The relationship of motivation, listening capability, initial information, and verbal organizational ability to lecture comprehension and retention

Petrie, Charles R.; Carrel, Susan D.

doi:10.1080/03637757609375931

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…Students can write headline sentences that are content-rich and clear by using terminology that the audience already knows-non-technical terminologyunless the audience will need to recall the new terms afterwards. Comprehending and recalling new terminology during a presentation uses cognitive resources that would be better used for comprehending the message of the talk [e.g., [34][35]. For example, an electrical engineering student (or an engineer) could use the terms "freezing" and "heat absorber" rather than "ice point" and "heat sink" when talking to a non-engineering audience.…”

Section: Simplifying Slide Designmentioning

confidence: 99%

Comparing Powerpoint Experts' and University Students' Opinions about Powerpoint Presentations

Mackiewicz

2008

Journal of Technical Writing and Communication

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Technical communication instructors want to help students, as well as professionals, design effective PowerPoint presentations. Toward this end, I compare the advice of academic and industry experts about effective PowerPoint presentation design to survey responses from university students about slide text, visual elements, animations, and other issues related to PowerPoint presentation design and delivery. Based on this comparison, I suggest some topics, such as PowerPoint's Slide Sorter view, that technical communication instructors and other presentation instructors might address when they cover presentations in their classes or seminars.

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Section: Simplifying Slide Designmentioning

confidence: 99%

Comparing Powerpoint Experts' and University Students' Opinions about Powerpoint Presentations

Mackiewicz

2008

Journal of Technical Writing and Communication

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“…Similarly, work on listening skills (e.g., Petrie & Carrel, 1976), as well as on personality correlates that affect listening comprehension (e.g., b a t t y & Payne, 1984), indicate that people vary in both their willingness and ability to listen effectively in social interaction. While research on nonverbal decoding skills and listening in actual social conversation is limited, the literatures clearly suggest that people reliably differ in their sensitivity to social interaction.…”

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confidence: 97%

“…Research on nonverbal decoding abilities focuses on personality correlates of nonverbal sensitivity (e.g., Hall, 1978;Isenhart, 1980), the direct assessment of such sensitivity (Buck, 1976(Buck, , 1983Rosenthal, Hall, DiMatteo, Rogers, & Archer, 1979), and people's accuracy in decoding different aspects of a person's behaviors (e.g., Archer & Akert, 1977;Sabatelli, Buck, & Dreyer, 1982). Similarly, work on listening skills (e.g., Petrie & Carrel, 1976), as well as on personality correlates that affect listening comprehension (e.g., b a t t y & Payne, 1984), indicate that people vary in both their willingness and ability to listen effectively in social interaction. While research on nonverbal decoding skills and listening in actual social conversation is limited, the literatures clearly suggest that people reliably differ in their sensitivity to social interaction.…”

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confidence: 99%

The Nature and Correlates of Conversational Sensitivity

1987

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People differ in their sensitivity to what happens during conversations: Some individuals enjoy listening to social exchanges, pick up hidden meanings in conversations, can generate optimal ways of saying things in interactions, and are generally "savvy"about the different sorts of power and affinity relationships exhibited in conversations. In this article we explore the nature and correlates of conversational sensitivity. People high in sensitivity make more high-level inferences when listening to social exchanges, unitize conversation in smaller chunks, emphasizeconversation characteristics in their memories ofinteractions, and make more self-referents about conversations than less sensitive individuals. In addition, conversational sensitivity is positively related to self-monitoring, private self-consciousness, perceptiveness, self-esteem, assertiveness, empathy, and social skills. It is inversely related to communication apprehension. receiver apprehension, and social anxiety. In Q final study, conversatimal sensitivity is construed not as an individual difference but as situational response: In some settings under some conditions, people become more sensitive to what happens in conversation. 0 into any meeting, observe any conversation, discuss previous conversations with others, and you will probably G find that people seem to differ in their sensitivity to what occurs in interactions. Some people seem very "savvy" about social interaction: they sense what is "really" being said in conversations, who John A. Daly (Ph.D., Purdue University, 1977) is an associate professor in the Department of Speech Communication, University of Texas-Austin. Anita L. Vangelisti (M.A., University of Washington, 1985) is a Ph.D. student in the Department of Speech Communication, University of Texas-Austin. Suzanne M. Daughton (M.A., University of Texas, 1987) is a Ph.D. student in the

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“…Increasing perceived competence experimentally may increase LE, e.g. informing self-identified musicians that they should perform well on a novel auditory task because of their musical skills (McAuley et al, 2012) or that they have been specifically selected due to their qualifications (Petrie & Carrel, 1976). Perceived competence may also be manipulated by informing participants that a listening task will be easy or hard (Hodgetts et al, 2018).…”

Section:  Perceived Competencementioning

confidence: 99%

Quantifying the Effects of Motivation on Listening Effort: A Systematic Review and Meta-Analysis

Carolan¹,

Heinrich²,

Munro³

et al. 2021

Preprint

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Motivation influences the amount of listening effort (LE) exerted or experienced under challenging conditions, such as in high-noise environments. This systematic review and meta-analysis is the first to quantify the effects of motivation on LE. The review was pre-registered in PROSPERO, and performed in accordance with PRISMA guidelines. Eligible studies examined the influence of motivation or individual traits (related to motivation) on LE in adults. Motivational factors, coded as independent variables, included financial reward, evaluative threat, perceived competence, feedback and individual traits. LE outcomes were categorised as subjective, behavioural or physiological. The quality of evidence was assessed using an adaptation of the Cochrane Collaboration Risk of Bias Tool. Nested random-effects meta-analyses were performed to quantify and compare the influence of motivational factors across LE outcomes. After assessing 3532 records, 48 studies met the inclusion criteria and 43 were included in the meta-analyses. Risk of bias was high e.g. many studies lacked sample size justification. Motivational factors had a small-to-medium effect (mean Cohen’s d = 0.34, range: 0.11 – 0.72) on LE. When LE outcomes were considered collectively, an external manipulation of motivation (perceived competence) produced a larger mean effect size compared with individual traits. Some combinations of motivational factors and LE outcomes produced more robust effects than others, e.g. evaluative threat and subjective LE outcomes. Although wide prediction intervals and high risk of bias mean that significant positive effects cannot be guaranteed, these findings provide useful guidance on the selection of motivational factors and LE outcomes for future research.

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The relationship of motivation, listening capability, initial information, and verbal organizational ability to lecture comprehension and retention

Cited by 13 publications

References 8 publications

Comparing Powerpoint Experts' and University Students' Opinions about Powerpoint Presentations

Comparing Powerpoint Experts' and University Students' Opinions about Powerpoint Presentations

The Nature and Correlates of Conversational Sensitivity

Quantifying the Effects of Motivation on Listening Effort: A Systematic Review and Meta-Analysis

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