More evidence that cognitive complexity is<i>not</i>loquacity: A reply to Beatty and Payne

Burleson, Brant R.; Waltman, Michael S.; Samter, Wendy

doi:10.1080/01463378709369697

Cited by 25 publications

(13 citation statements)

References 14 publications

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“…O'Keefe and Sypher (1981) compared reliability and validity data for many different measures of cognitive complexity, including those based on Kelly's repertory grid, and concluded that “only Crockett's RCQ measure appears to satisfy all the criteria for an adequate complexity measure” (p. 85). Several studies (for example, Burleson, Applegate, & Neuwirth, 1981; Burleson, Waltman, & Samter, 1987) have found little relationship between RCQ assessments of cognitive complexity and independent measures of loquacity, verbal fluency, and verbal intelligence. The RCQ has been found to have test‐retest reliability of .95 over 4 months for an eight‐role version (Crockett, 1965), and .84–.86 over a 4‐week period for the standard two‐role version (O'Keefe, Shepherd, & Streeter, 1982).…”

Section: Methodsmentioning

confidence: 99%

Association of Interpersonal Cognitive Complexity with Communication Skill in Marriage: Moderating Effects of Marital Distress

1995

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Little research has examined the influence of social cognition on communicative behaviors that spouses exhibit in conversational interactions. The present study examined the associations between interpersonal cognitive complexity and three marital communication skills: communication effectiveness (generating messages that have the desired outcome), predictive accuracy (anticipating accurately the effects of a message on a receiver), and perceptual accuracy (correctly inferring the intent of a message source). The study also evaluated whether marital distress moderated associations between cognitive complexity and communication skills. Participants (60 couples) discussed a problem from their own marriage and a vignette from the Inventory of Marital Conflicts (Olson & Ryder, 1970) using the communication box. Cognitive complexity was moderately associated with perceptual accuracy, weakly associated with communication effectiveness, and not associated with predictive accuracy. Subsidiary analyses revealed that associations between cognitive complexity and the communication skills were generally stronger in the subsample of distressed couples than in the subsample of nondistressed couples.

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Section: Methodsmentioning

confidence: 99%

Association of Interpersonal Cognitive Complexity with Communication Skill in Marriage: Moderating Effects of Marital Distress

1995

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“…Based on the view that CC is a “close relative” of the conceptual/integrative complexity construct (e.g., Suedfeld & Tetlock, 2014; Suedfeld, Tetlock, & Streufert, 1992), Burleson, Waltman, and Samter (1987) added the dimension of abstraction. According to this view, a relatively complex cognitive system consists of a comparatively large number of finely articulated, abstract, and well-integrated elements.…”

Section: Cognitive Complexitymentioning

confidence: 99%

“…Individuals with more “developed” cognitive systems have more differentiated (i.e., numerically larger), more abstract (i.e., more refined or specialized elements), and more integrated (i.e., more organized) construct systems. Such individuals are characterized as more complex (Burleson et al, 1987). Abstractness pertains to the level of refinement for the constructs used.…”

Section: Cognitive Complexitymentioning

confidence: 99%

Switching Cognitive Gears: School Leaders’ Cognitive Complexity

2018

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The role of school leaders is particularly complex in today’s “era of accountability,” which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader’s cognitive complexity to be a predictor of leader and organizational effectiveness whereas the notion of school leader’s cognitive complexity remains undeveloped in the educational leadership and management field. Hence, the purpose of this article is to suggest a framework for school leaders’ cognitive complexity, as well as to suggest possible avenues for future conceptualization of, and research into this issue. Two empirical illustrations, based on the suggested framework for school leaders’ cognitive complexity, are described. This novel cognitive complexity framework may help school leaders develop processes, strategies, and structures that will enable them to react effectively in uncertain and dynamic environments.

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“…The relation between loquacity and cognitive complexity has been the subject of prior academic debate (see Beatty & Payne, 1985;Burleson, Applegate, & Neuwirth, 1981;Burleson, Waltman, & Samter, 1987). Powers, Jordan, and Street (1979) were the first to express concern that the constructs measured with the written RCQ were simply a reflection of the verbosity of the participant, a concern also investigated by Beatty and Payne (1985).…”

Section: Limitations Future Research and Conclusionmentioning

confidence: 99%

The Daily Use of Imagined Interaction Features

Honeycutt¹,

Vickery²,

Hatcher³

2014

Communication Monographs

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Imagined interactions (IIs) refer to a process of social cognition in which individuals imagine, and therefore, indirectly experience themselves in anticipated and/or past communicative encounters with others. In this manuscript, two groups of participants kept diaries of their daily IIs. In the first study, rehearsal and proactivity were the most frequently reported features. Half of the entries reported only one function for the II. In the second study, catharsis and proactivity were the most frequently reported features, and there were positive associations between the number of II functions and II attributes featured in the diary and the interpersonal cognitive complexity of the participant. The contributions of these findings are discussed in regard to II theory and intrapersonal communication.

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More evidence that cognitive complexity isnotloquacity: A reply to Beatty and Payne

Cited by 25 publications

References 14 publications

Association of Interpersonal Cognitive Complexity with Communication Skill in Marriage: Moderating Effects of Marital Distress

Association of Interpersonal Cognitive Complexity with Communication Skill in Marriage: Moderating Effects of Marital Distress

Switching Cognitive Gears: School Leaders’ Cognitive Complexity

The Daily Use of Imagined Interaction Features

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