Improving the Performance of the Listening Competency Scale: Revision and Validation

Measuring latent traits is central to quantitative listening research and has been the focus of many studies. One such prominent measurement instrument, based on the Wolvin and Coakley (1993) listening taxonomy, was developed by Ford, Wolvin, and Chung (2000). Subsequent validation research (Mickelson & Welch, 2012)called for revisiting and modifying individual items of the Listening Competency Scale. The research presented here outlines the process of revising the items to create a revised scale with a more unified, affective view of listening behavioral practices through self-report and documents the confirmatory analytic results for the revised scale.     

Listening in the Business Context: Reviewing the State of Research

The central role of listening in leadership has been the subject of increasing attention in recent years. In leadership studies, listening is being theorized as an essential dimension to effective leadership. Those seeking an elected office also have come to appreciate the centrality of listening by engaging in listening-centered events. However, listening leadership requires more than just the presence of listening. Listening and leadership must be connected. Using President Jimmy Carter and his July 15, 1979 “Address to the Nation on Energy and National Goals” as a case study, this essay explores the concept of listening leadership during the evolution and delivery of that speech. This essay argues that in the development and delivery of Carter's speech, the topic of listening was placed front and center for and by the President. However, Carter failed to balance the listening component of leadership with other characteristics which ultimately bifurcated listening from his role as a leader.     

Institutional Pressures and Organizational Capacity: The Case of Outcome Measurement1

A central claim of new institutional theory is that organizations in a field come to exhibit shared characteristics over time. Recent literature emphasizes variation across field members, but has yet to concur on why differences occur. This study tests institutional explanations for the uneven implementation of one organizational practice—outcome measurement, an evaluative technique used to assess the impact of an organization’s programs. We analyze data from a new survey investigating the practices of nonprofit organizations (N = 379) and argue for the inclusion of the concept of organizational capacity to account for the uneven implementation of outcome measurement. As predicted by new institutional theory, organizations are more likely to adopt outcome measurement if key actors promulgate its use. However, the implementation of outcome measurement is best explained by the addition of the concept of organizational capacity alongside variables drawn from new institutionalism. Nonprofits with adequate organizational capacity, operationalized—following Weber’s concept of bureaucracy—as the presence of written rules and members with specialized knowledge, are better able to respond to isomorphic pressures to implement a new organizational practice. Our findings expand scholarship that examines the intersection of institutional dynamics and organizational traits in accounting for patterns of implementation of practices across an organizational field.     

Assessing Listening in Elementary and Junior High Schools: An Examination of Four Listening Tests

The major object of the Calgary Listening Inquiry Project (CLIP) was the undertaking of school-based studies derived from teacher-defined problems and concerns with listening instruction. Another objective was development, implementation, and assessment of effective strategies and materials for teaching and evaluating listening. Four tests—Listening Comprehension Tests (LCT), Alberta Listening Tests (ALT), Test of Adolescent Language (TOAL), and Thinking Creatively with Sounds and Words (TCSW)—were administered. Discussion concerns the nature of these tests and how the use and study of them helped teachers not only to acquire data about students' listening skills but also to develop a vocabulary about listening and to define their questions. Teachers developed a Listening Profile for use as a student checklist for listening skill development and two Listening Awareness Assessment Questionnaires to obtain student feedback and to involve students as participants in CLIP.     

The Role of Metacognition in the Development of EFL Learners’ Listening Skill

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided lesson plan in metacognition (planning, monitoring, and evaluation) through a pedagogical cycle approach over a semester (eight weeks). International English Language Testing System listening tests (practice) were used to track the participants’ listening performance. Participants also completed a Metacognitive Awareness Listening Questionnaire, which examined their use of metacognitive awareness when engaged in listening tasks. Results indicated that the students improved their listening skill after being taught about metacognition; however, no significant use of metacognitive awareness was reported. This study concludes with a discussion of some potential implications, and provides scope for future research.     

The Ideology of Transference: Laplanche and Affect Theory

The growing interest in the work of Laplanche testifies to the many ways contemporary clinicians and theoreticians are attempting to circumvent some of psychoanalysis’ most abstract, rigid, and conservative formulations. An exemplary occasion of this effort, Avgi Saketopoulou’s essay, “To Suffer Pleasure: The Shattering of the Ego as the Psychic Labor of Perverse Sexuality” (2014) attempts to rethink “perversion” by offering a timely critique of psychoanalytic doxa. In my engagement with Saketopoulou’s essay, I focus on the use of Laplanche as indicative of the ways Laplanche’s radical challenge to traditional psychoanalysis can be recuperated by psychoanalytic conventions without forcing the critique that Laplanche enabled. My introduction of Affect Theory to Laplanche’s radical paradigm works to establish the foundations for a less erotophobic psychoanalysis and demonstrates why rereading Laplanche through cutting-edge theorizations of Affect Theory goes some way toward sustaining the “exigency” of Laplanche’s radical project.     

Listening with/to Nature’s Voice: An Ethical Polyphony

I propose a holistic practice of interlistening (Lipari, 2014) with/to nature’s voice as an ethical eco-feminist intervention in the Western humanities that privilege speech acts (Corradi Fiumara, 1990, Location No. 15). As I discuss, this unfortunate cultural disengagement with listening as an object of desire is in fact a call of Western communicative praxis’ deep rooted disenfranchised grief, an inadequate and unrecognized pain of separation from the infant’s first point of connection, the mother’s voice. To address this loss, I offer that one attunes with/to nature’s fluid and nourishing voice much like Mladen Dolar’s (2006) idea of the acousmatic voice, the untraceable, material yet incorporeal sonic excess to re-enfranchise the mother’s lost voice in listening and imagine ethical communicative practices that welcome the Other.     

What is a complex?

This essay evaluates the question of the ‘complex’ in a range of scientific, political and psychoanalytic contexts, asking not only where lines of connection and demarcation occur among specific distributions of meaning, value, theory and practice; but also probing the psychoanalytic corpus, notably Freud’s writings on the notion of a ‘complex’, in order to reframe various implications of the idea that this term tends to resist its own utilisation as both an object and form of analysis.     

Navigating the ‘shadow of loss’ in mental health social work

ABSTRACT

The human experience of loss has been at the centre of psychoanalytic understandings of the human condition since Freud’s first writings on ‘melancholia’. This essay draws on psychodynamic theory to show how workers who are attuned to the experience of loss in service users can shape their interventions accordingly. By reflecting on how a diagnosis of ‘depression’ might better be understood as the rippling wave of past grief, professionals can utilise the dynamics of projection, transference and containment to help understand the emotional pain of individuals they support. But this essay also suggests that the use of psychodynamic practice works best when it is bolstered by other frameworks – in this case an understanding of systems theory. When the two traditions are utilised together, they provide an understanding of psychic phenomena which can enable social workers to build a basis for effective interventions with service users experiencing mental distress.     

A Beginner’s Mind: On Beginning Psychoanalytic Schooling … Bion,Keith Jarrett,and the Primal Scene

ABSTRACT

Free associations structure … and loosen … what follows. In midair, having sprung from a high dive of 20-plus years of psychoanalytically informed professional work, the author free-falls into formal psychoanalytic training—meditating on the memory that his father was a jazz musician. The meditation strays to the author’s own jazz education … then wanders to a consideration of a primal scene interpretation emerging from Bion after he listened endlessly to a psychotic patient’s vamp—”I don’t know what I mean.” Bion’s (2013) stance of waiting for O links associatively to jazz pianist Keith Jarrett’s solo improvisations, what Jarrett calls his “epic journeys into the unknown.” The author hears a fugue in Bion’s primal scene interpretation—back to Freud and Klein and forward to Bion’s psychoanalytic students invited to compose using Bion’s unsaturated concepts. The author worries how he will communicate with his new psychoanalytic colleagues and considers the usefulness of origin myths (such as the primal scene) in such lateral communications. And, finally, the author loops back again to consider repetition when listening to Jarrett … repetition when listening to Bion … and repetition when listening to patients.     

Assessing Critical-Analytical Listening Skills in Math and Engineering Students: An Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact Learning

In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students’ mastery of critical listening skills and how listening can help students to retain information. After students were introduced to the subject matter, two specifically tailored listening assessment tools were designed. Pretests and posttests were then administered in an introductory algebra (n = 29 students) and a network fundamentals course (n = 13 students). These tests were administered approximately four weeks apart. The data show that the FLVLT model is reliable for judging students’ critical listening skills and curricular knowledge. Furthermore, a 12% and 20% improvement in students’ ability to match the content pattern to a spoken message was found. In addition, a correlational analysis suggested that improvement in critical listening skills helped students’ learning.     

Metaphors we experiment with in multimodal ethnography

In this paper, we argue for a view of analysis as an embodied practice and review others’ testimonies of carrying out multimodal ethnography. This review suggests that metaphors are key for communicating what happens to us in the course of the research and our subsequent sense-making practices. We identify four metaphors for communicating data collection and analytic practices: composing, meandering, plundering and time travel. We then turn to our own multimodal fieldwork with children in middle childhood, to think about the experiences and emergent metaphors that shaped our practice on an international study looking at the relationship between childhood and public life. Children’s play was instructive in our own formation as multimodal ethnographers. We provide examples of the ways in which children recruited us into their play, the ways in which play taught us about what matters to children, and finally, how we took play into our own analytical practices.     

Assemblies of Chairs: The Politics of Spectatorship in Post-Traumatic Times

What modalities of spectatorship and performance are emerging today, and why? How do we gather in the face of crisis—ordinary and extraordinary—and violence—traumatic and not-quite-traumatic? What might be gleaned from contemporary performance for other genres of response to crisis, whether clinical, critical, or political? To what extent are psychoanalytic theories of trauma helpful for describing modalities of historical violence in the present? This essay approaches questions such as these by turning to 3 disparate yet resonant sites of recent performance: Combatant Status Review Tribunal, pp. 002954-003064: A Public Reading by Andrea Geyer et al. (2012); Thomas Hirschhorn’s Gramsci Monument (2013); and Rashid Johnson’s production of LeRoi Jones/Amiri Baraka’s play, Dutchman, at the East Village’s Russian and Turkish Baths (2013).     

Weaving Ropes with the Desert Fathers: (Re)Inventing Rhetorical Theory as Silence and Listening

Not until the past decade have communication scholars begun to depict silence as rhetoric (Bennett, 2006; Clair, 1998; Glenn, 2004; Kalamaris, 1994). Building upon recent theoretical development and definition of silence as rhetoric within a theoretical and didactic framework, this paper illustrates silence and listening as rhetoric in its origination with the monastic community of the Desert Fathers, while acknowledging it as a basic contemplative and ascetic practice in many ancient religions. Development of this concept was expressed by the following questions: How does the Desert Fathers’s concept of silence and listening contribute to a modern understanding of rhetorical communication theory? How does their concept of silence and listening conflict with modern presentations of contemporary evangelical worship? The work’s contributions include insight into the ancient Desert community’s use of silence and listening as rhetoric since it takes a theoretical approach to silence and symbols as rhetoric, theology, and protest (Glenn, 2004). It follows the desert community’s way and purpose of rhetorical memory and listening, while proposing practical and theoretical implications for higher learning, spirituality, and critical studies.     

Sharing of emotional memories with a listener: differences between adolescents and emerging adults

Research demonstrated a strong influence of personal narratives on emotions linked to memories. However, few studies considered shared narratives and the role of listener’s behavior, especially in adolescence and emerging adulthood. This paper aims to explore the impact of listening attitude on emotions related to memories in adolescents and emerging adults. A total of 157 participants were asked to choose a memory: in the experimental conditions (Attentive Listening, AL vs. Detached Listening, DL), they narrated it to a listener, in the Control Group, they internally reflected about it. Emotions linked to memory at the first time, to narrative/reflection, and to memory after 15 days were measured, as well as the perception of listener’s behavior. Results showed that participants perceived the differences of the listening, although adolescents perceived less listener’s detached stance. Moreover, among adolescents, positive emotions increased after narrative for both experimental conditions, instead, among emerging adults, only AL condition participants increased their positive emotions. Moreover, adults maintained the positive effects of narrative also after 15 days. Authors discussed the role of an empathic context and the adolescent egocentrism in shared narratives about personal memories.     

Listening Competency on Campus: A Psychometric Analysis of Student Listening

Primarily used in corporate and organizational contexts, this study evaluates the psychometric properties of the 30-item Organizational Listening Survey (OLS) as a measure of listening behavior with a sample of undergraduate college students. The first study analyzed 1,475 students' self-reports of their listening behavior on campus, indicating a single-factor model of listening with strong internal consistency (Cronbach's alpha = .96), incorporating aspects of affirming the relational partner as well as confirming the message communicated. The second study involved students' other-reports of their professors' listening behaviors. It demonstrated high interrater agreement using the OLS to evaluate a common professor.     

The psychoanalytic structure of trauma: Spellbound

This essay engages in a close analysis of two films, Alfred Hitchcock’s Spellbound (1945) and Ang Lee’s Hulk (2003), in order to examine their approaches to trauma, especially in relation to the psychoanalytic notion of Nachträglichkeit (“afterwardsness”). A complex notion of afterwardsness is proposed whereby it is predicated on a relationship between two events, but where the importance of afterwardsness is not seen to lie in the nature of the events but rather on what determines the relationship between the two events. This determining relation thus leads to a notion of the structure of trauma and the argument that the crucial factor in a psychoanalytic approach to trauma lies not in an uncovering of traumatic events, but rather on the structure that retrospectively makes events traumatic.     

Review essay: on Mamdani’s mode of thought

This essay tracks the formation of a global intellectual, perhaps the only one, whose work moves across Africa, America and Asia. Mahmood Mamdani has been a central figure engaging in explaining the most controversial issues such as refugees, popular versus state nationalism, mass killings (Rowanda), settler versus native, colonial citizenship and its governed subject, September 11, the Dafur movement (and its self-indulgence), Imperial Human Rights, decolonizing university and knowledge production (the US as the first and never decololinzed), settler colonialism, etc. Fearless and thoroughly grounded, Mamdani’s mode of thought is to historicize the conditions of the existence of the problematics in question with a theorization emerging out of the analyses. As a whole, Mamdani’s political practices as educator and public intellectual and the body of brilliant work have been inspirational. The essay is written as an introduction to Decolonizing the World: A Mahmood Mamdani Reader, a collection of his selected work, to open the channel of interaction between Asia and Africa.     

Mirroring,Mentalizing, and the Social Neuroscience of Listening

Listening to another speak is a basic process in social cognition. In the social neurosciences, there are relatively few studies that directly bear on listening; however, numerous studies have investigated the neural bases of some of the likely constituents of successful listening. In this article, I review some of this work as it relates to listening, with a focus on two auxiliary processes in the comprehension of speech: perceiving the nonverbal behaviors, such as facial expression, that accompany an utterance (i.e., how it is being said); and interpreting an utterance and the nonverbal behaviors that accompany it in terms of the speaker's state of mind (i.e., why it is being said). The review indicates the presence of two large-scale systems in the human brain that play a major role in successful listening: the putative mirror neuron system, which likely facilitates the relatively automatic perception of the how of speech; and the so-called mentalizing system, which likely underlies our ability to actively reach conclusions about the why of speech behavior. I conclude by considering the possibility that the dynamic interaction of mirroring and mentalizing processes may be pivotal for successful listening and social interaction more generally.     

The Mystic Group

By way of a set of suggestions W. R. Bion offers in “The Mystic and the Group,” this essay begins to consider the relationship between ideas concerning the necessity of deprivation for proper psychoanalytic practice and interpretation and the metaphysical constitution of things. Bion’s conceptual opposition of the mystic and the group, given in his understanding of the role of the mystic in the group, opens a way to investigate—admittedly, against Bion’s grain—the mysticism of the group as resistance to individuation.