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This study was carried out to determine whether over-all heart rate and heart-rate arousal pattern ate similar for 10 male and 10 female speakers and in speaking situations with both a large as well as a small audience. Equal numbers of male and female subjects were exposed to normal-sized audiences of 21 and very small audiences of 3 during a short impromptu speech, and their heart rates monitored continuously before, during, and after speaking. With limited exception, patterns of heart-rate increment corresponded with those established in previous studies, although females conformed less closely to established patterns. Females experienced greater increment, on the average, than males, and their patterns of arousal differed in certain minor details. Before a small audience slightly greater increments were elicited than before a normal audience, and there were some indications that males and females responded differently to the two speaking situations.

Empirical research on metaphor has focused on the interpretation and comprehension of figurative language, while ignoring the production or encoding of metaphors. This research presents a basic model that attempts to explain the encoding of metaphors in expressive communication. A basic premise of the model is that similarity in connotative meaning, measured as proximity in semantic space, leads to metaphor selection. Two experiments that tested the premise are described here. The first utilized a semantic differential based on Osgood's work, while the second utilized a specially developed instrument. Results of both experiments supported the hypothesis.

Sections of the beginning course in oral interpretation—three taught by an experienced faculty member using open-circuit television facilities supplemented with classroom instruction by graduate assistant instructors having no prior teaching experience, and eleven taught by graduate assistant instructors having various levels of prior teaching experience—were compared for retention of specific course content at the end of a semester's instruction. A positive relationship was displayed between teaching experience level and retention of specific content. Although the television group displayed much higher median test scores than a control group taught by graduate assistants with little prior teaching experience, it displayed only slightly higher scores than a control group taught by graduate assistants with moderate experience, and a slightly lower median score than a control group taught by highly experienced graduate assistants.

Data reported here show a large and significant difference in average length of response delay between written and oral responses to attitude questions. Several hypotheses are advanced which might account for the observed difference.

THEORY OF FILM: THE REDEMPTION OF PHYSICAL REALITY. By Siegfried Kracauer. New York: Oxford University Press, 1965; pp. xix+364. $2.50 (paperback).SIGNAL DETECTION AND RECOGNITION BY HUMAN OBSERVERS. Edited by John A Swets. New York: John Wiley and Sons, Inc., 1964: pp. xi+702. $17.50.

Both descriptive and experimental studies can contribute to the development of rhetorical theory by testing empirical hypotheses and by validating concepts. If both are brought to bear upon the same questions, each will complement the most pronounced weakness of the other.

On two different occasions twelve judges rated each of 30 short filmed speeches on each of 10 scales of speaking performance. The retest reliability of each judge on each scale was calculated. Median retest reliability of the twelve judges was highly correlated with years of training and experience in the teaching of speech. There was a tendency for global characteristics to be rated more reliably than specific observable characteristics.

In recent years contest debating has found itself in a defensive posture largely because it has accepted the premises of its critics. Some of these premises are examined here and some elements for a possible philosophy of debate are suggested.