Handbook of Listening C

456 Pages·1900·3.067 MB·English

by  Worthington, Debra L(Contributor);Bodie, Graham D(Editor)

The Handbook of Listening
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The Handbook of Listening, edited by Debra L. Worthington and Graham D. Bodie
The Handbook of Listening
Edited by
Debra L. Worthington and
Graham D. Bodie
This edition first published 2020
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Library of Congress Cataloging‐in‐Publication Data
Names: Worthington, Debra L., editor. | Bodie, Graham, editor.
Title: The handbook of listening / edited by Debra L. Worthington, Graham
D. Bodie.
Description: Hoboken, NJ, USA : John Wiley & Sons, Inc., 2020. | Series:
Handbooks in communication and media | Includes bibliographical
references and index.
Identifiers: LCCN 2020016323 (print) | LCCN 2020016324 (ebook) | ISBN
9781119554141 (cloth) | ISBN 9781119554172 (adobe pdf) | ISBN
9781119554165 (epub)
Subjects: LCSH: Listening.
Classification: LCC BF323.L5 H35 2020 (print) | LCC BF323.L5 (ebook) |
DDC 302.2/242–dc23
LC record available at https://lccn.loc.gov/2020016323
LC ebook record available at https://lccn.loc.gov/2020016324
Cover Design: Wiley
Cover Image: © Ensuper/Shutterstock
Set in 10/12pt Galliard by SPi Global, Pondicherry, India
10 9 8 7 6 5 4 3 2 1
Contents
About the Editors ix
About the Authors xi
Acknowledgments xxi
Introduction 1
Debra L. Worthington and Graham D. Bodie
Part I Methodological Approaches 7
1. Physiological Approaches 9
Susan Teubner‐Rhodes and Stefanie E. Kuchinsky
2. Phenomenological Approaches 27
Lisbeth A. Lipari
3. Interpretive Approaches 41
Mohan J. Dutta and Phoebe Elers
4. Empirical Approaches 55
Andrea J. Vickery
Part II Disciplinary Foundations 69
5. Architecture 71
Karen Van Lengen
6. Audiology 89
Annette Hurley and Meagan M. Walczak
7. Interpersonal Communication 103
Valerie Manusov
8. Language Learning 121
Nicole Altvater‐Mackensen
vi Contents
9. Linguistics 139
Vahid Aryadoust, Yuvadarshini Ilang Kumaran, and Stella Ferdinand
10. Management and Leadership 163
Sarit Pery, Guy Doytch, and Avraham N. Kluger
11. Media Studies 181
Kate Lacey
12. Musicology 199
Elvira Brattico and Niels Trusbak Haumann
13. Philosophy 217
Deborah S. Mower
14. Psychology 233
Margarete Imhof
15. Sound Studies 253
Matt Brounley
Part III Teaching Listening 263
16. Instructional Design and Assessment 265
Michael Rost
17. Teaching Listening in Classroom Settings 279
Mary Lahman
18. Music Education 291
Daniel C. Johnson
19. Training and Development 303
Judi Brownell
20. Listening Education in the Medical Curriculum 315
Helen Meldrum and Rebekah Apple
Part IV Contexts and Applications 327
21. Mindful Interpersonal Listening 329
Susanne M. Jones and Amy C. Joyer
22. Listening, Lying, and Deceit 341
Timothy R. Levine
23. Mediated Listening 353
Christopher D. Bond
24. Listening and Relational Lawyering 361
Susan L. Brooks
Contents vii
25. Listening in Health Care 373
Lisa McKenna, Ted Brown, Louise Oliaro, Brett Williams,
and Angela Williams
26. Listening for Healthy Democracy 385
Jim Macnamara
Part V Emerging Perspectives 397
27. Performative Listening 399
Chris McRae
28. Augmented Reality 409
Mark Roman Miller and Jeremy N. Bailenson
29. Building Peace Through Listening 419
Zenebe Beyene
30. Silence 427
Robin Patric Clair
Epilogue: Moving Toward Listening Literacy 439
Andrew D. Wolvin
Index 449
About the Editors
Graham D. Bodie (PhD, Purdue University) is Professor of Integrated Marketing Communication
in the School of Journalism and New Media at The University of Mississippi. He is recognized
as an international expert on listening and the social cognitive underpinnings of human
communicative behavior, having authored  over  90 published papers in outlets such as
Human Communication Research, Communication Monographs, Communication Research,
Communication Yearbook, and the International Journal of Listening, and edited one book,
The Sourcebook of Listening Research: Methodologies and Measures (with Debra Worthington).
His productivity has placed him in the top 1% of published Communication Studies scholars. In
recognition of his scholarly efforts, Dr. Bodie  has received several  awards, including
the  Janice  Hocker  Rushing Early Career Research Award from the  Southern States
Communication Association, the Early Career Award given by the Interpersonal Communication
Division of the National Communication Association, and the Research Award bestowed by
the International Listening Association. His research has been funded by the National Science
Foundation and US Department of Defense and he regularly appears in local and national
media outlets on issues relevant to listening in close relationships.
Debra L. Worthington (PhD, University of Kansas) is Professor of Communication and
Associate Director of the School of Communication and Journalism at Auburn University. She
is a co‐author of Listening: Processes, Functions, and Competency (Taylor & Francis, 2018)
(with Margaret Fitch‐Hauser). She co‐edited The Sourcebook of Listening Research: Methodology
and Measures (Wiley, 2017) (with Graham Bodie), winner of the 2018 Distinguished Book
Award from the Communication and Social Cognition of the National Communication
Association. Her research has received multiple top paper, top convention, and top panel
awards. Other recognitions include: the Ralph G. Nichols Listening Award, the Burton Award
for Legal Achievement, and the ILA Researcher of the Year Award. Her research has been rec-
ognized by organizations such as the American Society of Trial Consultants, the European
Communication Research and Education Association, and the International Listening
Association, as well as by multiple divisions of the National Communication Association, the
Eastern Communication Association, and the Southern Communication Association. In 2017,
she was inducted into the International Listening Association’s Hall of Fame in recognition of
her outstanding research, teaching, and service to the field of listening. She is a past president
of the International Listening Association.
About the Authors
Nicole Altvater‐Mackensen (PhD, Radboud University Nijmegen) is Assistant Professor of
Developmental Psychology at Johannes‐Gutenberg‐University Mainz. She conducted post-
doctoral research at the University of Göttingen and the Max Planck Institute for Human
Cognitive and Brain Sciences, Leipzig. Her research focuses on mechanisms of early language
development and investigates the neural underpinnings of speech perception and language
learning in first and second language acquisition.
Rebekah Apple (DHSc, A.T. Still University) is Director, Master of Medical Management in
Heinz College of Information Systems and Public Policy at Carnegie Mellon University.
She is responsible for direction and strategy refinement for a degree program exclusively for
physicians. She has served as a health care advisor, educator, and ethicist for over 10 years in
academic, clinical, and association environments. Prior to joining Heinz College, Rebekah
served as Director of Programming and Student Affairs for the American Medical Student
Association. Rebekah continues to consult with numerous hospitals and health systems, serves
on three hospital ethics committees, and teaches ethics to third year University of Pittsburgh
medical students. She holds a Masters in Bioethics from the University of South Florida and a
doctorate in Health Science.
Vahid Aryadoust (PhD, Nanyang Technological University [NTU]) is Assistant Professor in
the National Institute of Education of NTU, Singapore. His areas of interest are listening
assessment, eye tracking, neurocognition in language assessment, and Scientometrics. He has
provided consultation to educational organizations around the world and has led lan-
guage assessment projects funded by organizations such as Cambridge‐Michigan Language
Assessment, British Council, Pearson Education, and Paragon testing Enterprises, and pub-
lished his research in Language Testing, Language Assessment Quarterly, Assessing Writing,
Educational Assessment, Educational Psychology, and Computer Assisted Language Learning. His
most recent edited volumes are entitled Quantitative data analysis for language assessment (Vol
1: Fundamental techniques; Vol 2: Advanced methods) (Routledge).
Jeremy N. Bailenson (PhD, Northwestern University) is founding director of Stanford
University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department
of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in
Symbolic Systems, and a Senior Fellow at the Woods Institute for the Environment. He earned
his PhD in Cognitive Psychology in 1999 and spent four years at the University of California,
Santa Barbara as a Post‐Doctoral Fellow and Assistant Research Professor. Bailenson studies
the psychology of Virtual and Augmented Reality, how virtual experiences lead to changes in
xii About the Authors
perceptions of self and others. His most recent research focuses on how virtual experiences can
transform education, environmental conservation, empathy, and health. He is the recipient of
the Dean’s Award for Distinguished Teaching at Stanford.
Zenebe Beyene (PhD, University of Nebraska, Lincoln) is Assistant Professor and Coordinator
of International Programs in the School of Journalism and New Media at the University of
Mississippi. He specializes in media in conflict and post‐conflict societies. He has taught,
researched, or provided training in Ethiopia, Kenya, Rwanda, Uganda, and the US. Dr. Beyene
has served as a consultant for InterNews Network, US Agency for International Development,
United Nations Development Programme, Voice of America, Pennsylvania University/
Carnegie Foundation, Oxford University and Oxford University/UK Embassy in Ethiopia
and Aadland Consult/IDEA International. Dr. Beyene has published or co‐published work
about tolerance and online debate in Ethiopia; the role of TeleCourt in changing conceptions
of justice and authority in Ethiopia; the role of ICT in peace‐building in Africa; media use and
abuse in Ethiopia; and “From an Emperor to the Derg and Beyond: Examining the Intersection
of Music and Politics in Ethiopia” as well as the “Role of the Diaspora in Nation Building and
Peace Building.”
Christopher D. Bond (PhD, University of Memphis) is Associate Professor of Communication
and Journalism at Missouri Western State University. A past president of the International
Listening Association, he has also previously served as a principal investigator of several state
and federally funded research grants regarding environmental tobacco smoke and smoking
policy. As director of the Clean Air Research and Policy Program and Chair of Clean Air St.
Joseph, he was instrumental in assisting his city and university in implementing smoke‐free pol-
icies. He is currently serving as the Executive Editor of the Journal of Applied Learning in
Higher Education and director of the conference on applied learning in higher education. His
primary research interests examine listening among social media users, as well as cyber‐bullying
and digital self‐harm. He is the author of the upcoming article: An analysis of humor and cyber‐
bullying messages within direct anonymous feedback apps.
Elvira Brattico (PhD, University of Helsinki) holds a double position as full professor and exec-
utive board member at the Center of Excellence Music in the Brain (MIB), Aarhus University
and The Royal Academy of Music Aarhus/Aalborg, Denmark, and as full professor of General
Psychology in the Department of Education, Psychology, Communication, University of Bari
Aldo Moro, Italy. She is also adjunct professor at the universities of Helsinki and Jyväskylä,
Finland. After obtaining two master’s degrees in Music and Philosophy in Italy, she moved to the
University of Helsinki, Finland, where she obtained a PhD in Psychology (2007). From 2009 to
2013, she was executive board member of the Finnish Centre of Excellence in Interdisciplinary
Music Research. Currently, she is acknowledged as a leading author of music psychology and
neuroscience with approximately 150 papers (over 100 peer‐reviewed).
Susan L. Brooks (JD, New York University; MA, University of Chicago) is Associate Dean
for Experiential Learning and Professor of Law at the Drexel University Kline School of Law
in Philadelphia, PA, US. She teaches Family Law as well as innovative courses on holistic rep-
resentation, professional formation, reflective practice, effective communication, and access to
justice. Professor Brooks has written extensively and has conducted workshops to promote
“Relational Lawyering,” a humanistic approach to legal education and practice integrating
personal, interpersonal, and systemic dimensions, which includes habits of mind and practical
tools to strengthen self‐awareness, cross‐cultural lawyering, and the potential for healing.
Matt Brounley (BA, McGill University) is a PhD candidate focusing on popular music and
sound studies in the Department of Music History and Theory at Stony Brook University. His
dissertation, “That Sound in your Head: Guitar Tone and Entrepreneurial Values,” combines