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Sum~nary.-The experiment examined the adage that material should never be given members of an audience during a speech presentation. 45 students enrolled in speech fundamentals courses were exposed to one of three versions of a speech, which informed students of an impending $50 fee increase to improve university parking facilities. The speaker, allegedly a representative from Parking Services, discussed four main benefits of the fee increase. In one version, he began by distributing a handout listing four main benefirs to the he increase. A second version listed four benefits different from those identified in the speech, while a control condition received no handout. The control condition established the receivers' dominant cognitive response as negative. This negauve response was accentuated when the handout repeared the four main points but was less when the handout provided a competing me\sdgc lo the form of information not contained in the speech. Results were discussed u.~th reference to previous research on distraction theory and repetition of a message. Virtually all speech fundamentals texts devote space to the issue of visual aids. Their usual approach is to cite a series of "dos and don'ts" along with the perspective that use of visual aids are of potential benefit to speakers' success. Often repeated in popular textbooks is a study by Linkugel and Berg (1970) who reported that, when knowledge was imparted by telling alone, recall was 70% 3 hr. later and only 10% three days later. When imparted by showing alone, recall was 72% after 3 hr., 35% after three days. When information was imparted by tehg and showing, recall was 85% 3 hr. later, 65% three days later. Also, Bohn and Jabusch (1982) tested various methods of instruction, concluding that the visually aided presentations significantly enhanced message retention. According to White (1978, p. 158), "Experimental, as well as practical, experience demonstrates that most of our learning is acquired by means of the eye rather than the ear and that we learn more quickly, remember better and are more deeply impressed when both of these senses are uthzed." Speech textbook authors typically rely on findings he those above to support an array of generalizations about the use of visual aids and may go beyond the hits of reasonable inference. For example, one commonly cited prescription is a taboo about handing out visual aid material during a presentation. According to the popular view, to

A translated version of the Personal Report of Communication Apprehension was administered to 688 students at four Chinese colleges and universities. The data were compared with American norms established by McCroskey in 1982 and with the responses of 177 students at a large state university in Florida. The Chinese sample reported a significantly higher mean score on apprehension about communication than the Americans. The findings were discussed with reference to cultural differences.

A computer-morphing procedure was used to produce a “full cranial hair” photograph for comparisons of perceptions by 96 undergraduates of a photograph of a naturally bald 30-yr.-old man on 13 dependent measures derived from 30 semantic differential scales. Analysis showed the full-hair condition was rated significantly more dominant, dynamic, and masculine than the bald condition. While the model was also perceived as younger in the full-hair condition, there was no difference in mean ratings of attractiveness between photographs.

Subjects who were either high or low in apprehension about communication completed the 16 PF questionnaire. An analysis of variance was utilized to compare subjects' apprehension and personality characteristics. Subjects high and low in apprehension differed significantly on seven personality factors, but highly apprehensive subjects' scores still fell within the first standard deviation for the normal United States population. Subjects low in apprehension about communication scored outside the first standard deviation on three personality factors. High apprehension then is not necessarily associated with negative personality characteristics, while low apprehension about communication is associated with several positive attributes.