Effects of question specificity and anxiety-producing messages on verbal fluency in the initial interview.

Siegman, Aron Wolfe; Pope, Benjamin

doi:10.1037/h0022491

Cited by 74 publications

(39 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The same applies to the mean of the unvoiced segments length, a cue related to the length of pauses. The corresponding coefficient is negative because the longer the pauses, the less extroverted a speaker sounds, exactly as observed in [30]. The first two formants appear to play an important role and might account for both gender effects (women tend to have higher formants) and influence of the words being spoken (though the assessors do not understand what the subjects say).…”

Section: Prosody-based Personality Perceptionmentioning

confidence: 79%

See 1 more Smart Citation

Automatic Personality Perception: Prediction of Trait Attribution Based on Prosodic Features

Mohammadi

Vinciarelli

2012

IEEE Trans. Affective Comput.

147

102

View full text Add to dashboard Cite

Section: Prosody-based Personality Perceptionmentioning

confidence: 79%

“…The study in [30] has examined the effect of extroversion on pauses: Extroverted people speak with fewer filled pauses, fewer pauses longer than 2 seconds, shorter periods of silence, and lower number of silent hesitation pauses. However, in [31], extroverted German speakers are found to have more silent pauses.…”

Section: Speech and Personalitymentioning

confidence: 99%

Automatic Personality Perception: Prediction of Trait Attribution Based on Prosodic Features

Mohammadi

Vinciarelli

2012

IEEE Trans. Affective Comput.

147

102

View full text Add to dashboard Cite

“…These time intervals often exceed three to five seconds. Siegman and Pope (1965) reported that the length of pauses in discourse increased in proportion to the difficulty of the task, whilst Rochester (1973) stated that pauses were related to cognitive processing and that their frequency increased as the emphasis on interaction increased. As a child orally interprets data from a science lesson, therefore, greater cognitive activity is called for, and pauses that separate bursts of speech become longer.…”

Section: Introductionmentioning

confidence: 97%

mentioning

confidence: 98%

The influence of wait‐time on classroom learning

Tobin¹,

Capie

1983

European Journal of Science Education

View full text Add to dashboard Cite

IntroductionAn understanding of classroom learning requires careful analyses of the variables that constitute the learning environment. Among those that are most likely to influence learning are teacher and pupil discourse since verbal interaction is the principle mode of communication in most classrooms. For example, through the use of appropriate questions, teachers can provide pupils with a cognitive focus on the instructional objectives. Similarly, a clear explanation in response to a pupil question can clarify misunderstandings that might otherwise inhibit learning. Thus, the quality of the verbal interaction may directly affect the amount of learning that occurs. Although much of the research on verbal interaction has dealt with aspects of teacher questioning, the results have tended to be inconsistent (cf. Winne 1979). In contrast, a variable called wait-time, which is related to the duration of certain pauses between speakers, has been shown to have a consistent effect on the quality of verbal interaction in classrooms.If teacher discourse is to influence pupil learning, the information contained in the discourse must be cognitively processed by the learner. As a consequence, the rate at which information is presented should be matched with the cognitive processing capabilities of pupils. Cognitive processing of data is likely to be dependent on learner attributes such as cognitive aptitude and motivation state, as well as characteristics of the discourse. For example, processing time for cognitively complex discourse is expected to be greater than the time required to process less complex verbal information. Thus, as teachers provide pupils with information or provide a cognitive focus through soliciting, adequate time should be provided for all pupils to engage in an appropriate manner. To ensure that adequate time is provided, teachers should pause after solicitations or at regular intervals during explanations.The pause following pupil discourse is also of potential importance. As Rowe (1974 a) noted, speech is interspersed with pauses which range from quite short time intervals separating individual words to much longer intervals which occur as a speaker completes a segment of speech and pauses to consider what to say next. These time intervals often exceed three to five seconds. Siegman and Pope (1965) reported that the length of pauses in discourse increased in proportion to the difficulty of the task, whilst

show abstract

“…Powerless speech acts serve as markers of uncertainty and tentativeness (Ragan, 1983, p. 512;Siegman & Pope, 1965) and these feelings may vary in intensity during a communication encounter. The amount of uncertainty is often greatest at the beginning of an interaction because participants do not know how to act in a novel situation, are not sure how the other party will respond and so on.…”

mentioning

confidence: 99%