Beginning Conversational Skills: Joining & Maintaining an Interview

2021 ◽  
pp. 75-98
Author(s):  
Michael D. Reiter
Keyword(s):  
Conversational Skills

Conversational Skills of Preschool and School-Age Children with Cleft Lip and Palate

1998 ◽  
Vol 35 (6) ◽  
pp. 503-516 ◽  
Author(s):  
Kathy L. Chapman ◽  
Karen Tecco Graham ◽  
Janet Gooch ◽  
Colleen Visconti
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
School Age Children ◽  
School Age ◽  
Conversational Skills

The Impact of Exposure With No Training: Implications for Future Partner Training Research

2018 ◽  
Vol 61 (9) ◽  
pp. 2347-2352 ◽  
Author(s):  
Aura Kagan ◽  
Nina Simmons-Mackie ◽  
J. Charles Victor
Keyword(s):  
Controlled Trial ◽  
Real Life ◽  
Positive Outcome ◽  
Control Group ◽  
Nocebo Effect ◽  
Negative Finding ◽  
Conversational Skills ◽  
Training Studies ◽  
Negative Impacts ◽  
The Impact

Purpose This research note reports on an unexpected negative finding related to behavior change in a controlled trial designed to test whether partner training improves the conversational skills of volunteers. Method The clinical trial involving training in “Supported Conversation for Adults with Aphasia” utilized a single-blind, randomized, controlled, pre–post design. Eighty participants making up 40 dyads of a volunteer conversation partner and an adult with aphasia were randomly allocated to either an experimental or control group of 20 dyads each. Descriptive statistics including exact 95% confidence intervals were calculated for the percentage of control group participants who got worse after exposure to individuals with aphasia. Results Positive outcomes of training in Supported Conversation for Adults with Aphasia for both the trained volunteers and their partners with aphasia were reported by Kagan, Black, Felson Duchan, Simmons-Mackie, and Square in 2001. However, post hoc data analysis revealed that almost one third of untrained control participants had a negative outcome rather than the anticipated neutral or slightly positive outcome. Conclusions If the results of this small study are in any way representative of what happens in real life, communication partner training in aphasia becomes even more important than indicated from the positive results of training studies. That is, it is possible that mere exposure to a communication disability such as aphasia could have negative impacts on communication and social interaction. This may be akin to what is known as a “nocebo” effect—something for partner training studies in aphasia to take into account.

Teaching Conversational Skills to Retarded Adolescents

1979 ◽  
Vol 1 (1) ◽  
pp. 85-97 ◽  
Author(s):  
Jeffrey A. Kelly ◽  
Wyndol Furman ◽  
Jody Phillips ◽  
Sue Hathorn ◽  
Terry Wilson
Keyword(s):  
Conversational Skills

Conversational skills training with a chronically hospitalized psychiatric inpatient

1991 ◽  
Vol 6 (2) ◽  
pp. 107-117
Author(s):  
James P. Curran ◽  
Bill Himadi ◽  
Donna Donahue-Bennett
Keyword(s):  
Psychiatric Inpatient ◽  
Skills Training ◽  
Conversational Skills

Conversational Skills of Children with Cleft Lip and Palate: A Replication and Extension

2006 ◽  
Vol 43 (2) ◽  
pp. 179-188 ◽  
Author(s):  
Melissa S. Frederickson ◽  
Kathy L. Chapman ◽  
Mary Hardin-Jones
Keyword(s):  
Speech Production ◽  
Cleft Lip ◽  
Significant Positive Correlation ◽  
Cleft Lip And Palate ◽  
Individual Child ◽  
Language Performance ◽  
Positive Correlation ◽  
Conversational Skills ◽  
Conversational Interactions ◽  
The Relationship

Objective To replicate and to extend a previous study examining the conversational skills of children with cleft lip and palate. Participants Thirty-four children (33 to 44 months) participated: 17 children with cleft lip and palate and 17 noncleft children. Methods The children were observed during an interaction with caregivers in their homes. Samples of caregiver-child interactions were coded as assertive or responsive, for type of conversational act, and for discourse level categories. Profiles of conversational activity were determined for each child based on the coding. Correlations were performed to examine the relationship between assertiveness and speech variables (articulation and resonance) for the children with cleft lip and palate. Results Group comparisons revealed that the children with cleft lip and palate produced fewer assertive utterances, were less likely to respond adequately to comments by caregivers, and produced more topic maintaining and fewer topic extending utterances than did their noncleft peers during conversational interactions. Examination of individual child data indicated that 35% of the children with cleft lip and palate exhibited conversational profiles characterized by either low assertiveness or low responsiveness. Finally, a significant positive correlation was noted between conversational assertiveness and speech production skills. Conclusion These findings suggested that the children with cleft lip and palate were less conversationally assertive than their noncleft peers. Further, there appeared to be a relationship between speech production skills and conversational skills, suggesting that poor speech may be impacting language performance for these children.

Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding

1994 ◽  
Vol 48 ◽  
pp. 47-57
Author(s):  
Gerard M.M. Willems
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Skills Training ◽  
Target Language ◽  
Large Classes ◽  
Time Investment ◽  
Conversational Skills ◽  
Long Run ◽  
The One

Foreign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.

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