Communication Research Asking Questions Finding Answers 4th Edition Joann Keyton - Solutions

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1. Spend some time during the day interacting without using hand gestures. What problems did you encounter, if any? What does your experience tell you about the relationship of gestures and speech?
5. Do you think a person can be physically attractive in one situation but not in another?Test this idea with both males and females by showing photos of the same people in different situations.
4. People have been refused employment or fired from their jobs because of perceived problems with their height, weight, odor, skin color, clothing, hair, or general attractiveness.Under what conditions if any do you think such characteristics are legitimate reasons for not hiring a person or for
3. Do we see physical attractiveness differently in photos and videos with no sound? Do your own experiment: Obtain ratings of the physical attractiveness of people in photos and the same people shown interacting.They should all interact with the same person and talk about the same subject. How do
2. Do you know romantic couples in which the female is significantly less attractive than the male? If so, develop photos that reflect this difference, and ask people what it is about the female that the male is likely attracted to?
1. Can our verbal behavior affect the way people perceive our physical attractiveness?What verbal behavior might cause people to perceive us as less physically attractive?What verbal behavior might make us appear more physically attractive? Do the answers to these questions vary with context? If
5. The next time you are walking with two other people, note the spatial arrangement of the group. Does this pattern change when the age, status, or gender composition of the group changes?
4. Do you think the findings associated with leadership, dominance, and seating behavior apply to females as well as males? Why or why not?
3. When is a woman’s purse likely to be perceived as a primary territory? When can it become a secondary territory?
2. What factors are likely to cause a person who comes to the United States from another culture, with different norms for conversational space, to maintain the norms from his or her culture of origin? What factors are likely to cause an immigrant to manifest conversational space that is more
1. Identify a secondary territory you have experienced in which ownership was disputed. Discuss what happened, why it happened, and how the conflict could have been prevented.
5. To get an idea of your time perspective, take the Zimbardo Time Perspective Inventory, which is available online.
4. How do people communicate time-related messages by their behavior?
3. The impact of environmental features on human behavior will vary as a function of context, but what features do you think play a large or small role across different contexts? Explain your choices.
2. Assume the role of a stranger entering your own apartment or your family’s home. What messages does the environment communicate?
1. Select a familiar environment that effectively encourages or discourages human interaction.Now indicate all the changes you would make so this environment would have the exact opposite effect.
6. Sometimes it is said that people enact and interpret nonverbal cues automatically, that is, without analytic thought or intention. For different behaviors and/or skills that you can point to, what do you think are the relative contributions of deliberate intention versus automatic processing?
5. Do you think that too much knowledge or skill in nonverbal communication could be a bad thing? Argue both for and against this hypothesis.
4. Are there any moral or ethical issues related to the decoding and encoding of nonverbal cues?
3. The ability to decode other people’s nonverbal emotional expressions is only one definition of nonverbal sensitivity. Think of some other definitions of nonverbal sensitivity, and analyze why and when they are useful.
2. It has been suggested that abilities to send and receive nonverbal expressions may be inversely related, in part due to the expression norms within families. Is your own family high or low on expressiveness? How might your family’s expression norms have influenced your encoding and decoding
1. How much insight do you think people have into the cues they use to make judgments about others’ states and traits?
4. If you could get an instant and true answer to any question about nonverbal communication, what would your question be?
3. Discuss the most unusual or subtle nonverbal signal or signals you have observed in an interaction partner. What helped you assess their meaning?
2. Identify a situation in which you would give more credibility to a person’s verbal behavior when verbal and nonverbal behavior convey different messages.
1. Identify a situation in which you believe verbal behavior was clearly more important to the outcome of an interaction than nonverbal behavior. Explain why.
8. Analyze the results.
7. Conduct interviews. Make sure that you make calls at all times of day, at all days of ,veek, to eliminate bias.
6. 11.iin i11terviewers (if yon are not doing aU the data collection yourself).
5. Derernune who will do the i11rerviewing.
4. Write sw-vey.
3. Determine your expected response rate (look at previous research or conduct a pilot study). From this, determine how n1any people you' ll need to call. Be sure to account for wrong phone nun1bers and people ,vho don't qualify for the study, as well as people who simply refuse or decline to
2. Find a sampling f:ran1e and obtain your sample.
1. Based on your RQ or I-I, determine "'ho you want to talk to-determine if you ,vant to set any special requirements (such as age, sex, product usage).
\M1at are otl1er key pieces of infon11atio11y ou found in the artic le that 111ig .ht be releva.nt to your researcl1?
W11at are the key findings or conclusions?
Wl1at is the 111ethod of data collection?
Wl1at are the key concepts or va1·iables under study?
Wl1at is the research question or hypothesis?
'Wl1at is the purpose statement?
What is the correct citation for tl1e article?
13. What other sources sl1ould you look up &·om tl1e article's literature revie~,?
12. \¥11at relevant quotes 1njght you use from this in your own literatur e review?
11. l-lo"v rece11t are ilie so1trces?
10. I-low i11-depthw as the research?
9. 'Wl1at is ilie methodology?Is it clearly detailed?
8. Hov., rece1itis the researcl1?
7. I-low liighly regarded is the journal?
6. Does this l1ave a researchq uestion or a hJ,pothesisW? l1at is it?
5. Is tl1is basic or npplied research?
4. W11at is the evidence for that claiJ11?
3. 'W11atc lni11iis tlus article 1nakii1g?
2. vVl1ata re the main poi1ztsa nd findhzgs?
Wl1at is the research topic?
4. To become familiar with the different types of research
3. To understand how ow· beliefs, values, and the ways we see the world influence our research choices
2. To und understand the differences between the rcs earcl1 perspectives and paradigms discussed in th.is a chapter
11. Participants' quotes are the data of qualita- tive research project; some directly quoted conversation of participants must be pre- sented in the research report.
10. An effectively written qualitative research report has an organizing framework to guide the reader through description and analysis.
9. Description and analysis must be balanced in a qualitative research report.
8. If the researcher has agreed to maintain the anonymity of participants, a system for referencing participants will need to be created.
7. In writing about data collection, the reader should know when the fieldwork was conducted, how long and in what way the researcher was involved with partici- pants, descriptive information about the participants and their communication en- vironment, steps taken in data collection and analysis,
6. A good way to begin a qualitative research report is to explain why the setting was im- portant or interesting.
5. The researcher must decide whether he or she or the participants will have the respon- sibilities of authorial voice.
4. Qualitative research projects create too much rather than not enough data.
3. At a minimum, qualitative research reports should include an introduction; a summary of the literature; a description of data collection and analysis; and a report of the findings, interpretation, and analysis.
2. One way to check on your writing process is to ask how the description or analysis is increasing the reader's understanding.
1. Researchers have flexibility, and therefore can make decisions about writing a qualita- tive research report.
12. Develop a complete and accurate list of references used in the report in the preferred style.
11. Write an abstract for the written report.
10. Write a title that accurately introduces your study in an interesting way.
9. Refine your written report through several revisions.
8. Write a discussion section that reviews what was attempted, what has been learned, and identifies new questions.
7. Select the most appropriate quotes from par- ticipants to support your analysis.
6. Include both description and analysis in the written report.
5. Make decisions about revealing the identity of participants.
4. Write a description about how the data were collected.
3. Identify the core ideas you want to present.
2. Decide whose voice will be the primary storyteller.
1. Select the writing style for your qualitative report.
12. Researchers use participant quotes, credibil- ity, member validation, and triangulation to affirm the quality of their findings.
11. After data are analyzed, or categorized, a researcher must develop an interpretation of the patterns, themes, and concepts.
10. Thematic analysis of data is based on the criteria of recurrence, repetition, and forcefulness.
9. Data are saturated theoretically when all data can be coded into a category.
8. Grounded theory, or the constant- comparative method, is an iterative process that guides a researcher through identifying categories and identifying relationships among categories.
7. Categories may be drawn from the litera- ture or emerge from the data.
6. Coding and categorizing qualitative data reduces it to a manageable size.
5. Diagramming the data, or putting the data into some graphical form, can help a re- searcher find relationships among the data.
4. Researchers write analytical memos to cap- ture their first impressions and reflections of the data.
3. Generally, a researcher spends as much time analyzing qualitative data as collecting data.
2. Analysis of qualitative data, or identifying patterns and themes, is distinct from inter- preting, or making sense of the patterns and themes.
1. Because qualitative research is inductive, data collection and analysis can be cyclical and evolutionary.
5. What are a few examples of this construct in these data?
4. What does this construct not include?
3. How will I recognize it in the data? What likely implicit and explicit ways will partici- pants express this construct?
2. How will I define it? You should be able to write out a definitional statement.
1. How will I label this construct? What am I calling it?
12. Use triangulation to strengthen data analysis and interpretation.
11. Conduct a member check or member validation.
10. Enhance the credibility of a qualitative research design.

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Communication Research Asking Questions Finding Answers 4th Edition Joann Keyton - Solutions

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