Swearing by Peers in the Work Setting: Expectancy Violation Valence, Perceptions of Message, and Perceptions of Speaker

Johnson, Danette Ifert

doi:10.1080/10510974.2011.638411

Cited by 31 publications

(20 citation statements)

References 47 publications

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“…Some related concepts include verbal aggression, which involves attacks on the other’s self-concept (i.e. ad hominem attack) above and beyond their opinions (Infante, 1987), and incivility or swearing, which focuses on the use of intense language or even profanity in communication (Johnson, 2012; Mutz and Reeves, 2005). The different research foci also signal that aggressive communication assumes multiple defining characteristics.…”

Section: Literature Reviewmentioning

confidence: 99%

Call them COVIDiots: Exploring the effects of aggressive communication style and psychological distance in the communication of COVID-19

2021

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This study examined the influences of perceived distance to communicator on the effects of aggressive style (i.e. personal attacks and intense languages) in communicating scientific issues such as COVID-19 to the public. With a multi-site experiment ( N = 464), we found that aggression led to a heightened violation of expected social norm regarding communication styles. However, the interpretation of violation varied depending on the individual’s perceived distance to the communicator. Close distance articulated the urgency and severity of COVID-19 risks conveyed with aggression, which further increased compliance with the message. Far distance perception amplified aggression’s negative influence on writer likeability. The findings showed that aggressive communication may generate positive outcomes when dealing with public understanding of scientific issues such as COVID-19, but communicators need to build a closer connection with their audience.

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Section: Literature Reviewmentioning

confidence: 99%

Call them COVIDiots: Exploring the effects of aggressive communication style and psychological distance in the communication of COVID-19

2021

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“…Essentially, although the level of offensiveness/intensity of taboo words is inversely related to usage, offensiveness/intensity itself is highly contextual (Kapoor, 2016). In addition, usage appropriateness (i.e., offensiveness) is dependent on the valence (i.e., credibility, status) of the speaker (Johnson, 2012). In Johnson’s (2012) study, fifth to a half of swear word uses were perceived as appropriate, that is, not taboo.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, usage appropriateness (i.e., offensiveness) is dependent on the valence (i.e., credibility, status) of the speaker (Johnson, 2012). In Johnson’s (2012) study, fifth to a half of swear word uses were perceived as appropriate, that is, not taboo. Hence, the perceived valence of the speaker, rather than the trait affectivity of the speaker might present a more holistic picture of the intensity–frequency relationship.…”

Section: Discussionmentioning

confidence: 99%

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The A(ffective) B(ehavioral) C(ognitive) of Taboo Words in Natural Language: The Relationship Between Taboo Words’ Intensity and Frequency

Rosenberg

Sikström

Garcia

2016

Journal of Language and Social Psychology

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We investigated the relationship between the affective component (A: the level of offensiveness/intensity) and the behavioral component (B: the frequency of usage) of taboo words that are part of an individual's natural language (C: the cognitive component). In Study 1, 900 U.S. residents generated the 10 most common taboo words they use in their daily lives (C). In Study 2, 1,000 U.S. residents were presented with the 30 most common taboo words (C) from Study 1 and asked to rate how offensive they perceived the words (A) and how often they used these words (B). This relationship was controlled for self-reported trait affectivity. We found a slight change in which taboo words people use in everyday life. The results suggest that the level of offensiveness of taboo words (A) predicts the usage of the words (B) that are part of a person's natural language (C): the ABC-hypothesis of taboo words.

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“…When individuals experience expectancy violations, arousal occurs, which students evaluate as either positive or negative. These evaluations (violation valence) subsequently influence assessments of the speaker and=or message (Johnson, 2012). Determining if a violation valence is either positive or negative depends, in part, on the unique circumstances of the interaction and communicators' characteristics.…”

Section: Affective Learningmentioning

confidence: 99%

Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?

Sidelinger

Bolen

2014

Western Journal of Communication

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From the frame of expectancy violations theory, we examined the associations between instructors' compulsive communication and three instructor misbehaviors: irresponsibility, derisiveness, and apathy. Results revealed that students who perceived their instructors as compulsive communicators also perceived them as misbehaving. Next, we determined if nonverbal immediacy mediates the associations between instructors' compulsive communication and instructor misbehaviors, as well as student affective learning. Results revealed that nonverbal immediacy partially mediated the relationships between compulsive communication and the misbehaviors of irresponsibility and apathy, and fully mediated the negative associations between compulsive communication and students' affect for instructor and course.

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Swearing by Peers in the Work Setting: Expectancy Violation Valence, Perceptions of Message, and Perceptions of Speaker

Cited by 31 publications

References 47 publications

Call them COVIDiots: Exploring the effects of aggressive communication style and psychological distance in the communication of COVID-19

Call them COVIDiots: Exploring the effects of aggressive communication style and psychological distance in the communication of COVID-19

The A(ffective) B(ehavioral) C(ognitive) of Taboo Words in Natural Language: The Relationship Between Taboo Words’ Intensity and Frequency

Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?

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