Reminders/Updates/To Do, 9.26. 1) printing quizzes – reminder: we need the percentages printed out (click “print preview”) 2) TILT quizzes returned to me sometime this week. I’ll return next week. - PowerPoint PPT Presentation
Reminders/Updates/To Do, 9.26 • 1) printing quizzes – reminder: we need the percentages printed out (click “print preview”) • 2) TILT quizzes returned to me sometime this week. I’ll return next week. • 3) Check 3) Check Bb daily, email daily, watch for my checklists/ reminders…trying to stay 1 step ahead (if you are “struggling,” please meet with me) – There is a positive correlation between prof meetings and learning outcomes/student success (a/k/a – getting into the COM 300 rhythm. It’s a great “dance”) • 4) chapter 2 in-class practice quiz, next Monday instead of today. • 5) as you prepare for class, review the “big ideas” for chapter 2 • 6) In class –chpt. 2; POR II: “Sense of Community” article, find it • 7) Note that you have an assignment related to RQs and Hs. I recommend that you become familiar with it as we work through this material. • 8) the concentration groups are set – review assignment description as a group. Work on Section 1. I’ll send out further detail about how to “blend” section 2. Additional samples will be posted this week. If you have questions about anything, send an email. • 9) Reminder: the groups for your group paper are the “discussion groups” you are currently in (Group 1, Group 2, Group 3), not the concentration groups. ***** ***** ***** ***** ***** • NOTE: an email from Mike is like an email from me. It is a good idea, professionally, to respond in a timely manner. • NOTE: some under-achieving Bb participants. . .you know who you are, and I know you excuses. No dice My “ode to a late/non-poster” is warming up in the bullpen. You know how bad I am at poetry. Please don’t make me bring it out. . . See me after class if you need encouragement. Again, HUGE points for Blackboard, huge.
Transcript
Reminders/Updates/To Do, 9.26• 1) printing quizzes – reminder: we need the percentages printed out (click “print preview”)• 2) TILT quizzes returned to me sometime this week. I’ll return next week.• 3) Check3) Check Bb daily, email daily, watch for my checklists/ reminders…trying to stay 1 step
ahead (if you are “struggling,” please meet with me)– There is a positive correlation between prof meetings and learning outcomes/student
success (a/k/a – getting into the COM 300 rhythm. It’s a great “dance”) • 4) chapter 2 in-class practice quiz, next Monday instead of today.• 5) as you prepare for class, review the “big ideas” for chapter 2• 6) In class –chpt. 2; POR II: “Sense of Community” article, find it• 7) Note that you have an assignment related to RQs and Hs. I recommend that you become
familiar with it as we work through this material. • 8) the concentration groups are set – review assignment description as a group. Work on
Section 1. I’ll send out further detail about how to “blend” section 2. Additional samples will be posted this week. If you have questions about anything, send an email.
• 9) Reminder: the groups for your group paper are the “discussion groups” you are currently in (Group 1, Group 2, Group 3), not the concentration groups.
***** ***** ***** ***** *****• NOTE: an email from Mike is like an email from me. It is a good idea, professionally, to
respond in a timely manner.• NOTE: some under-achieving Bb participants. . .you know who you are, and I know you
excuses. No dice My “ode to a late/non-poster” is warming up in the bullpen. You know how bad I am at poetry. Please don’t make me bring it out. . . See me after class if you need encouragement. Again, HUGE points for Blackboard, huge.
Research QuestionHypotheses
A WORKING MODEL OF COMMUNICATION RESEARCH
Narrow focus
Identify topic
STEP 1:CONCEPTUALIZATION
Review of Literature
STEP 2: PLANNING & DESIGNING
Which Method?
STEP 4: ANALYZE& INTERPRET DATA
Report / Write STEP 5:RECONCEPTUALIZATION
STEP 3: SELECTING AMETHODOLOGY
OperationalizatonMeasurementTechniques
Define Key ConceptsChpt. 1
Chpt. 5 App. G
Chpt. 2Chpt. 3
Research Questions
What is the nature of communication?
How is communication related to other
variables? Descriptive Studies
Correlational Studies
Describe & Understand nature& characteristics
or particularcommunication
behavior or variable
Understand howcommunication is
related to otherimportant variables
(beyond description)IV/DV?
E.g., What cues do people rely on to identify bias in a message?
E.g., Who watches reality TV shows & why?
E.g., Is gender/age/education related to motives for entering interpersonal relationships?
DescribingDescribing Communication Behavior
• What patterns of deceptive communication characterize close relationships (Metts, 1999, p. 163)
• In employment screening interviews, what purpose do the majority of interviewee questions fulfill? (seeking info, clarifying, etc.) (Babbitt & Jablin, 1999)
• What type of power strategies do subordinates perceive themselves using in interactions with their supervisors (Richmond, et al, 2000, p. 90)
• How do college students “map” or organize the music world/music genres? (Christenson, et al., 2002, p. 289)
• Who listens to/watches a [particular show/program]? Why do they listen to [show/program]?
• What are the television viewing/internet use habits of college students?
Research Questions
What is the nature of communication?
How is communication related to other
variables? Descriptive Studies
Correlational Studies
Describe & Understand nature& characteristics
or particularcommunication
behavior or variable
Understand howcommunication is
related to otherimportant variables
(beyond description)IV/DV?
E.g., What cues do people rely on to identify bias in a message?
E.g., Who watches reality TV shows & why?
E.g., Is gender/age/education related to motives for entering interpersonal relationships?
RelatingRelating Communication Behavior to Other Variables
Format:What is the relationship/association between _________ and _________?
Example:What is the relationship between gender and political affiliation?
Is there an associationassociation between one’s level of education andamount of TV viewing?
Is professional occupation relatedrelated to which media source one uses to gather news?
What is the effecteffect of instructor’s use of podcasts onstudents’ cognitive and affective learning in the f2f classroom?
Relating Communication Behavior to Other Variables (IV/DV)
• Will the demographic variables of age, gender, education level, and household size be related to interpersonal communication satisfaction in long-distance relationships?
• How does family mediation of TV effect children’s comprehension of specific programs and of TV in general? (Desmond, et al, 1985, p. 467)
• Does attorney gender, disfluency, or delivery style affect or interact to affect juror perceptions of defendant’s credibility and guilt? (Barge, et al, 1989, p. 335)
• Is there a positive relationship between church attendance and time spent viewing/watching religious media?
HYPOTHESES
Format:
Subjects who areSubjects who are [high in, low in, characterized as, exposedto, etc.] (insert input variable of interest)
will havewill have [higher, more, or greater, or less] (insert outputvariable of interest)
than others who arethan others who are [high in, low in, not characterized by, not exposed to, etc.] (insert input variable of interest]
Definition:A hypothesis is an expectation about events based ongeneralizations of assumed relationships betweenvariables.
Example:Subjects who are low in self-esteem will have greaterattitude change in response to a persuasive message thanothers who are high in self-esteem.
What’s the Null Hypothesis here?Reject or Accept?
HYPOTHESES
Format:
There will be a There will be a [direct, or positive, negative, inverse,
curvilinear] relationshiprelationship
betweenbetween (insert first variable of interest)
andand (insert second variable of interest).
Definition:A hypothesis is an expectation about events based
ongeneralizations of assumed relationships betweenvariables.
Example:There will be a positive relationship between the amount of
eye contact used by speakers and credibility ratings.
Positive: as IV increases,DV increases
Negative:as IV increases,DV decreases= Directional
What’s the Null Hypothesis here?Reject or Accept?
Independent & Dependent Variables Identification
• Do [men and women] report significantly different [levels of satisfaction with conflict interaction]? (Papa & Natalle, 1989, p. 263)
Research Questions--“Millionaire Style”
Independent & Dependent Variables Identification
• People who have high levels of exposure to TV news will report greater satisfaction with life than people who have low levels of exposure to TV news.
• IV: level of exposure to TV news• DV: degree of satisfaction with life
– note: predicted direction in variable is not the variable itself
1. What are we manipulating? Controlling?
2. What variable is said to be “influenced by” the other?
IV/DV’s
• Communicators who have had formal debate training will report higher levels of assertiveness than will communicators who have not had formal debate training.
• IV: amount of debate training (or presence or absence of debate training)
• DV: levels of assertiveness (high, low, medium)
IV/DV’s
• When people are exposed to fear arousing messages, as opposed to non fear arousing messages, they will report increased levels of anxiety.
• IV: level of fear arousing messages• DV: (levels of) anxiety
IV/DVs• Individuals with low communication
apprehension will report significantly more positive parental behaviors and attitudes toward communication than individuals with high communication apprehension.
• IV: communication apprehension• DV: (2) positiveness of parental behaviors;
attitudes toward communication (amount of)• NOTE: high & low are levels of one variable, not 2
variables.
IV/DVs
• Subjects reading persuasive messages by attractive sources will experience greater attitude change than subjects reading persuasive messages by unattractive sources
• The older one is, the greater will be the levels of stress perceived in one’s life
• IV: age
• DV: perceived stress– note: older is a predicted direction, not variable– age is the variable, measured in some direction
IV/DV’s
• The public’s evaluations of public relations in general will be higher when licensed practitioners engage in 2-way communication strategies for altruistic motives than evaluations of public relations in general when unlicensed public relations sources have selfish motives and the practitioner engages in 1-way communication strategies.
• Defined:– any concept that takes on 2 or more values;
varies by different types or amounts
• Types:
-- ordered: assigned numeric values, indicate how much of concept is present
e.g., class rank, age, weight, temperature
-- nominal: differentiated only by typee.g., gender, ethnicity, political affiliation
Variables
Classification: Independent & Dependent
DV1 = IV1 + IV2 + IV3 + … + IVn
Credibility of a Newscast = Anchor + Sportscaster +Weathercaster + News Set + Credible News Source +Frequency of Viewing + Newscast Choice +Age + Education + Income + Gender
InIndependent Variable: a variable which is thought to influence changes in another variable(s).
DependDependent Variable: a variable which is thoughtto be changed by another variable(s).
VARIABLES
Other Types of Variables:
Moderating VariablesModerating Variables: variables that explain the changes: variables that explain the changesin the DV better than the IV – “YEAH, BUT. . .”in the DV better than the IV – “YEAH, BUT. . .”
1. Blackboard increases cognitive learning
2. Using PPT in worship with images that match songs being sung makes the worship experience more positive
Approaches to Human Communication Research (Bochner, 1985)
