

“…People classified as aggressive may not take into consideration the rights of others and are often perceived as competitive as opposed to collaborative (Jehn et al , 1997). An aggressive interaction and communication style portrays individuals who base everything on their own rights, achieving their goals at the expense of others (de la Torre et al , 2021, p. 2).…”

Enhancing Assertiveness Through Traditional Turkish Folk Dance

“…In literature, assertiveness is described by most of the researchers. According to these descriptions, the assertive person can be aware of and maintain their rights, can admire others' rights (Jakubowski-Spector, 1973), can signify his positive and negative ideas and feelings fairly (Lambertz & Blight, 2016;De La Torre et al, 2021) can say "no" common time and states can do eye contact while speaking and communicating, can hold head and shoulders high while walking, can attend communicating with common hand and body movements, can use gestures and mimics appropriately, can use tone of voice suitably, can direct others, is open to criticize and being criticized (Lindenfield, 1997;Alberti & Emmons, 1998;Whirter & Acar, 2000;Goldin-Meadow & Alibali, 2013;Hall, Terrence & Murphy, 2019).…”