College of Fine Arts and Communication
Permanent URI for this collectionhttps://hdl.handle.net/10877/17050
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Item Item Beauty: Ours for the Sharing(Texas State University, 2007-12) Housefield, JamesNo abstract prepared.Item Children with Late Language Emergence: Effects of Maternal Education and Language Use(Texas Speech-Language-Hearing Association, 2008-01) Domsch, Celeste; Camarata, StephenThis study investigated the effects of maternal education and language use on vocabulary and mean-length-of-utterance (MLU) in 20 children with late language emergence (LLE). Multiple home visits were conducted over an 8-month period to measure child vocabulary growth using a standardized checklist and to collect spontaneous mother-child language samples. Standardized receptive and expressive test scores for the 20 children were obtained at the end of the 8 months. Results indicated that maternal education was positively associated with child MLU. Furthermore, the number of different words (NDW) used by mothers was positively associated with child receptive vocabulary scores but curiously not with expressive vocabulary scores. Hierarchical Linear Modeling (HLM) indicated that children with LLE differed in their vocabulary sizes and rates of growth, but that these differences were not accounted for by maternal education. Children with LLE appeared to benefit from hearing a wide variety of words, even though they may not immediately produce them. The primary mechanism driving vocabulary growth in children with LLE may differ from that in typical children, where maternal education has been argued to play a significant role. In any case, SLPs have further evidence that use of a large variety of words may be helpful in treating children with LLE, and they should continue to recommend this strategy to parents.Item Connections: Lyndon B. Johnson in San Marcos(2009-04) Murdock, Pat; Rowe, T Cay; Barnes, SeanThis book sets forth the connections between Lyndon Baines Johnson, 36th President of the United States, and the unique relationship he had with his Alma Mater, now Texas State University-San Marcos. The story of LBJ's relationship with the University is told from his earliest days as a student to his last visit to campus, just 6 days before his death in January, 1973.Item Item Contact Improvisation: Integrating Laban Movement Analysis as Creative Connection Rhythm of Risk(2006-08) Stone, PatriciaNo abstract prepared.Item Data Science on the Ground: Hype, Criticism, and Everyday Work(Wiley-Blackwell, 2016-01) Carter, Daniel; Sholler, DanModern organizations often employ data scientists to improve business processes using diverse sets of data. Researchers and practitioners have both touted the benefits and warned of the drawbacks associated with data science and big data approaches, but few studies investigate how data science is carried out “on the ground.” In this paper, we first review the hype and criticisms surrounding data science and big data approaches. We then present the findings of semistructured interviews with 18 data analysts from various industries and organizational roles. Using qualitative coding techniques, we evaluated these interviews in light of the hype and criticisms surrounding data science in the popular discourse. We found that although the data analysts we interviewed were sensitive to both the allure and the potential pitfalls of data science, their motivations and evaluations of their work were more nuanced. We conclude by reflecting on the relationship between data analysts' work and the discourses around data science and big data, suggesting how future research can better account for the everyday practices of this profession.Item Do Acting Out Verbs with Dolls and Comparison Learning between Scenes Boost Toddlers’ Verb Comprehension?(Cambridge University Press, 2016-03) Schwarz, Amy Louise; Van Kleeck, Anne; Maguire, Mandy J.; Abdi, HerveTo better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boostchildren’s access to scene-level information. For sensorimotor recruitment, we tested having toddlers use dolls as agents and compared this strategy with having toddlers observe another person enact verbs with dolls. For comparison learning, we compared providing pairs of: (a) training scenes in which animate objects with similar body-shapes maintained agent/patient roles with (b) scenes in which objects with dissimilar body-shapes switched agent/patient roles. Only comparison learning boosted verb comprehension.Item Engagement Metrics That Matter(Routledge, Taylor & Francis Group, 2020-01) Blasingame, Dale C.Mashable, in 2013, declared that engagement is a “big word that means very little” (Hockenson, 2013). That attitude has changed dramatically in the past six years. For many newsrooms, publishers and content creators, engagement plays a key role in publishing, strategy and business decisions. It is now common to see positions like engagement editor, audience development editor and director of audience in journalist biographies. For decades, the thought process behind engagement, even if it was not called that at the time, was to count page views as the main source of information regarding what the audience was doing with content. Thankfully, newsrooms, brands and publishers now have myriad ways to measure, track and use data about audience behavior - and not all of it is based on social media. With that said, what is engagement? Which metrics truly matter? What skills do journalists need to work in this dynamic field? The answers to those questions depend on who is asked.Item Examining the Impact of Issue Salience, Issue Proximity, Situational Motivation, and Communicative Behaviors on Environmental CSR Outcomes(Multidisciplinary Digital Publishing Institute, 2022-02-26) Bhalla, NandiniClimate change has become a life-threatening problem. Guided by the Situational Theory of Problem Solving (STOPS), the main goal of this experimental study is to understand the relationship between issue salience, issue proximity, communicative behavior for environmental issues, situation motivation for climate change, and environmental CSR (ECSR) supportive outcomes. This study used a U.S. sample (N = 440) recruited from a Qualtrics online panel and conducted a 2 (issue salience: salient vs. non-salient) × 2 (issue proximity: local vs. global) experimental design to examine the role of issue salience and issue proximity on individuals’ environmentally friendly CSR outcomes. The structural equation model indicated that issue proximity has no significant impact, but issue salience impacted communicative behavior for environmental issues, which then predicted ECSR-supportive behavioral intentions. Importantly, most STOPS research has employed situational motivation as a mediator, but this study took a novel approach by assessing the impact of situational motivation as an independent variable on CAPS as well as environmental CSR outcomes. The results suggest that individuals with a higher motivation to solve the problem of climate change are not only likely to communicate about environmental issues (e.g., air pollution) with others but are also likely to support ECSR programs through positive word-of-mouth and higher purchase intentions. This study provides some noteworthy theoretical and practical contributions in the realm of ECSR communication by elucidating the impact of issue types and individuals’ communicative behaviors in supporting a company’s ECSR programs.Item Family Communication at the End of Life(Multidisciplinary Digital Publishing Institute, 2017-07) Keeley, Maureen P.People often feel awkward and ill at ease when faced with the opportunity for communication at the end of life, thus the overall theme for the articles in this special issue is the creation of more awareness and knowledge regarding the depth, breadth, and importance of current research exploring family communication at the end of life. This introductory essay attempts to accomplish the following: (1) discuss the importance of talk regarding death; (2) highlight the formative role of family interactions on the death and dying process; and (3) outline the articles in this special issue. Scholars contributing to this special issue on "Family Communication at the End of Life" have provided evidence that communication is important between and for terminally ill individuals, family members, and healthcare/palliative care specialists. Overall, research exploring communication at the end of life is especially relevant because every person experiences the death and loss of loved ones, and ultimately faces the reality of their own death.Item Fifty Years of Teacher Education: A Brief History of Southwest Texas State Teachers College, San Marcos, Texas, 1901-1951(Southwest Texas State Teachers College, 1951-01) Vogel, Joe B.No abstract prepared.Item Final Conversations: Overview and Practical Implications for Patients, Families, and Healthcare Workers(Multidisciplinary Digital Publishing Institute, 2017-04) Keeley, Maureen P.; Generous, Mark A.The current paper presents a summary of a 12-year body of research on final conversations, which will be useful for healthcare providers who work with patients and family nearing the end-of-life, as well as for patients and their family members. Final conversations encompass any and all conversations that occur between individuals with a terminal diagnosis and their family members (all participants are aware that their loved one is in the midst of the death journey). Final conversations take the family member's perspective and highlights what are their memorable messages with the terminally ill loved one. In this paper the authors highlight the message themes present at the end-of-life for both adults and children, the functions each message theme serves for family members, and lastly, the communicative challenges of final conversations. Additionally, the authors discuss the current nature and future of final conversations research, with special attention paid to practical implications for healthcare providers, patients, and family members; also, scholarly challenges and future research endeavors are explored.Item From the Memory Books of Josely Carvalho(Multidisciplinary Digital Publishing Institute, 2019-08) Duganne, ErinaIn this interview, Brazilian-born multi-media artist Josely Carvalho (b. 1942) reflects back on her art making practice in the 1980s. Among the subjects that she addresses are her bi-nationalism, her use of the silkscreen process, and her association with the 1984 activist campaign Artists Call Against U.S. Intervention in Central America. She also speaks about working as a Latin American artist in New York City during this period, as well as her involvement with galleries and arts organizations such as St. Mark’s Church-in-the-Bowery, Central Hall Cooperative Gallery, and Franklin Furnace.Item Item Identifying Morphological Impairment in Young African American English Speakers: Phase 1(2008-04-18) Burns, Frances A.; Marks, Rachel L.Purpose: Copula/auxiliary verb forms were examined for differences in the production rates between typically-developing (TD) and specific language impaired (SLI) children who spoke African American English (AAE). Method: The narratives of TD (n=38) and SLI (n=20) children, who spoke "some" and "strong" variations (V) of AAE were examined for auxiliary/copula verb forms (is, are, am, was, were). The verbs and allomorphs were coded as present/absent, and the prephoneme for each form was identified. Proportions of present/absent forms and preceding phonemes were calculated using sample proportion statistics. Results: No significant differences were found between TD and SLI participants for combined auxiliary/copula forms for any preceding phonemes; no difference was found between "strongV" TD and SLI" auxiliary/copula form production for any phoneme; nor for "someV" TD and SLI" auxiliary/copula form production for any consonant. Participants in the "someV-TD" and "strongV-SLI" groups outperformed the "someVSLI" group in the production of auxiliaries when there was a preceding vowel. The "someV-TD" group produced copula forms at a higher rate than the "strongV-TD and "someV-SLI" groups when there was a preceding vowel. Conclusion: Dialect variation appears to play a role in distinguishing TD and SLI groups when the preceding phoneme is considered. Use of the preceding phoneme is thought to be influenced by the type of pronoun (i.e. first-person singular "I’m" and third-person singular neuter pronoun "it’s") that precedes the verb form. Both pronoun types are obligatory in AAE, thus typically-developing AAE speaking children are expected to produce auxiliary/copula forms when they are preceded by a vowel, at a higher rate than AAE speaking children with SLI.Item Infinitival Clauses in Children with Typical and Late Language Emergence: Supporting a Dimensional Account of Language Delay(Pennsylvania Speech-Language-Hearing Association, 2013-12) Domsch, Celeste; Richels, Corrin; Resendiz, MariaChildren who do not speak single words by 2 years of age have been labeled as having late language emergence (LLE). While the majority of children with LLE recover by school-age, it has been argued that they often still perform below the level of their typical peers for specific linguistic skills. In this case, speech-language pathologists (SLPs) should consider language skills as varying along a dimension, rather than as simply impaired vs. unimpaired. To examine the dimensionality of language skill, this study compared infinitival clause production in 22 school-age children with and without LLE. The infinitive clauses were: catenatives, such as gonna; let us + verb, typically produced as let’s; unmarked infinitives such as make it go; and simple infinitives such as We want to run. The 22 participants included 11 with typical development and 11 with a history of LLE, sampled in a conversational context at 8-years of age. Analysis indicated that the groups did not statistically differ for use of the four types of infinitival clauses. However, the LLE group did use fewer simple infinitives, offering support for a dimensional model of language development.Item Keynote Address: Finding the Sweet Spot in Human Communication(2010-07-24) Salem, Philip J.The dynamic tension in all living systems is between similarity and difference. There are many sets of polarized terms representing this tension, but chaos and complexity scholars recognized this tension as amounts of information. Information represents the amount of relative variety – a mix of similarity and difference, and when the amounts were high, but not too high, the system moved to transformation – to the edge of chaos, to the complexity regime, to strange attractors, or to chaos, depending on the model. The sweet spot is that range of relative variety, just the proper mix of similarity and difference, leading to transformation. Human communication is an emergent social process. It occurs when individuals in a social relationship create messages cueing each other as part of an ongoing episode. Human communication is an effort to make sense of an episode created by the process itself. The process constitutes our social and psychological life together. This paper explores the dynamic tension in communication constituting three phenomena: (a) self, (b) trust in immediate and extended relationships such as social networks, and (c) organizations. In each case I will describe current literature highlighting tensions between similarity and difference, and I will explore the potential to move from one basin of attraction to another. The primary constraints on modeling communication transformations are discovering the appropriate parameters and bracketing sequences to define initial conditions, constraints common to modeling all nonlinear processes.Item LBJ as a Student Editor(Society of Professional Journalists, 1964-02) Roche, BruceNo abstract prepared.Item Making “Academic Talk” Explicit: Research Directions for Fostering Classroom Discourse Skills in Children from Nonmainstream Cultures(Academic Press Fribourg, 2011-01) Van Kleeck, Anne; Schwarz, Amy LouiseThis article focuses on making “school talk,” or classroom discourse, more explicit on two levels. One level involves making explicit for teachers both the nature of school talk, and the reasons why many children may come to school unfamiliar with the school talk register. Providing teachers with this awareness enables them, in turn, to make school talk explicit for their students by directly explaining the rules for engaging in this type of discourse to them. As tools for enhancing teacher awareness, this article clearly distinguishes the school talk and everyday social talk registers and provides information regarding the cultural variation in children learning to use school talk at home. The shortcomings of previous implicit approaches to teaching school talk are examined, and ways to make the rules for engaging in this register explicit for children are suggested.
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