Kittie W. Watson

The Listening Styles Profile (LSP-16): Development and Validation of an Instrument to Assess Four Listening Styles

Abstract The Listening Styles Profile (LSP-16) is a sixteen-item inventory designed to assess four distinct approaches—labeled people-, action-, content-, and time-oriented styles—to receiving information. Responses from a large sample of young adults were employed to evaluate the psychometric characteristics of the LSP-16. Specifically, an extensive scrutiny of the factor structure underlying the LSP-16 was conducted and the internal consistency, stability, and reliability of the four style subscales was assessed. The data at hand suggest that the Listening Styles Profile (LSP-16) may have considerable utility in clinical, training, and research environments for measurement and study of the ways that people prefer to listen.

Individual differences in listening styles: Do you hear what I hear?

Abstract To what extent are personality characteristics linked with listening style preferences? To probe this question, a large sample of young adults (males, n = 898; females, n = 733) completed both the Eysenck Personality Questionnaire (Eysenck, Eysenck & Barrett, Personality and Individual Differences, 6, 21–29, 1985) and the Listening Styles Profile (Watson, Barker & Weaver, International Journal of Listening, 9, 1–13, 1995). Consistent with expectations, the findings revealed that distinctly different patterns of listening styles were associated with each of three personality dimensions. The psychoticism personality type was linked with a socially callous listening style. The extraversion personality type was associated with a friendly and supportive ‘people’ oriented listening style. The neuroticism personality type, on the other hand, was correlated with listening styles that minimized the time spent interacting with others.

Listening Assessment: The Watson-Barker Listening Test.

Abstract This article discusses the need for valid and reliable measures of listening behavior and how the Watson-Barker Listening Test was developed to measure the listening abilities of adults and mature college students. Sections of the article describe the nature and forms of the test, various validation procedures and research studies using the test. The claims of validity are partially supported by the data, and the Watson-Barker Listening Test has gained wide acceptance.

Listening Styles: Biological or Psychological Differences?

Abstract In this investigation, listening was conceptualized as the process of how individuals perceive, process, remember, and understand oral messages (Bostrom, 1990; Rhodes, 1989; Watson and Barker, 1984; Wolvin & Coakley, 1992). Using the Bem Sex Role Inventory (BSRI; Bem, 1976; Bem, 1985) and the Listening Styles Profile (Watson, Barker, & Weaver, 1995); four predominant listening styles were examined as a function of respondent sex and gender-role self-perception. Consistent with expectations, the data show that gender-role self-perception mediated reported listener styles. Independent of sex, the findings revealed that communal respondents prefer a people-oriented listening style; whereas agentic respondents prefer an action, time, and content-oriented listening style. Significant sex-differences were also evident in listening styles. Females reported a relational, people-oriented style of listening while males reported a more action, content, and time-oriented style of listening. Further, no sex by gender role self-perception interaction was evident. The implications of these findings for future research and application are discussed.

Listening: An empirical comparison of discussion length and level of incentive

This study was designed to compare strategies used to improve listening skills in business communication settings. It analyzed the effect of discussion length and incentive level on the ability of subjects to listen to and identify main points in twenty‐two short dialogues. The results suggest that both discussion length and incentive level have an effect on listening ability.

Linquistic indices of truthful and deceptive responses to employment interview questions

This study was designed to investigate the effects of question tense (past, present, future, and conditional) on intentionally deceptive and truthful responses to questions asked during employment interviews. The results from the multiple discriminant analyses identified 6 variables which differentiated between truthful and deceptive messages and 19 variables which differentiated between the four temporal conditions. Future research should be conducted with caution to control for the potential affects of verb tense and question difficulty.

An investigation of the effect of presentations by effective and ineffective speakers on listening test scores

Research investigating effects of differences in the administration of listening tests on test scores gives conflicting results. This study was designed to measure relative effects of “effective” and “ineffective” speakers presenting the Brown‐Carlsen and STEP tests on listening test scores. Analyses of the test scores found statistically significant differences between subjects hearing “effective” and “ineffective” speaker presentations for both the Brown‐Carlsen and STEP tests. Since subjects hearing “effective” speakers scored higher on both tests, results suggest variables such as “effective” speaker presentations positively influence listening test score results. Future research validating dimensions of administering listening tests seems necessary.

Perceptions of Nonverbal Communication during the Selection Interview.

or negative evidence found early in the interview can have a particularly strong influence later. To measure the Einstellung effect, Springbett assessed the written application form and appearance of applicants independently and alternatively and found that the application is most important in final interview decisions. However, unless the application and personal appearance were both assessed favorably, an applicant’s chances of employment were low.’ A later study by Springbett found that first impressions significantly affect final employment decisions. a More recently, another research team found that when interviewers have dif-

Opportunities for Applied Student Research in Higher Education

Independent study allows students to explore and gain in-depth knowledge in areas not included in the formal course offerings. While not taught in the traditional classroom, independent study allows for a socratic dialogue between the teacher and student~ Questions formulated but not often asked in large classrooms are discussed openly. Students who are willing to work independently and resourcefully gain the most from independent studies. Traditionally, independent study students read, research, and write papers while meeting occasionally with a faculty advisor. The professor guides topic selection, assigns readings, establishes deadlines, discusses the readings, evaluates the student’s synthesis/understanding, and helps pull the ideas together. In other kinds of independent study, students may conduct original research or help with research in progress. This paper (1) demonstrates a need for researchoriented independent study, (2) suggests that our own universities can provide a client base for these studies, (3) recommends the basic requirements of such a study, (4) describes one independent study conducted at Tulane University, and (5) presents recommendations.

An investigation of lateralized alpha activity of oral interpreters while listening to varied oral messages

The purpose of this study was to measure the lateralized alpha activity of oral interpreters while listening to each of four different messages. Subjects were measured for baseline and differential hemispheric alpha activity with an electroencephalograph (EEG). The results indicated (1) suppressed alpha activity as a function of the cognitive processing task, and (2) no increase in alpha activity in the right hemisphere during verbal tasks and in the left hemisphere during spatial tasks.