1970
DOI: 10.1080/03637757009375674
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An analysis of interaction structure in the discussion of a ranking task

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Cited by 28 publications
(4 citation statements)
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“…Symbols function as tools to: (a) represent and/or share information (Berg, 1972;Borman, 1972;Delia, 1972;Mortensen & Sereno, 1970), (b) identify problems and solutions (Burgoon, 1971;Fisher, 1970;Gouran & Baird, 1972;Stech, 1970;Wilder & Harvey, 1971), (c) manage conflicts (Buchi & Pearce, 1975;Hawes & Smith, 1973;Ruben, 1977;Scott & Smith, 1969), and (d) regulate behaviors (Andrews, 1970;Pearce & Brommel, 1972;Rosenthal, 1971;Simons, 1971). While an argument could be made for additional or contrary tool functions of symbols, these represent major dimensions of communication activities suggested by past research and an important beginning point for the integration of previous communication studies Lewis, et al, 1979).…”
Section: Journal Of Applied Communication Researchmentioning
confidence: 99%
“…Symbols function as tools to: (a) represent and/or share information (Berg, 1972;Borman, 1972;Delia, 1972;Mortensen & Sereno, 1970), (b) identify problems and solutions (Burgoon, 1971;Fisher, 1970;Gouran & Baird, 1972;Stech, 1970;Wilder & Harvey, 1971), (c) manage conflicts (Buchi & Pearce, 1975;Hawes & Smith, 1973;Ruben, 1977;Scott & Smith, 1969), and (d) regulate behaviors (Andrews, 1970;Pearce & Brommel, 1972;Rosenthal, 1971;Simons, 1971). While an argument could be made for additional or contrary tool functions of symbols, these represent major dimensions of communication activities suggested by past research and an important beginning point for the integration of previous communication studies Lewis, et al, 1979).…”
Section: Journal Of Applied Communication Researchmentioning
confidence: 99%
“…Heyns and Zander (1965) have also argued that it is often theoretically important to use context as a frame of reference in making inferences. Context may refer to the setting of the interaction (e.g., classrooms, Miller and Hylton, 1974; medical settings, Hawes and Foley, 1973; therapeutic settings, Yalom, 1975;organizations, Goldhaber, 1974: 209-239) the type and purpose of the group (e.g., discussion groups, Hare, 1976: 405; task groups, Stech, 1970; consciousness-raising groups, Drecksel and Fisher, 1977;Ellis, 1976; T-groups, Fisher and Werbel, 1978; creativity groups, Gordon, 1961) the types of individuals forming the groups (e.g., marital pairs, Parks et al, 1975; families, peers, Lumsden et al, 1974) the number of individuals observed (e.g., dyad, small group, large group the group member characteristics (e.g., sex, age, personality, status) the type of subject matter discussed (e.g., real or fictional tasks, topics)…”
Section: Observer Inferencementioning
confidence: 99%
“…Such descriptive data, however, yields only a modicum of information about procedural communication in small groups. Investigations of message patterns that precede and follow procedural acts emend the problems incurred from reliance on simple frequency counts, but these studies continue to use a single category of procedural activity-a practice that hampers the explanatory power of this research (see, for example, Stech, 1970;Saine and Bock, 1973).…”
Section: The Problemmentioning
confidence: 99%