Listening: Complex of activities—and a unitary skill?

Kelly, Charles M.

doi:10.1080/03637756709375556

Cited by 34 publications

(13 citation statements)

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“…criticisms that conceptualizing listening as a facet of social information processing was too simplistic and failed to specify how listening was distinct from other processes such as memory (e.g., Kelley, 1965Kelley, , 1967. Indeed, later attempts to disentangle listening from other intrapersonal phenomena produced open questions that remain unanswered, such as the distinction between listening and related cognitive constructs like memory and verbal recall (Bostrom, 1996;Thomas & Levine, 1994).…”

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confidence: 94%

Intrapersonal Communication and Listening Goals: An Examination of Attributes and Functions of Imagined Interactions and Active-Empathic Listening Behaviors

Vickery

Keaton

Bodie

2015

Southern Communication Journal

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Using data from 485 college student participants, this study investigated relations among mental representations of conversations and reported tendencies towards active-empathic listening (AEL). Results showed that low usage of imagined interactions (IIs) for rehearsal and self-understanding and high usage of IIs as compensation were associated with lower reported active-empathic responding. In describing IIs, low levels of proactivity and variety were associated with lower reported AEL processing and responding, suggesting individuals who do not engage in IIs before conversations or imagine a variety of potential conversations to gain understanding do not report engaging in behaviors that act to acknowledge partners in conversation. The primary contribution of these findings is to forward an empirical integration of social cognitive and listening research and theory.Although connections between social cognition and listening have been noted for over two decades (

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confidence: 94%

Intrapersonal Communication and Listening Goals: An Examination of Attributes and Functions of Imagined Interactions and Active-Empathic Listening Behaviors

Vickery

Keaton

Bodie

2015

Southern Communication Journal

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“…By taking a behavioral perspective, the business communication educator's approach is in contrast to the position of researchers who argue that the most useful (if not the most accurate) definitions are those that present listening as an exclusively cognitive, covert process (Goss, 1982;Kelly, 1967). Although they recognize information processing as an important construct in the listening process, business communication educators have operationalized the concept of listening in models that identify behaviors that can be learned, observed, and applied.…”

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confidence: 90%

Teaching Listening: Some Thoughts on Behavioral Approaches

Brownell

1994

The Bulletin of the Association for Business Communication

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“…Lectures containing factual content were assumed to produce retention in tests (Brown & Carlsen, 1955;Nichols, 1947). Unfortunately, Charles Kelly (1965, 1967 demonstrated that testing for retention following a lecture was substantially the same as testing for intelligence. This apparently invalidated studies using this technique and called into question the notion that there was a separate characteristic called "listening ability.…”

Section: Research In Listeningmentioning

confidence: 99%

Memory, Cognitive Processing, and the Process of "Listening" A Reply to Thomas and Levine

Bostrom

1996

Human Comm Res

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In a recent issue ofHuman Communication Research, Thomas and M n e (1 994) explored the "listening" construct, examining listeningfiom both a wgnitive and behavioral point of view. In so doing, they made several inaccurate statements about my own research and positions that I have taken concerning listening. Linear models of memory (first short-term memory, then intermediate storage, then long-term memory) do not desm'be listening. What I have wn'tten in the past is that, like memory, listening has short-term and long-term elements, that listening research ought to examine short-term processing more cartfully than wore, and that any general definition of listening ought to include all elements, including long-term elements. Additional misstatements appear concerning the mle of memo ry in the assessment of listening. In addition to these misstatements, they ignored some extremely important constructs in listening, principally that of listener involvement. In addition, the model that they present as a causal explanation for listening behaviors has several seriousflaws. Nonetheless, in focusing on some nonverbal indicators of listening, they haoe made a real contribution to the understanding of listening as a communication skill.

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Listening: Complex of activities—and a unitary skill?

Cited by 34 publications

References 4 publications

Intrapersonal Communication and Listening Goals: An Examination of Attributes and Functions of Imagined Interactions and Active-Empathic Listening Behaviors

Intrapersonal Communication and Listening Goals: An Examination of Attributes and Functions of Imagined Interactions and Active-Empathic Listening Behaviors

Teaching Listening: Some Thoughts on Behavioral Approaches

Memory, Cognitive Processing, and the Process of "Listening" A Reply to Thomas and Levine

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