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Guided by the fostering relationships function of patient-centered communication (PCC), the present study utilized a 2 (high/low nonverbal immediacy) x 2 (high/low verbal immediacy) between-subjects experimental design to determine whether physician verbal and nonverbal immediacy influenced participant liking for physician, motivation to process a health message, and recall of the health message. An actor physician delivered a 3–4 minute video-recorded message, diagnosing U.S. adult participants, serving as analogue patients, with a health issue. The results indicated main effects for physician verbal immediacy and nonverbal immediacy on participant liking for physician and motivation such that participants had greater liking for the physician and motivation to do what the physician requested when the physician demonstrated greater verbal and nonverbal immediacy. However, physician verbal and nonverbal immediacy did not influence participantsʻ recall. Physicians should consider displaying verbal and nonverbal immediacy to create a positive impression among patients, and to motivate patients to take steps to improve their health. [ABSTRACT FROM AUTHOR]

Many accounts of contemporary mediated communication of various kinds emphasise speed, immediacy and simultaneity as overriding temporal characteristics, and accounts of journalism are no exception. Acceleration in journalistic practice and the associated changes in news content and its communication have a variety of consequences. In the most extreme accounts, this produces ever-shallower news content while the immediacy of its delivery collapses deliberative time for its interpretation. This article attempts to challenge some of the assumptions on which these assertions are based by taking an alternative starting point in analysing news time and temporality: the news audience. We argue that many accounts which emphasise the paralysing effects of fast communication and the acceleration of news in particular fail to acknowledge the complexities of news consumption, instead pessimistically reading off the effects of speed from communications technologies themselves. We go on to consider the value of social scientific audience research characterisation of practices of consuming the news in contemporary culture and suggest that these need to be accompanied by ethnographic approaches to the audience which engage with the ways in which meaning is produced from the resources that journalism provides in everyday lived contexts. [ABSTRACT FROM AUTHOR]

Incremental updates to breaking news stories online have become embedded in newspapers in the 24/7 online era. This article reviews four US metropolitan newspapers, using field observations and interviews to examine how journalists choose breaking news stories and their rationale for these continuous updates. Specifically, the article explores the connection between temporality and authority, positing that journalists use these updates to retain their role as authoritative truth-tellers in relation to audiences, the competition, and their own position in the profession. As newspaper coverage becomes more like local TV, these metropolitan newspaper journalists worry that a breaking news strategy, while potentially necessary, is also questionable and even potentially harmful, but nonetheless pursue it. [ABSTRACT FROM AUTHOR]

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted immigrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy. • This study replicates a past experiment, this time using a control group. • Playing a game where characters apply for citizenship leads to trusting immigrants. • Playing as larger, more visible groups leads to trusting immigrants in general. • When playing as less visible groups, immediacy is important for trusting. • Realism, immersion, and engagement can be used to facilitate trust when gaming. [ABSTRACT FROM AUTHOR]

Immediacy is the closeness expressed by communicators, which is often observed in teachers who are trying to engage students. U.S. studies have concluded that immediacy has positive effects on college students’ learning. The purpose of this study was to investigate the impact of American faculty's immediacy on Japanese undergraduates in a U.S. distance-education program. This study examined written comments and focus group discussions. The results revealed that students in early courses were shocked by the abundance of nonverbal immediacy but embraced verbal immediacy enthusiastically. In contrast, the students in the final term on the U.S. campus were found to be struggling to be more responsive to instructors’ verbal immediacy but frustrated with their own limited ability to speak up and ask questions. [ABSTRACT FROM PUBLISHER]

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Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results of confirmatory factor analysis and Pearson correlation provide evidence for the validity of both the RNIM and the CTIS. Overall, both scales are found to have adequate factorial, construct, convergent, and discriminant validity pan-culturally and within culture, despite some slight variations across cultures. Implications and future directions are also addressed. [ABSTRACT FROM AUTHOR]

The present study was designed to test and compare the four existing immediacy-learning models, namely the learning model, the motivation model, the affective learning model, and the integrating model, in US, Chinese, German, and Japanese college classrooms. Altogether 695 college students from the four cultures completed the questionnaire, and the results from structural equation modeling indicate that the integrating model produces the best fit to the four-cultural data. Teacher immediacy has both a direct path and indirect paths mediated through affective learning and motivation to cognitive learning. The findings are consistent with both the relevant theories pertinent to immediacy, cognition, and behavior, and previous empirical findings regarding the immediacy-learning relationship. [ABSTRACT FROM AUTHOR]