This experiment expanded the visual availability paradigm by subsuming it under the broader principle of recipient design. We varied recipient design by asking speakers to describe a picture to someone who would see a videotape of their description or only hear an audiotape. Second, speakers described pictures that varied in verbal encodability. Finally, in addition to gestural rate, we analysed the redundancy of gestures with words. The results (N = 40) confirmed our predictions that speakers gesture at a higher rate and use a higher proportion of nonredundant gestures when their recipient would see their videotape; that they also use more nonredundant gestures when describing a picture for which they have a poor vocabulary; and that these two factors interact to produce the strongest effects when vocabulary is limited and the recipient would see the videotape. These effects support the hypothesis that speakers design their gestures to communicate to recipients.

A total of 20 psychotherapists, randomly selected from a state list, critically examined the 25 items on the Work Addiction Risk Test for content validity. Subjects were asked to identify 25 items from a list of 35 which most accurately measured work addiction. Selected test items have generally high content validity for the domain of work addiction.

Podcasts are a useful tool for developing speaking skills in language acquisition settings, particularly within the context of the emerging Mobile Assisted Language Learning (MALL). While much research has emphasized the effectiveness of teacher-produced podcasts, this study seeks to address the gap in knowledge on student-generated podcasts in language learning. In addition to highlighting some of the main pedagogical considerations of using podcasts in language learning, this paper explores students' perceptions of podcasts as a learning tool. To this end, this study describes the results of two surveys which were conducted with two different student cohorts over the course of two years. The surveys explored the students' levels of acceptance and enjoyment of activities in which they had to produce their own podcasts, as well as the perceived learning benefits. The discussion section describes a range of positive learning outcomes and highlights the pedagogical implications of using podcasts in class. The paper concludes with some practical suggestions for the effective use of student-generated podcast activities in the language classroom.

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Traditional approaches to mediation treat active listening skills likeformulation (reflecting, mirroring) as neutral means through which mediators may come to know the issues of concern to disputants. This study investigated the use offormulation through the microanalysis of a mediation session and a therapy session. The analysis shows that formulating is a nonneutral means of communication that allows the mediator to (1) transform disputants' statements, (2) select or ignore disputants' issues, and (3) invite or discourage disputants' contributions to these issues. Formulation apparently plays an important function in the reformulation of dispute narratives.Aristotle wrote in Rhetoric that "the greatest thing by far is to be a master of metaphor" (cited in Ross, 1952Ross, , p. 1410. Metaphors color poems and can be powerful rhetorical devices in arguments. Metaphors, however, are not just for poets and speech writers; they saturate all our talk and thought, whether we are cooks, bankers, particle physicists, or mediators. We use metaphors to help us understand the world around us by looking to familiar analogs.Metaphors are created when features of one domain are recognized as being similar to those residing in another domain. Our understanding of minds, for example, is facilitated by comparing them to computers (which need programming) or to gardens (which need cultivating). However, although metaphors facilitate understanding, the understanding created is invariably of a particular kind, thus constraining the way we understand the world around us (Ng and Bradac, 1993).Most mediation theory and research is implicitly built on the conduit metaphor of communication (for example, Folberg and Taylor, 1984; Note: I would like to thank Janet Bavelas, Catherine Morns, and an anonymous reviewer for their insightful comments on this article. I also thank the Institute for Dispute Resolution at the University of Victoria for support during the summer of 1996. This article is based on my master's thesis, portions of which were presented at Conflict Studies: