Experiments in Group Decision Making Communication Process and Outcome in Face-to-Face Versus Computerized Conferences

A 2 × 2 factorial design was used to explore the process and outcome of small group problem-solving discussions for two modes of communication (face-to-face and computerized conferencing) and two types of tasks (a qualitative human relations task and a scientific ranking test with a criterion solution). Interaction process was coded using Bales Interaction Process Analysis. There were two to three times as many communication units in the face to-face groups consisting of five members each as in the computerized conferencing mode of communication during the same elapsed time. Group decisions were equally good in the two modes, but the groups were less likely to reach agreement in the computerized conferencing mode. There were proportionately more of the types of task-oriented communication associated with decision quality in the computerized conferences.     

PRESCHOOL CHILDREN'S VISUAL ATTENTION TO ATTRIBUTES OF TELEVISION

Preschool children's visual attention to nearly three hours of a heterogeneous sample of children's programing was examined in relationship to the presence of 37 simple visual and auditory attributes of television programs. A factor analysis of the attributes indicated that they were largely independent, with the exception of two factors, which were labeled “women and children” and “puppets.” Attributes and factors that were positively related to attention were the puppet factor, women and children factor, auditory changes, peculiar voices, movement, cuts, sound effects, laughter, and applause. Attributes that were negatively related to attention were adult male voices, extended zooms and pans, eye contact, and still shots. Other attributes had both positive and negative effects on attention depending on whether the child was looking at the TV at the time the attribute occurred. It is suggested that attributes are positive or negative to the degree to which they signal informative comprehensible content.