Reminders/Updates/To Do, 9.26

1. 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 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.

2. Research Question Hypotheses Narrow focus Identify topic STEP 1: CONCEPTUALIZATION Chpt. 1 Define Key Concepts Chpt. 3 Chpt. 2 Review of Literature Chpt. 5 App. G STEP 2: PLANNING & DESIGNING Measurement Techniques Operationalizaton STEP 3: SELECTING A METHODOLOGY STEP 4: ANALYZE & INTERPRET DATA Which Method? STEP 5: RECONCEPTUALIZATION Report / Write A WORKING MODEL OF COMMUNICATION RESEARCH

3. Research Questions How is communication related to other variables? What is the nature of communication? Descriptive Studies Correlational Studies Describe & Understand nature & characteristics or particular communication behavior or variable Understand how communication is related to other important 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?

4. Describing 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?

5. Research Questions How is communication related to other variables? What is the nature of communication? Descriptive Studies Correlational Studies Describe & Understand nature & characteristics or particular communication behavior or variable Understand how communication is related to other important 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?

6. Relating 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 association between one’s level of education and amount of TV viewing? What is the effect of instructor’s use of podcasts on students’ cognitive and affective learning in the f2f classroom? Is professional occupation related to which media source one uses to gather news?

7. 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?

8. HYPOTHESES Definition: A hypothesis is an expectation about events based on generalizations of assumed relationships between variables. Format: Subjects who are[high in, low in, characterized as, exposed to, etc.] (insert input variable of interest) will have[higher, more, or greater, or less] (insert output variable of interest) than others who are [high in, low in, not characterized by, not exposed to, etc.] (insert input variable of interest] What’s the Null Hypothesis here? Reject or Accept? Example: Subjects who are low in self-esteem will have greater attitude change in response to a persuasive message than others who are high in self-esteem.

9. HYPOTHESES Definition: A hypothesis is an expectation about events based on generalizations of assumed relationships between variables. Positive: as IV increases, DV increases Negative:as IV increases, DV decreases = Directional Format: There will be a [direct, or positive, negative, inverse, curvilinear] relationship between (insert first variable of interest) and (insert second variable of interest). What’s the Null Hypothesis here? Reject or Accept? Example: There will be a positive relationship between the amount of eye contact used by speakers and credibility ratings.

10. Independent & Dependent Variables Identification Research Questions--“Millionaire Style” • Do [men and women] report significantly different [levels of satisfaction with conflict interaction]? (Papa & Natalle, 1989, p. 263)

11. 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?

12. 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)

13. 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

14. 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.

15. IV/DVs • Subjects reading persuasive messages by attractive sources will experience greater attitude change than subjects reading persuasive messages by unattractive sources • IV: attractiveness of sources • DV: attitude change • Constant – persuasive messages

16. IV/DV’s • 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

17. 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.

18. The end!

19. Kind of social support Channel of comm Violent acts per hour Speech anxiety Conflict style Advice, $, Emotional, etc. Verbal, Nonverbal 0, 1, 2, 3, 4 Low, Medium, High Competitive, Submissive, Interactive, Combative. Variables have attributes Variables Attributes

20. Variables • 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 type e.g., gender, ethnicity, political affiliation

21. Variables Classification: Independent & Dependent Independent Variable: a variable which is thought to influence changes in another variable(s). Dependent Variable: a variable which is thought to be changed by another variable(s). 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

22. VARIABLES Other Types of Variables: Moderating Variables: variables that explain the changes 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

23. Approaches to Human Communication Research (Bochner, 1985) Quantitative / Qualitative

24. Research Questions Definition: Research questions are the question(s) we expect to answer through research. How is communication related to other variables? What is the nature of communication? Descriptive Studies Correlational Studies Describe & Understand nature & characteristics or particular communication behavior or variable Understand how communication is related to other important 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 & why? E.g., Is gender/age/education related to motives for entering interpersonal relationships? Cross-sectional or Longitudinal

25. How do we operationalize “Communication apprehension?

26. The “process” - conceptualization “I wonder. . . “ Research (“read” & “review” lit) Variables identified (narrowing begins) Narrowing appears as RQ or H . . . Or both