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A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning
Unformatted Document Text:  Immediacy and Learning Meta-Analysis 30 *Hinkle, L. J. (1998). Teacher nonverbal immediacy behaviors and student-perceived cognitive learning in Japan. Communication Research Reports, 15, 45-56. Hunter, J., & Schmidt, F. (1990). Methods of meta-analysis: Correcting for error and bias in research results. Beverly Hills, CA: Sage. Inskso, C. A. (1967). Theories of attitude change. New York: Appleton-Century-Crofts. *Jordan, F. F. (1989). An examination of the relationship between perceived verbal and paralinguistic immediacy and accommodation to perceived cognitive learning. Unpublished doctoral dissertation, West Virginia University, Morgantown. Jordan, F. F., & Wheeless, L. R. (1990, November). An investigation of the relationships among teachers’ verbal immediacy, paralinguistic immediacy, and speech accommodation in diverse classrooms. Paper presented at the annual meeting of the Speech Communication Association, Chicago, IL. Kearney, P., Plax, T. G., Smith, V. R., & Sorenson, G. (1988). Effects of teacher immediacy and straegy type on college student resistance to on-task demands. Communication Education, 37, 54-67. *Kearney, P., Plax, T. G., & Wendt-Wasco, N. J. (1985). Teacher immediacy for affective learning in divergent college classes. Communication Quarterly, 33, 61-71. *Kelley, D. H., & Gorham, J. (1988). Effects of immediacy on recall of information. Communication Education, 37, 198-207. Kleinfeld, J. (1973). Using nonverbal warmth to increase learning: A cross-cultural experiment. Research note, Institute of Social, Economic, and Government Research, Alaska University, Fairbanks.

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
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Immediacy and Learning Meta-Analysis 30
*Hinkle, L. J. (1998). Teacher nonverbal immediacy behaviors and student-perceived
cognitive learning in Japan. Communication Research Reports, 15, 45-56.
Hunter, J., & Schmidt, F. (1990). Methods of meta-analysis: Correcting for error and bias
in research results. Beverly Hills, CA: Sage.
Inskso, C. A. (1967). Theories of attitude change. New York: Appleton-Century-Crofts.
*Jordan, F. F. (1989). An examination of the relationship between perceived verbal and
paralinguistic immediacy and accommodation to perceived cognitive learning. Unpublished
doctoral dissertation, West Virginia University, Morgantown.
Jordan, F. F., & Wheeless, L. R. (1990, November). An investigation of the relationships
among teachers’ verbal immediacy, paralinguistic immediacy, and speech accommodation in
diverse classrooms. Paper presented at the annual meeting of the Speech Communication
Association, Chicago, IL.
Kearney, P., Plax, T. G., Smith, V. R., & Sorenson, G. (1988). Effects of teacher
immediacy and straegy type on college student resistance to on-task demands. Communication
Education, 37, 54-67.
*Kearney, P., Plax, T. G., & Wendt-Wasco, N. J. (1985). Teacher immediacy for
affective learning in divergent college classes. Communication Quarterly, 33, 61-71.
*Kelley, D. H., & Gorham, J. (1988). Effects of immediacy on recall of information.
Communication Education, 37, 198-207.
Kleinfeld, J. (1973). Using nonverbal warmth to increase learning: A cross-cultural
experiment. Research note, Institute of Social, Economic, and Government Research, Alaska
University, Fairbanks.


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