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In previous research argumentativeness and verbal aggressiveness have been conceptually differentiated. This study sought to determine the effect of each concept on the image of participants in an actual public argument, the CBS news interview of George Bush by Dan Rather in January, 1988. Results indicate that both argumentativeness and verbal aggressiveness have a significant relationship to communicator image, but unexpected results occur when comparing the images of the two participants. Verbal aggressiveness negatively affected Bush's communicator image, but positively influenced Rather's. Results also suggest differences in the effects of argumentativeness and verbal aggressiveness on specific characteristics of communicator image.

This research analyzed the 1988 encounter between George Bush and Dan Rather on the CBS Evening News as an attack‐rebuttal sequence. The experimental study considered reactions to the 5½‐minute mini‐documentary (attack) preceding the actual interview and to the live interview (rebuttal) itself. Respondents seeing the mini‐documentary only had more negative views of Bush; exposure to the mini‐documentary and interview together enhanced Bush's image while Rather's evaluations decreased. Violations of audience expectations about television news structure and conversational norms may have accounted for strong viewer reactions.

Utilizing the socio‐environmental perspective, this investigation compared feelings of communication apprehension and perceived loneliness between nursing home and non‐nursing home residents. Results indicate that communication apprehension consistently and significantly predicts perceived loneliness for non‐nursing home residents, but fails to predict perceived loneliness for nursing home residents. Demographic information describing the two groups of subjects is also compared.

The present investigation provides comparative data on the use of humor, self‐disclosure, and narrative by award‐winning teachers at college and secondary levels. The frequency in usage of these three dramatic style behaviors by award‐winning and non‐award winning teachers at these levels is also compared. Significant differences were found between award‐winning college and secondary level teachers in their use of humor. Award‐winning college and high school teachers did not differ significantly in their use of self‐disclosure and narrative during 50‐minutes of lecturing. However, both award‐winning college and high school teachers significantly differed from award‐winning mid‐high teachers in use of both self‐disclosure and narrative. The results also indicate that the award‐winning teachers consistently utilized humor, self‐disclosure, and narrative in order to clarify course content, and this usage was significantly higher than the non‐award winning teachers from the same educational levels.

The purpose of these investigations was to provide normative data regarding the use of certain verbal behaviors manifested by college teachers. Results of Study One indicated that usage of humor, self‐disclosure, and narratives by fifty‐seven college teachers was frequently relevant to course content and utilized to clarify course material. Results of Study Two suggested that award winning teachers utilized these same verbal behaviors also in relation to course content and clarification of course material. Post‐hoc comparative analyses of the results for Study One and Study Two indicated that significant differences in the average use of humor, self‐disclosure, and narratives existed between the two groups. However, results of Aspin‐Welch t‐tests also indicated no significant differences between the two groups of teachers in relation to the purpose in the use of these verbal behaviors (e. g. relevant to course content; clarification of course material). Implications are also discussed.