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421.
Eighteen dyads (10 female and eight male), each composed so as to have one member who scored high and one who scored low on a test of personality dominance, were given a cooperative problem-solving discussion task lasting fifteen minutes. The persons with the more dominant personalities held the floor more and attempted more interruptions in proportion to their partners’ total amounts of speaking time than did those with less dominant personalities. There was also evidence that the high dominant subjects were more successful in completing their interruption attempts, although this result fell somewhat short of statistical significance. Despite the fact that the trend of the results appeared to be consistently stronger among males, there were no significant sex differences. Implications of the findings for the interpersonal communication theory of Watzlawick, Beavin, and Jackson (1967) are discussed. 相似文献
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WILLIAM H. RUPLEY EXECUTIVE EDITOR 《Reading Psychology》2013,34(2):103-105
ABSTRACT Subjects for the study were 65 children whose ages ranged from 5.6 to 9.5 years. Tasks from the Downing‐Oliver (1973‐1974) study were used to explore children's knowledge of spoken words and the relationship between this knowledge and reading achievement. Five examples from each of eight classes of auditory stimuli were presented to the child who indicated whether or not each example heard was a spoken word. Results from the investigation led the researcher to the following conclusions: (1) the average child's knowledge of a spoken word improves with age; and (2) significant relationships exist between children's knowledge of spoken words and reading achievement. 相似文献
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