The Handbook of Listening E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Handbooks in Communication and Media
• Sprache: Englisch

Seitenzahl: 1261

Veröffentlichungsjahr: 2020

Beschreibung

A unique academic reference dedicated to listening, featuring current research from leading scholars in the field

The Handbook of Listening is the first cross-disciplinary academic reference on the subject, gathering the current body of scholarship on listening in one comprehensive volume. This landmark work brings together current and emerging research from across disciples to provide a broad overview of foundational concepts, methods, and theoretical issues central to the study of listening. The Handbook offers diverse perspectives on listening from researchers and practitioners in fields including architecture, linguistics, philosophy, audiology, psychology, and interpersonal communication.

Detailed yet accessible chapters help readers understand how listening is conceptualized and analyzed in various disciplines, review the listening research of current scholars, and identify contemporary research trends and areas for future study. Organized into five parts, the Handbook begins by describing different methods for studying listening and examining the disciplinary foundations of the field. Chapters focus on teaching listening in different educational settings and discuss listening in a range of contexts. Filling a significant gap in listening literature, this book:

• Highlights the multidisciplinary nature of listening theory and research
• Features original chapters written by a team of international scholars and practitioners
• Provides concise summaries of current listening research and new work in the field
• Explores interpretive, physiological, phenomenological, and empirical approaches to the study of listening
• Discusses emerging perspectives on topics including performative listening and augmented reality

An important contribution to listening research and scholarship, The Handbook of Listening is an essential resource for students, academics, and practitioners in the field of listening, particularly communication studies, as well as those involved in linguistics, language acquisition, and psychology.

Leseprobe

Table of Contents

Cover

About the Editors

About the Authors

Acknowledgments

Introduction

A Discipline of Listening?

Overview of the Book

Conclusion

References

PART I: Methodological Approaches

1 Physiological Approaches

fMRI Approaches to Listening

Electrophysiological Approaches to Listening

Pupillometry Approaches to Listening

Conclusion

References

2 Phenomenological Approaches

Introduction to Phenomenology

Acoustics and the Materiality of Sound

Embodiment and Musicality

Language and Communication: Inner Speech, Intersubjectivity, Interlistening

Conclusion

References

3 Interpretive Approaches

Interpretive Methods in Listening Research

Interpretation Across Contexts

From Interpretation to Decolonization and a Culture‐centered Approach

Conclusion

References

4 Empirical Approaches

Philosophical Background

What Do Empirical Listening Scholars Do?

Reporting, Experimental, and Observational Methods

Conclusion

References

PART II: Disciplinary Foundations

5 Architecture

Sound and Architecture: A Look Back

The Influence of Sound Art

Listening and Architecture

Reimagining the Architectural Design Process

Conclusion

References

6 Audiology

Anatomy of Hearing

The Study of Hearing

Auditory Processing Problems

Other Forms of Hearing Loss

Conclusion

References

7 Interpersonal Communication

Defining Interpersonal Communication and Listening

Forms of Interpersonal Listening

Conclusion and a Caveat

References

8 Language Learning

Prenatal Experiences Shape Listening Preferences in the Newborn

Infants’ Perception Attunes to the Native Language

Word Learning in Infancy and Toddlerhood

Phonological Abilities: A Foundation for Literacy Development

Social Interactions Modulate Speech Perception and Language Learning

Conclusion

References

9 Linguistics

Co‐citation Analysis

Results

Discussion

Conclusion

Acknowledgment

References

10 Management and Leadership

Listening and Organizational Outcomes

What is Good Listening at Work?

Barriers to Listening in Organizations

Listening: Level of Analysis Considerations

Conclusion

References

11 Media Studies

The Disregard of Listening

Tuning in to Listener Research

Listening and the Production of Meaning

Listening and the Screen

Mediated Music and the Listening Subject

Listening as Method

Conclusion

References

12 Musicology

Explicit vs. Implicit Knowledge of Music

Emotion and Meaning in Music

Conclusion

References

13 Philosophy

Knowledge, Activity, and the Conception of Listening

Listening and Reasoning

Listening and Understanding

Listening and Intellectual Virtues

Conclusion

References

14 Psychology

Part I: Listening and the Architecture of the Cognitive System

Part II: Listening and Individual Differences

Conclusion

References

15 Sound Studies

Soundscapes and Auditory Cultures

Concluding Thoughts: Potential Pitfalls of Interdisciplinarity

References

PART III: Teaching Listening

16 Instructional Design and Assessment

Pedagogic Principles

Teaching Approaches

Assessment

Summary

References

17 Teaching Listening in Classroom Settings

Conceptualizing Listening and Reading Comprehension

Listening and Reading Comprehension at the Classroom Level

Instructor Behaviors Impact Listening and Learning

Conclusion

References

18 Music Education

The Centrality of Listening in Music Education

Curriculum

Listening and Learning

Implications: Music Psychology

Conclusion

References

19 Training and Development

Training and Development Activities

Developing Listening Competence

The HURIER Model of Listening

Improving Listening Effectiveness

Creating Listening Environments

The Future of Listening Training

Conclusion

References

20 Listening Education in the Medical Curriculum

Assessment Practices

Instructional Methods

Conclusion

References

PART IV: Contexts and Applications

21 Mindful Interpersonal Listening

Mindful Listening

A Process Model of Active‐Empathic Listening

Conclusion

References

22 Listening, Lying, and Deceit

Defining Deception

Cues

Communication Content

Truth‐Bias and the Truth‐Default

Deception Detection Accuracy

Improved Deception Detection

Listening, Deception, and Deception Detection

References

23 Mediated Listening

Redefining Listening Through Technology

Defining Technological Listening

Technology as a Shared Context: The Classroom

Summary

References

24 Listening and Relational Lawyering

Listening Pedagogy in Law and What Clients Want

Embracing Listening as a Newly Essential Skill for Lawyers

Re‐defining Listening Pedagogy as a Core Practice of Relational Lawyering

Future Directions

References

25 Listening in Health Care

Listening Between the Lines: Listening as a Therapeutic Tool in Health Care

Listening in Clinical Environments

Challenges to Effective Listening in Health Care

Conclusion

References

26 Listening for Healthy Democracy

Voice and “Speaking Up”

Listening: The Essential Corollary of Voice and Speaking

Organizational Listening

Towards Meaningful Engagement and Democratic Participation

The Costs of Not Listening

Summary and Conclusions

References

PART V: Emerging Perspectives

27 Performative Listening

Performative Listening as Relational Stance

Commitments of Performative Listening

Future Directions: Performative Listening as Opening

References

28 Augmented Reality

Augmented Reality

Theoretical Background

Research into AR Interactions

Future Directions

References

29 Building Peace Through Listening

Understanding the Nexus Between Listening and Peace‐building

The Ethiopian Context

Conclusion

References

30 Silence

Silence and Listening on a Shifting Continuum

Ethnomethodology, Linguistics, and Conversation Analysis

Positive Approaches and Future Directions in Studies of Silence and Listening

Conclusion

References

Epilogue

Moving Toward Listening Literacy

The Current Status of Listening Across Disciplines

Listening and Communication Literacy

Literacy and Communication Competency

Listening, Literacy, and Information Processing

Assessing Competency

Conclusion

References

Index

End User License Agreement

List of Tables

Introduction

Table I.1 Examples of listening definitions from disciplinary chapters.

Chapter 9

Table 9.1 Publication bursts.

Table 9.2 Journal bursts.

Table 9.3 Keyword bursts.

Chapter 12

Table 12.1 Basic sound dimensions in musicology.

Table 12.2 Main concepts in musicology.

Table 12.3 MIR features, their related musical concepts and calculations.

Chapter 16

Table 16.1 Summary: comprehension building.

Table 16.2 Summary: academic conversations.

Table 16.3 Summary: academic conversations.

Table 16.4 Summary: integrating listening.

Table 16.5 Summary: deliberate practice.

Chapter 18

Table 18.1 An example of critical thinking instruction.

Table 18.2 Cognitive level, example tasks, and music listening applications.

Chapter 19

Table 19.1 Skill components and sample outcomes associated with the HURIER be...

Table 19.2 Example of behaviorally‐anchored rating scales for assessment cent...

List of Illustrations

Chapter 1

Figure 1.1 A meta‐analysis showed increased cingulo‐opercular activity in re...

Chapter 5

Figure 5.1 Greek theater at Epidaurus.

Figure 5.2 Sound tube 1974.

Figure 5.3 BLUR building by Diller Scofidio and Renfro.

Figure 5.4 Falling Water (Kaufmann residence) by Frank Lloyd Wright.

Figure 5.5 MIX House.

Chapter 9

Figure 9.1 The dual‐map overlay of research in listening comprehension. The ...

Figure 9.2 Visual representation of research clusters arranged across time (...

Figure 9.3 Visual summary of the research foci and scope of the top five clu...

Chapter 12

Figure 12.1 Sub‐disciplines of musicology and broader related disciplines.

Figure 12.2 General concepts in musicology.

Chapter 14

Figure 14.1 Listening as a four‐step process of information processing.

Chapter 17

Figure 17.1 Kim (2017) Direct and Indirect Effect Model of Reading (DIER) wi...

Chapter 28

Figure 28.1 Simplified representation of a “virtuality continuum” (Milgram &...

Chapter 30

Figure 30.1 Three‐dimensional model of multiple circular continua.

Guide

Cover

Table of Contents

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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© 2020 John Wiley & Sons, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

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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–dc23LC record available at https://lccn.loc.gov/2020016323LC ebook record available at https://lccn.loc.gov/2020016324

Cover Design: WileyCover Image: © Ensuper/Shutterstock

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 recognized 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 postdoctoral 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 language assessment projects funded by organizations such as Cambridge‐Michigan Language Assessment, British Council, Pearson Education, and Paragon testing Enterprises, and published 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 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 policies. 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 executive 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 representation, 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 approaches from ethnomusicology, music theory, and sound studies to investigate how guitar sounds have been packaged, sold, and valued through the twentieth and twenty‐first centuries. Part of his dissertation draws from his career in musical instrument sales.

Ted Brown (PhD, University of Queensland) is Associate Professor and Undergraduate Course Coordinator in the Department of Occupational Therapy, Monash University in Melbourne, Australia. He has over 30 years’ experience as an occupational therapy clinician, educator, and researcher and has published over 280 peer‐reviewed journal manuscripts, 28 book chapters, and 2 edited books. Ted is Associate Editor of the Australian Occupational Therapy Journal and American Journal of Occupational Therapy. His research interests include occupational therapy services for children and families, applications of Rasch Measurement Model to paediatric assessments, evidence‐based education of health profession students, and professional journal bibliometrics. Ted was made Fellow of the American Occupational Therapy Association in 2019 and Occupational Therapy Association Research Academy in 2017 for significant contributions to occupational therapy research, education and service.

Judi Brownell (PhD, Syracuse University) is Professor Emeritus of Organizational Communication at the School of Hotel Administration, SC Johnson College of Business, Cornell University. Her executive and online programs in listening are taken worldwide. Her research focuses on listening as it supports service quality standards. She has authored six textbooks including Listening: Attitudes, Principles, & Skills (Routledge, 2018) and The Listening Advantage (Routledge, 2019), and published over 100 articles and book chapters. She has served as Associate Dean for Academic Affairs, Dean of Students, and Director for Graduate Studies at the Hotel School and is a faculty fellow, Cornell Institute for Healthy Futures. A past president of the International Listening Association, she is the recipient of listening research awards, and an inductee of the International Listening Association’s Hall of Fame.

Robin Patric Clair (PhD, Kent State University) is a University Fellow, Distinguished Alum, and Full Professor in the Brian Lamb School of Communication (BLSC) at Purdue University. Her research interests include the broad areas of ethnography, organizational communication, and rhetoric. More specifically, she studies silence from a narrative approach (e.g., sequestered stories), especially associated with marginalized members of society. She has six top paper awards, three best article of the year awards, two outstanding book of the year awards, and the Golden Anniversary award bestowed by the National Communication Association. Her book, Organizing Silence: A World of Possibilities (SUNY, 1998) won the Outstanding Book of the Year award from the Organizational Communication Division of NCA in 2000.

Guy Doytch (B.A., Hebrew University of Jerusalem, Israel) received his undergraduate degree in Psychology and Political Science. During his studies, he received three Dean’s Yearly Excellence Certificates.

Mohan J. Dutta (PhD, University of Minnesota) is Dean’s Chair Professor of Communication at Massey University in New Zealand, and Director of the Center for Culture‐Centered Approach to Research and Evaluation (CARE). CARE works to develop culturally‐centered, community‐based projects of social change, community advocacy, and activism that articulate health as a human right. Previously, Dutta served as the Provost’s Chair Professor and Head of Communications and New Media at the National University of Singapore, and as Professor and Associate Dean of Research and Graduate Education in the College of Liberal Arts at Purdue University. He is the winner of the NCA Health Communication Division’s 2017 Outstanding Scholar Award and the International Communication Association’s 2015 Applied/Public Policy Communication Researcher Award.

Phoebe Elers (PhD, Auckland University of Technology) is a Postdoctoral Research Fellow in the Center for Culture‐Centered Approach to Research and Evaluation at Massey University, New Zealand. She received her PhD from the School of Communication Studies at Auckland University of Technology in 2018. Her primary research interests include health communication, digital inequalities, critical and cultural studies, and Māori health.

Stella Ferdinand is an undergraduate student of Nanyang Technological University, Singapore. Upon graduation, she will receive her Bachelors of Science (Honours) degree in Biological Sciences and Psychology. Her research interests include neuropsychology, behavioural, and translational neuroscience. Throughout her college and undergraduate years, she has participated in various research projects and has partnered with organizations such as Agency for Science, Technology and Research (A*STAR) and Duke‐NUS Medical School.

Niels Trusbak Haumann (PhD, Aarhus University) is a researcher in cognitive neuroscience of music and auditory perception. He holds a BA in musicology and psychology from Aarhus University and Aalborg University, MA in musicology from Aarhus University with specialization in interactions between rhythm, tonality, and emotion investigated with psychological experiments, and PhD in cognitive neuroscience from Aarhus University (2015) with specialization in brain adaptation to music of different cultures investigated with MEG and MRI experiments. Since 2016, he has published multiple international peer‐reviewed research and methods papers addressing objective neurophysiological measurements of auditory perception in normal hearing – in musicians and non‐musicians, in listeners with normal and depressive mood states, and in cochlear implant users with electric hearing – utilizing MIR, MEG, EEG, and MRI methods.

Annette Hurley (PhD, Louisiana State University; CCC‐A) is serving as Department Head and Audiology Program Director in the Department of Communication Disorders at LSUHSC. As a tenured associate professor with over 25 years of experience, her duties include teaching, research, and providing clinical services. Her areas of research are electrophysiology and auditory processing disorders.

Margarete Imhof (PhD, University of Bamberg) is Professor of Psychology in Education at the Johannes Gutenberg University in Mainz, Germany. Her primary research interest is in listening in educational contexts, such as instruction, teacher training, and classroom communication for all levels of education. She is an active member of the International Listening Association, and has served as editor of the International Journal of Listening since 2012.

Daniel C. Johnson (PhD, The University of Arizona) is Professor of Music and Music Education at the University of North Carolina Wilmington. A Fulbright Scholar with 30 years of PK‐university teaching experience, he is an international authority on music education, focusing on classroom music instruction, music listening, and arts integration. A graduate of the New England Conservatory, he has published in numerous eminent journals, including The Journal of Research in Music Education and The Bulletin of the Council for Research in Music Education. His most recent book chapters appear in The Oxford Handbook of Assessment Policy and Practice in Music Education and Applying Model Cornerstone Assessments in K–12 Music. His forthcoming book is Musical Thinking: A Taxonomy and Framework (Routledge).

Susanne M. Jones (PhD, Arizona State University, 2000) is a professor in the Department of Communication Studies, University of Minnesota, Twin Cities, Minneapolis, MN. Her research focuses on the influence of verbal and nonverbal supportive communication on emotion regulation and has appeared in Communication Monographs, Communication Research, and Human Communication Research, as well as in interdisciplinary journals, such as Mindfulness. She is an Associate Editor of Mindfulness, and her research has been funded by the National Science Foundation.

Amy C. Joyer (MA, University of Minnesota, 2018) is a doctoral student in the Department of Communication Studies, University of Minnesota, Twin Cities, Minneapolis, MN. Her research focuses on children’s apologies, forgiveness, and reparative behavior, with special focus on the influences of attachment. She has presented her work at the National Communication Association conference.

Avraham N. (Avi) Kluger (PhD, Stevens Institute of Technology) is Professor of Organizational Behavior at the School of Business Administration at the Hebrew University of Jerusalem, in Israel. He demonstrated (with Angelo DeNisi) that feedback, even positive feedback, can be detrimental to performance. This research won the 1996 Outstanding Paper in Organizational Behavior by the Academy of Management, and the first William A. Owens Scholarly Achievement Award for the best publication (1996) by the Society for Industrial and Organizational Psychology. His research on feedback sign (with Dina Van‐Dijk) received the 2009 Award for Best Competitive Paper by the Organizational Behavior Division of the Academy of Management. Since 2013, his research has centered on listening, and has been published in leading journals, including Journal of Personality and Social Psychology.

Stefanie E. Kuchinsky (PhD, University of Illinois) is a Research Investigator in the Audiology and Speech Pathology Center at Walter Reed National Military Medical Center. She is also affiliated with the University of Maryland’s Department of Hearing and Speech Sciences and the Applied Research Laboratory for Intelligence and Security. She received her PhD in cognitive psychology. She then completed postdoctoral training in cognitive neuroscience in the Hearing Research Program at the Medical University of South Carolina. Using neuroimaging and pupillometry methods, she investigates the sensory and attention systems that support language understanding in adverse conditions. A primary goal of her work is to mitigate the speech‐recognition challenges faced by older adults with hearing loss through interventions that optimize both comprehension accuracy and cognitive effort.

Yuvadarshini Ilang Kumaran (MSc, Nanyang Technological University, Singapore) is a researcher at the Centre for Research and Development in Learning (CRADLE@NTU), Nanyang Technological University, Singapore. Her research interests include science of learning, educational neuroscience, cognitive linguistics, and applications and utilities of various neuroimaging modalities such as EEG and fNIRS in these domains. Yuvadarshini received her Bachelor's degree in Biomedical Engineering from Anna University in 2015 and her MSc in Biomedical Engineering in 2016.

Kate Lacey (PhD, University of Liverpool) is Professor of Media History and Theory in the School of Media, Film, and Music at the University of Sussex. Her work focuses on radio history, mediated publics, and listening as political action. She has published widely, including Feminine Frequencies: Gender, German Radio and the Public Sphere, 1923–1945 (University of Michigan Press, 1996) and Listening Publics: The Politics and Experience of Listening in the Media Age (Polity, 2013). She was a founding member of the Radio Studies Network and sits on the editorial boards of The Radio Journal and The International Journal of Cultural Studies.

Mary Lahman (PhD, Indiana University) is Professor of Communication Studies at Manchester University, and she published Awareness and Action: A Travel Companion, with the Institute of General Semantics in August 2018. Created as a practical guide for learning to communicate well, the book urges readers to answer the following core questions: “Are you aware of how your words create worlds?” and “Are you aware of how your language and listening habits impact interactions in the classroom, at work, and on the road?” A frequent collaborator in communication journals, she worked with departmental colleagues to complete a 2nd edition of Communication Across Contexts: A Listening‐centered Approach (Kendall Hunt, 2018). Lahman credits her mentors for winning the Sanford I. Berman Award for Excellence in Teaching General Semantics in 2014.

Timothy R. Levine (PhD, Michigan State) is Distinguished Professor and Chair of Communication Studies at the University of Alabama at Birmingham. Levine’s teaching and research interests include deception, interpersonal communication, persuasion and social influence, experimental research design, measurement validation, and statistical conclusions validity. He has published more than 140 journal articles. His research has been funded by the National Science Foundation, Department of Defense, and Department of Justice, and his work has received press coverage from New York Times, Washington Post, NPR, NBC, CNN, Discovery Channel, and National Geographic. He edited the two volume Encyclopedia of Deception. His most recent book, Duped: Truth‐Default Theory and the Social Science of Lying and Deception (University of Alabama Press, 2019), details his 30‐year program of research on deception leading to the development and testing of Truth‐Default Theory.

Lisbeth A. Lipari (PhD, Stanford University) is Professor in the Department of Communication at Denison University. With over 33 publications, Lipari continues her exploration in European phenomenology, philosophy of language, dialogic philosophy, ethics, and listening. Lipari refers to language philosophies in order to develop a theoretical lens on listening as a communicative praxis between ethico‐political spheres. Her recent book, Listening, Thinking, Being: Toward an Ethics of Attunement (Penn State University Press, 2014) received the top book award from NCA’s Ethics Division in 2015 and the top book award from NCA’s Philosophy of Communication Division in 2016.

Jim Macnamara (PhD, Western Sydney University) is Distinguished Professor in the School of Communication at the University of Technology Sydney. He is also Visiting Professor at London School of Economics and Political Science, Media and Communications Department and the London College of Communication. He is internationally recognized for his research into evaluation of public communication and organizational listening. Jim is the author of 16 books including The 21st Century Media (R)evolution: Emergent Communication Practices (Peter Lang, New York, 2014); Organizational Listening: The Missing Essential in Public Communication (Peter Lang, New York, 2016); and Evaluating Public Communication: Exploring New Models, Standards, and Best Practice (Routledge UK, 2018).

Valerie Manusov (PhD, University of Southern California) is Professor in the Department of Communication at the University of Washington. She studies interpersonal communication and relationships broadly and nonverbal communication specifically. She is the editor of The Sourcebook of Nonverbal Measures: Going Beyond Words and a co‐editor on The Sage Handbook of Nonverbal Communication and Attribution, Communication Behavior, and Close Relationships. Dr. Manusov has published over 75 articles, book chapters, and encyclopedia entries. Her articles have been published in the International Journal of Listening, Communication Monographs, Human Communication Research, Communication Research, and Research on Language and Social Interaction. She teaches courses in interpersonal communication, nonverbal communication, and research methods. She also helped to create the Nonverbal Communication division of the National Communication Association.

Lisa McKenna (PhD, Deakin University) is Head of the School of Nursing and Midwifery, La Trobe University in Melbourne, Australia. Her professional background spans clinical practice, education, and research across the disciplines of nursing and midwifery. Lisa has extensive experience in the education of nurses, midwives and other health professionals. She has researched extensively in health professional education, in particular in the areas of professional attribute development, graduate preparation and transition to practice, and workforce development. Lisa has published over 190 international, peer‐reviewed articles, 9 book chapters, and 9 books. She is a Fellow of the Australian College of Nursing, Editor‐in‐Chief of Collegian: The Australian Journal of Nursing Practice, Scholarship and Research, Editorial Advisor for Nurse Education Today and regularly invited to speak nationally and internationally.

Chris McRae (PhD, Southern Illinois University, Carbondale) is Associate Professor in the Department of Communication at the University of South Florida where he teaches courses in Performance Studies. He is the author of Performative Listening: Hearing Others in Qualitative Research and co‐author of the book Creating Performances for Teaching and Learning: A Practice Session for Pedagogy.

Helen Meldrum (PhD, Clark University) received her doctorate in Psychology and Education. She holds a master’s in Counseling and Consulting Psychology from Harvard University. Her BS is from Emerson College, where she concentrated in Communication Education and Psychology. She is currently Associate Professor of Psychology at Bentley University in Waltham, Massachusetts. Prior to joining the Bentley faculty, she was Associate Professor of Psychology and Communication at the Massachusetts College of Pharmacy and Health Sciences. Helen has addressed a wide variety of groups across the country and internationally. Active as a consultant, her clients have included: Vanda Pharmaceuticals, Academy of Oncology Nurse & Patient Navigators Pharmaceutical Society of Australia, and Pfizer. Her most recent book is Characteristics of Compassion: Portraits of Exemplary Physicians (Jones & Bartlett, 2010).

Mark Roman Miller (BS, University of Illinois at Urbana‐Champaign, 2016) is a PhD student in the Human‐Computer Interaction program at Stanford University. He graduated summa cum laude from the University of Illinois and was the recipient of the 2016 C. W. Gear Outstanding Undergraduate Award. He studies social interaction in augmented reality, whether that is with real, remote, or artificial others. His most recent publication replicates the effect of social facilitation and inhibition using an augmented reality audience. He also develops computational methods to understand nonverbal behavior captured by virtual reality systems.

Deborah S. Mower (PhD, University of Wisconsin‐Madison) is the Mr. and Mrs. Alfred Hume Bryant Associate Professor of Ethics and Associate Professor of Philosophy at the University of Mississippi. She specializes in moral psychology, applied ethics and public policy, and moral education. She is currently a Board Member for PLATO (Philosophy Learning and Teaching Organization) and is the recent past President of SEAC (Society for Ethics Across the Curriculum). She published two co‐edited volumes – Civility in Politics and Education (Routledge, 2012) and Developing Moral Sensitivity (Routledge, 2015). She co‐directed a 2016 National Endowment for the Humanities Summer Institute on Moral Psychology and Education.

Louise Oliaro (PhD, Monash University) started her social work career in child protection. She has worked as a registered mental health practitioner with adults and children, as well as running a company providing a range of national disability services. She worked at Monash University as a member of the fieldwork team, whilst also teaching a range of subjects, including human development, group work, mental health, and skill‐based subjects. She has postgraduate education qualifications and spent eight years working in primary schools. She is currently undertaking a range of school‐based research projects including evaluation of cognitive‐based programs within primary schools, the use of play therapy in schools, and exploring the use of social work services within the Australian school setting.

Sarit Pery is a PhD candidate in the Organizational Behavior group at the School of Business Administration at the Hebrew University of Jerusalem, Israel. Pery led development teams in the high‐tech industry for twenty years and served in top‐management roles. Her research interests include dyadic listening and the methodology of dyad research as evidenced in her co‐authored article in Applied Psychology: An International Review.

Michael Rost (PhD, University of Lancaster) is an independent scholar, author, editor, and teacher trainer based in San Francisco. Formerly a member of the TESOL faculties at Temple University and University of California, Berkeley, Michael now manages an international instructional design company, Lateral Communications. He is the author of the widely cited Listening in Language Learning (Taylor & Francis, 1991) and Teaching and Researching Listening (Routledge, 2015), as well as a number of monographs on second language oral communication instruction and assessment. He is also author or editor of several acclaimed online and classroom learning series, including: Pearson English Interactive, Contemporary Topics, English Firsthand, and Impact Issues (Pearson). He enjoys traveling, visiting classes, and meeting teachers in order to gain new insights into the best practices for teaching and learning.

Susan Teubner‐Rhodes (PhD, University of Maryland, College Park) is an Assistant Professor in the Department of Psychological Sciences at Auburn University. She received her PhD in Neuroscience and Cognitive Science and completed post‐doctoral training in the Hearing Research Program at the Medical University of South Carolina. Dr. Teubner‐Rhodes investigates the cognitive and neural mechanisms that support language processing under conditions of uncertainty, when communication is most likely to break down. Her research combines behavioral (choice reaction time, eye‐tracking) and neuroimaging (fMRI, DTI) techniques to explore how individual differences in domain‐general cognitive functions, such as working memory, cognitive control, and persistence, affect speech and language processing across the lifespan.

Karen Van Lengen (MArch, Columbia University; BA, Psychology, Vassar College), FAIA, is Kenan Professor of Architecture and former Dean (1999–2009) of the University of Virginia. Her current research focuses on the exploration of sound and communication as an integral part of the architectural design process. As a Fellow of the Institute for Advanced Technologies in the Humanities, she developed the websites, Soundscape Architecture and Listening to the Lawn, that analyze and interpret site specific sounds. Her sound drawings and animations (with artist Jim Welty) are part of the permanent collections of major museums. She has authored numerous articles and several books, including CitySpaces (Parsons School of Design, 2000), Urgent Matters (University of Virginia School of Architecture, 2009) and Vassar College: A Campus Guide (co‐author, Lisa Reilly; Princeton Architectural Press, 2003). Van Lengen began her professional career as an Associate of I.M. Pei & Partners before founding her own firm in New York City, which won numerous design awards, and competitions.

Andrea J. Vickery (PhD, Louisiana State University) is Assistant Professor of Communication Studies at SUNY Oswego. She previously served as visiting faculty in Rhetoric and Communication Studies at the University of Richmond. She teaches undergraduate courses in interpersonal communication, communication theory, and methods. She researches supportive listening and communication in interpersonal relationships.

Meagan M. Walczak (Audiology; BS, University of Massachusetts, Amherst) received her undergraduate degree in communication disorders. A member of the Student Academy of Audiology, she anticipates graduating with her doctorate of audiology from the Louisiana State University Health Science Center – New Orleans in May 2020.

Angela Williams (MPH, University of New South Wales; MBA, The University of Newcastle) is Consultant Forensic Physician with the Victorian Institute of Forensic Medicine, and Adjunct Senior Lecturer, Department of Forensic Medicine, Monash University. During her career, Williams has provided forensic medical services to many adult and child victims of sexual abuse/assault, physical assault, and family violence, as well as to alleged offenders. She teaches nationally and internationally on her subjects and is committed to contributing to the recognition and response to preventing interpersonal violence. Her work also includes the provision of forensic medical evidence in Coronial, Criminal, and Children's courts. She has master’s degrees in forensic medicine, business administration, health management, and public health.

Brett Williams (PhD, Monash University) is the current Head, Department of Community Emergency Health and Paramedic Practice, Monash University in Melbourne, Australia. Brett has won numerous national teaching awards and has published over 200 peer‐reviewed publications, 10 book chapters, 2 edited textbooks and supervised 6 PhD students to successful completion. Brett is committed to developing and finding the next generation of paramedic PhD scholars, professionalising paramedic care, and building capacity for paramedics internationally.

Andrew D. Wolvin (PhD, Purdue University) is a professor in the Department of Communication at the University of Maryland, College Park, and an Adjunct Professor at the Georgetown University Law Center. An internationally recognized scholar in listening behavior, Professor Wolvin has authored/co‐authored an extensive number of research studies and books, including Listening Instruction (ERIC, 1979), Listening (William C. Brown, 1996), Perspectives on Listening (Ablex, 1993), Listening in the Quality Organization (Finger Lakes Press, 1999), and Listening and Human Communication in the 21st Century (Wiley‐Blackwell, 2010). A recipient of the International Listening Association’s Lifetime Achievement Award, he teaches a senior‐level course, Listening, each semester. Additionally, he has considerable experience in training and development in corporations, associations, and federal agencies.

Acknowledgments

This book would not exist without many contributions from family and colleagues. First, Margaret Fitch‐Hauser invited me to a graduate seminar, where I was introduced to the field of listening. She then mentored a budding listening scholar, offering advice and providing research critiques. I continue to value her friendship and insight. It was she who suggested I join the International Listening Association. Colleagues I met through ILA became research partners, but more importantly friends. My friendship with my co‐editor Graham Bodie has led to numerous research projects and now two books. As he notes in his acknowledgment below, our first encounter was not the most auspicious (at least from his perspective), but over the years we have developed an excellent partnership, with strengths that complement one another. We share a common goal: To expand our understanding of listening and to share that knowledge widely. Graham, I look forward to continuing our work together! Many thanks to my parents, husband, and daughter, who cheered me on throughout this project and patiently listened when the evitable frustrations arose. This book is offered in memory of my brother, who was among my biggest fans. I must thank Alex Jones, graduate student extraordinaire, for all his editorial work. Finally, I would like to express my appreciation to the School of Communication and Journalism and the College of Liberal Arts at Auburn University for the resources and research support provided throughout this project (and many others). There is no better place for an academic to call home. It’s great to be an Auburn Tiger!

Debra L. Worthington

Just over two decades ago I took an undergraduate course in persuasion. I worked my tail off. And I earned a B. That grade did not sit with me well for quite some time, but I have since learned to laugh about it, and I have maintained a friendship and collaborative partnership to boot. As you might guess, the instructor‐of‐record was my co‐editor, Debra Worthington, with whom I continue to do some of my best thinking and writing. Debra’s work ethic and principled approach continue to inspire me and allow me to be creative. More importantly, our collaboration helps maintain a hopefulness that listening will indeed become a unified field of study. Thank you, Debra, for being such a wonderful collaborator. To my family: Thank you for continuing to allow me to mess up, to not always live up to ideal listening but providing a safe space to be a better version of myself. To my new academic home, in which I was able to devote time to this project, The University of Mississippi has been a wonderful place to grow not only as an academic but also a practitioner of listening. And to my students, the true reason for staying within the walls of the academy. Thank you for challenging me and my oftentimes silly ideas and for providing added perspective on how we can fully understand the human condition. Mostly, thanks for putting up with me when I go on tangents about philosophy at eight‐o‐clock in the morning.

Graham D. Bodie

We would both like to extend our sincere appreciation to the Wiley‐Blackwell team, particularly Todd Green, Executive Editor; Ajith Kumar, Project Editor, and Skyler Van Valkenburgh, Editorial Assistant. As we write this, our second major project with Wiley comes to a close. The experience was seamless from the beginning, and we are ever grateful for the service you provide to the academic community. Thanks for being promoters of such an important life skill. As long‐time members of the International Listening Association, we also both owe a debt of gratitude to the many members of that organization who have helped us think more critically about listening. Finally, we want to thank the reviewers who helped us see beyond our view of the field and encouraged us to push its boundaries.

Debra L. Worthington and Graham D. Bodie

Introduction

Debra L. Worthington and Graham D. Bodie

Handbooks are essential resources for scholars, practitioners, and students, providing contemporary literature reviews, guidelines for research, cutting‐edge theoretical insights, and examples of important contexts for practice. They are critical to the growth and advancement of a field and offer the potential markings of an academic discipline. While there are several resources for related areas such as audiology (e.g., Katz, Chasin, English, Hood, & Tillery, 2015), language development (e.g., Hoff & Shatz, 2009), musicology (e.g., Bader, 2018), and sound studies (Pinch & Bijsterveld, 2012), this text marks the first publication of a handbook specific to listening scholarship, broadly construed.

We took on the challenge of this publication first and foremost to fill an important gap in the listening literature. Currently, to gain an adequate grasp of the myriad ways in which listening impacts people and institutions, it is necessary to read across multiple academic disciplines. Indeed, research on listening is published across the academic landscape, making it difficult for anyone to stay abreast of emerging trends, at least outside of their own disciplinary insularity. This text thus serves as a key scholarly resource that cuts across disciplinary divides, making it possible for new and established students, researchers, and practitioners of listening in a variety of disciplines (e.g., audiology, communication studies, language acquisition, linguistics, psychology) to learn about key methodological, conceptual, and theoretical issues in the field.

Our primary goals in this Introduction are to: (i) orient the reader to our understanding of what constitutes a field of listening; and (ii) provide a roadmap of the book. We begin with a brief discussion of how we view the present state of listening scholarship followed by an overview of disciplines contributing to our understanding of listening. We then touch on several central contexts within which listening is most often applied. We end the Introduction with a view toward the future.

A Discipline of Listening?

Defining and identifying what constitutes a discipline is not easy (Becher & Trowler, 2001). To understand what is (and is not) interdisciplinary inquiry first requires some understanding and agreement as to what constitutes a discipline (see Hunt, 1994; Krishnan, 2009; Moran, 2001). In his discussion of what makes one area of study a discipline and another interdisciplinary, Krishnan (2009) noted that the term discipline refers to “the organisation of learning and the systematic production of new knowledge” (p. 9). He outlined six general characteristics for distinguishing between a subject and a discipline (p. 9–10):

disciplines have a particular object of research (e.g. law, society, politics), though the object of research may be shared with another discipline;

disciplines have a body of accumulated specialist knowledge referring to their object of research, which is specific to them and not generally shared with another discipline;

disciplines have theories and concepts that can organise the accumulated specialist knowledge effectively;

disciplines use specific terminologies or a specific technical language adjusted to their research object;

disciplines have developed specific research methods according to their specific research requirements; and maybe most crucially,

disciplines must have some institutional manifestation in the form of subjects taught at universities or colleges, respective academic departments, and professional associations connected to it. Only through institutionalisation are disciplines able to reproduce themselves from one generation to the next by means of specific educational preparation.

According to Krishnan (2009), in general, the more criteria that are met, the greater the likelihood a recognizable, reproducible, growing discipline can be identified. Criteria may not be met for several reasons, most commonly a “lack of theorisation or lack of specific methodologies, which usually diminishes the status of a field of research” (p. 10). Newer areas of study, he argued, “either aim at remaining ‘undisciplined’, as women’s studies did in the 1970s, or they can engage in the process of their disciplinarisation and institutionalisation” (p. 10).

In many ways, listening has the markings of an academic discipline. There has, over the past several decades, been an emergence of a “freestanding community…with its own professional associations and specialist journals” (Becher & Trowler, 2001, p. 41; see Criteria 6). For instance, the International Listening Association (ILA) has sponsored the International Journal of Listening since 1987, and members of that association have been publishing books that highlight listening as a complex cognitive and social skill since the 1970s (e.g. Barker, 1971). Of course, to say that listening is a full‐fledged discipline simply because of the existence of a single organization or journal seems a stretch. Other criteria seem particularly problematic for listening to rise to the status of a discipline. For example, to our knowledge, there exists no “Department of Listening” at any recognized college or university (Criterion 6), although it is taught as a subject at several. Instead, listening is more often embedded as a topic within other courses. Likewise, a number of scholars have commented on the general lack of cohesive theories specific to listening (Criteria 3; see Bodie, 2011; Janusik, 2007; Wolvin, Halone, & Coakley, 1999).

In our opinion, then, listening is best categorized as a field of study, or at least that is one of the main outcomes we hope to catalyze with this handbook. According to Van den Besselaar and Heimeriks (2001), we can think of an academic field along a continuum of integration, marked by points that many readers will find familiar. In particular, an interdisciplinary approach to research is marked by integration of multiple disciplinary approaches, while “in multidisciplinary research, the subject under study is approached from different angles, using different disciplinary perspectives. However, neither the theoretical perspectives nor the findings of the various disciplines are integrated in the end” (p. 706). Based on Krishnan’s (2009) perspective, and as this book illustrates, listening scholars experience multiple overlapping areas, with “constantly shifting and expanding knowledge formations” (p. 12). The goal, then, of interdisciplinary research is to generate more comprehensive understanding. This handbook attempts to create the conditions for a more comprehensive understanding of listening.

Based on this distinction between multidisciplinary and interdisciplinary, contemporary listening scholarship seems to more accurately fly under the multidisciplinary flag. Presently, several disciplines lay claim to developing theories of how and why listening is possible, methods that can test key facets of those theories, and pedagogical strategies that seek to teach people how to engage in listening more effectively in specified contexts. These different methodological, theoretical, and applied approaches, however, are not fully integrated. Rather, scholars who study listening are more likely than not approaching its study from a single disciplinary perspective without much cross‐pollination. Again, our hope is that this book provides the seeds for such cross‐pollination and thus helps move the field toward interdisciplinary status.

Overview of the Book

The handbook is organized into five parts. Part I, Methodological Approaches, includes chapters that delineate primary methods for studying listening: physiological, phenomenological, interpretive, and empirical. These approaches span disciplines, even if certain disciplines tend toward one or two approaches (e.g., audiologists primarily utilize physiological approaches, interpersonal communication scholars tend to utilize empirical, and to some extent, interpretive approaches). We begin the book by discussing methods not because we view them as the primary driver of research, but rather because any given method can be used regardless of the specific disciplinary training a scholar has received. Indeed, while in graduate school, both of us (Debra and Graham) took methods classes inside and outside of our home discipline of Communication.

Part II