Defining Listening

Worthington, Debra L.; Bodie, Graham D.

doi:10.1002/9781119102991.ch1

Cited by 14 publications

(15 citation statements)

References 72 publications

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“…More important, PPR arises when such self-disclosures are met by attentive, responsive listening by the partner (Laurenceau et al, 1998; Reis & Shaver, 1988). 4 One particular element of responsive listening, a many-faceted interpersonal skill (Itzchakov et al, 2014; Worthington & Bodie, 2018) that applies to PPR, is the extent to which a listener communicates genuine personal interest in the discloser’s comments. Studies have shown that when listeners are behaviorally attentive, and particularly if that attentiveness is emotionally attuned, people feel heard and supported (Collins & Feeney, 2000; Maisel et al, 2008; Nils & Rimé, 2012), and this feeling in turn fosters continued openness and trust (Murray et al, 2006), as well as encouraging reciprocity (Canevello & Crocker, 2010).…”

Section: Existing Research That Informs the Model Of Interpersonal Ch...mentioning

confidence: 99%

Interpersonal Chemistry: What Is It, How Does It Emerge, and How Does It Operate?

Regan

Lyubomirsky

2021

Perspect Psychol Sci

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Although chemistry is a well-known, sought-after interpersonal phenomenon, it has remained relatively unexplored in the psychological literature. The purpose of this article is to begin articulating a theoretically grounded and precise definition of interpersonal chemistry. To that end, we propose a conceptual model of interpersonal chemistry centered around the notion that when two or more individuals experience chemistry with one another, they experience their interaction as something more than the sum of their separate contributions. Our model stipulates that chemistry encompasses both behavior (i.e., what chemistry “looks like”) and its perception (i.e., what it “feels like”). The behavior involves interaction sequences in which synchronicity is high and in which people’s goals are expressed and responded to in supportive and encouraging ways. The perception of chemistry includes cognitive (i.e., perception of shared identity), affective (i.e., positive affect and attraction), and behavioral (i.e., perceived goal-relevant coordination) components. We review existing research on chemistry as well as supporting evidence from relevant topics (e.g., attraction, similarity, perceived partner responsiveness, synchrony) that inform and support this model. We hope that this conceptual model stimulates research to identify the circumstances in which chemistry arises and the processes by which it affects individuals, their interactions, and their relationships.

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Section: Existing Research That Informs the Model Of Interpersonal Ch...mentioning

confidence: 99%

Interpersonal Chemistry: What Is It, How Does It Emerge, and How Does It Operate?

Regan

Lyubomirsky

2021

Perspect Psychol Sci

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“…ILA defined listening as “the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages” (p. 4). Listening is an affective, behavioral, and cognitive process rather than a passive, silent act of simply receiving aural information (Worthington & Bodie, 2018), which helps define teachers’ roles as active listeners during discourse exchanges.…”

Section: Background Literaturementioning

confidence: 99%

“…While actively listening, a person attends to both verbal (e.g., paraphrasing, reflecting feelings, questioning, assumption checking) and nonverbal stimulus (e.g., eye contact, smile, head nod, forward lean, gestural animation) to inform the comprehension of the full message (Bodie et al, 2015). Verbal and nonverbal behaviors signal to the speaker that the listener is attentive and interested (Worthington & Bodie, 2018). Specific to the field of gifted education, Peterson (2003) offered active listening suggestions drawn from counseling models for secondary teachers working with gifted students to address affective issues.…”

Section: Background Literaturementioning

confidence: 99%

Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Gilson

Sauder

2021

Gifted Child Quarterly

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Effective listening is essential when teachers facilitate instructional classroom discussions. While the intersection between teacher listening and how students engage in discussions has received a wealth of research attention from other fields, this important phenomenon continues to be underresearched in the gifted and literacy education fields. To deepen our understanding of the phenomenon of teacher listening from students’ perspectives, we conducted an in-depth focus group study with middle school gifted students from five schools in a Southeastern state in the United States. Findings of our data analysis revealed four key interrelated themes: (a) teachers as active listeners, (b) teacher character traits, (c) student feelings and behaviors, and (d) listening as a pedagogical tool. Of significance, this study revealed students’ perspectives of how gifted education teachers should listen and that their listening influences students’ sense of connectedness and motivation for learning. Implications for professional learning and recommendations for future research are discussed.

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“…Though there are many definitions of listening (Worthington & Bodie, 2017), here we propose a novel typology: when a person discloses a personal problem ("speaker"), the partner ("listener") may listen in a more other-oriented way (e.g., by asking a question), which we refer to as "interdependent listening", or in a more self-oriented way (e.g., by giving advice), which we refer to as "independent listening". Interdependent listening is conceptually similar to various other listening typologies -including "high-quality" listening , "activeempathic" listening (Gearhart & Bodie, 2011), "supportive" listening (S. M. Jones, 2011), and "person-centered" listening (Bodie & Burleson, 2008;Burleson, 1982Burleson, , 1994, to name a few.…”

Section: Gender-linked Styles In Listening During Troubles Talkmentioning

confidence: 99%

How Do You Listen?: The Relationship Between How Men Listen and Women’s Power and Respect in the U.S.

Santoro¹,

Markus²

2021

Preprint

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As American culture confronts the issues raised by #MeToo, some ask, what can men do in interpersonal interactions to become allies and empower women? Building on research in linguistics, communication, sociology, as well as psychology, seven pre-registered studies investigate the relationship between how men listen during troubles talk (i.e., communication about problems) and women’s sense of power and respect. We theorize and compare two styles of effective listening: more other-focused interdependent listening (e.g., asking a question) and more self-focused independent listening (e.g., giving advice). We find that though men are less likely than women to do interdependent listening during troubles talk (Study 1), men can be encouraged to ask questions (Study 2). When investigating the effect on women of how men listen, we found that women anticipate feeling more powerful and respected when listened to by a man friend doing interdependent (vs. independent) listening (Studies 3a – 3c), particularly those women who do not endorse stereotypic gender roles (Study 3c). We partially replicated these findings in two live interaction studies involving strangers communicating over text: women felt more powerful and respected when listened to by men who asked open-ended questions compared to men who gave prescriptive, unsolicited advice (Study 5), though they did not when men simply asked more questions (Study 4). We suggest that listening can assume multiple productive forms, but that compared to independent listening, interdependent listening can serve as an everyday anti-sexist practice to attenuate rather than accentuate the gender hierarchy.

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Defining Listening

Cited by 14 publications

References 72 publications

Interpersonal Chemistry: What Is It, How Does It Emerge, and How Does It Operate?

Interpersonal Chemistry: What Is It, How Does It Emerge, and How Does It Operate?

Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

How Do You Listen?: The Relationship Between How Men Listen and Women’s Power and Respect in the U.S.

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