The Relationship Between the Use of Hesitations and/or Hedges and Lecture Listening: The Role of Perceived Importance as a Mediating Variable

Thi.'l study examined the effects of forewarning arid di. tcoun ting messageJ on the evaluational consequences of powerless language use. The specific forewarning m essag. e contained in/ormation on types of powerle-~s language (including hesitations) and their effects. 1'he general forewarning message excluded mention of hesitation.r. Tlie discounting message cautioned against making trait attribL4lwns based on pawerless language belwviors. In Experiment #1, listeners exposed to the specific and general fort• warning messages gave lower co"~petence ratings to the lecatrer and were less likely to recommend that he be hired as an instructor. The , discoimting message did not moderate negat-We evaluations of t1ie lecturer. In Experiment #2, a one week delay was inserted between lhe forewarning and di.scowzting messages and lhe oral prese~:tation. No significant differences were found between the activation condiriorzs and the con.1.rol conditinn. Tlie results of this study suggest that the tlieory of implicit prototypes may explain how lhe evaluative• listening process forms impressi()ns of power• less and powerful sources.

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The Relationship Between the Use of Hesitations and/or Hedges and Lecture Listening: The Role of Perceived Importance as a Mediating Variable

Cited by 2 publications

References 17 publications

The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning

The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning

Explaining the Effects of Powerless Language Use on the Evaluative Listening Process: A Theory of Implicit Prototypes

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