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Daviona Johnson

COMM 135-01
Annotated Bibliography

The Relationship Between Listening and Retention of Memory

Janusik, L. A., (2007). Building listening theory: The validation of the conversational
listening span. Communication Studies, 58(2), 139-156.
During this study researchers studied the relationship between three different
instruments. Those three instruments are listening span task, speaking span task and
conversational listening span task. This studied supported the hypothesis that states
conversational listening span scores will have direct relationship with the listening and
speaking span scores. I learned about the different types of spans and how they work
which I didnt even know these things existed.
Mesbah, H. M., (2006). The impact of linear versus nonlinear listening to radio news on
recall and comprehension. Journal of Radio Studies, 13(2), 187-200.
Mesbah wanted to know the relationship between listening to radio news whether
it be traditionally or online and comprehension/retention. After conducting the research
Mesbah concluded that listening to news online improves both recall and comprehension
of events. I learned that some people can contain more information when they are given
control over the pace of information they are receiving.
Pasupathi, M., Stallworth, L. M., & Murdoch, K., (1998). How what we know: Listener

effects on speakers long term memory for events. Discourse Processes, 26(1),
1-25.
This article discusses the affect of how we tell others about events can influence
long-term memory. The researchers used different movie clips for the listeners to watch.
From this study the authors concluded that attentive listeners have a strong long-term
memory than distracted listeners. I learned that listening can have an affect on your
memory whether you know it or not.
Peterson, R. T., (2007). An exploratory study of listening practice relative to memory
testing and lecture in business administration courses. Business Communication
Quarterly, 70(3), 285-300.
Peterson wanted to know if having a pretest before or memory after a lecture
made students more observant to the content that was on the test. After conducting the
experiment Peterson found that the two groups that had did the first lecture and took the
pretest scored a lot higher after listening to the second lecture. The testing Peterson did
went hand and hand with his hypotheses. I learned that when it comes to listening
students are more likely to pay attention to what the teacher says and retain the
information more when given a pretest.
Petrie Jr., C. R. & Carrel, S. D., (1976). The relationship of motivation, listening
capability initial information, and verbal organizational ability to lecture
comprehension and retention. Communication Monographs, 43(3), 187-194.
In this study the authors want to know the relationship between motivation,
listening capability, initial information and verbal ability to lecture and comprehension
and retention. The authors results showed that tests of general listening can predict how

well one will comprehend or retain information during a lecture. They also concluded
that extrinsic motivation plays a very important role in listening. I learned that motivation
can affect listening and retention of information.

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