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1
CAPELA, NELIDA CRISTINA MALDONADO. "TEN PILGRIMAGE INTERVIEWS: NOTES ON THE LITERARY INTERVIEW." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4416@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A dissertação tem como escopo um gênero ainda obscuro
para
o estudo e crítica literária: a entrevista. O projeto
resgata dez entrevistas realizadas por Peregrino Júnior
com
dez membros da Academia Brasileira de Letras sobre o
movimento futurista e as inovações modernistas. Também
incluímos uma entrevista inédita de Gilberto Mendonça
Teles
com Peregrino Júnior, comentando, vinte anos depois, a
série o momento literário. Além da análise do material
inédito, desdobramos o projeto para introduzir no meio
acadêmico os pensamentos teóricos que tentam definir e
circunscrever a entrevista literária, observando sua
evolução desde o final do século XIX até o início deste
século XXI.<br>The object of the dissertation is a genre still obscure to
the literary studies and criticism: the interview. The
project recovers ten interviews made by Peregrino Júnior
with ten members of the Brazilian Academy of Letters about
the futurist movement and the modernist innovations. We
include also one unpublished interview of Gilberto Mendonça
Teles with Peregrino Júnior, commenting, twenty years
later, the collection the literary moment. Besides the
analysis of the unpublished material, we develop the
project in order to present the scholars the theorization
thoughts that try to define and to delimit the literary
interview, observing its evolution since the latest
nineteenth century until the beginning of our twenty first
century.
2
Holmberg, Ulf. "Police interviews with victims and suspects of violent and sexual crimes : interviewees' experiences and interview outcomes." Doctoral thesis, Stockholm : Dept. of Psychology [Psykologiska institutionen], Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64.
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Thurlow, Katharine Jane. "Conversations with children : interviewer style in evidential and therapeutic interviews." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/740/.
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According to the Home Office Memorandum (1992), a rapport-building phase should always be included at the start of an interview with a child undertaken for criminal proceedings. Research on rapport-building in investigative interviews with children has tended to focus on interviewer techniques in motivating children to give more detailed narratives in the substantive phase of the interview. Little is understood about the way rapport is built or the importance of the relationship between the police officer and the child. Research on the relationship in psychotherapy, however, has found that it is an important predictor of outcome, and that therapists' in-session behaviours differ in high and low alliance therapies. This study was undertaken to investigate how police officers build rapport in evidential interviews with children, and to explore difference in interviewer verbal behaviour between police officers and clinical child psychologists in initial therapeutic interviews. A brief survey of police officers' and clinical child psychologists' perceptions of the initial phase of an interview with a child was conducted. Verbal behaviours of police officers in the rapport-building phase of investigative interviews with children were explored using Stiles' (1992) verbal response modes (VRM) coding system. These behaviours were then compared with those of clinical child psychologists in initial therapeutic interviews with children. Comparisons were also made between police officers talking to children and published profiles of conversations investigated using Stiles (1992) taxonomy. The results of the survey revealed that police officers (N = 18) and clinical psychologists (N = 22) had similar perceptions of the initial phase of interviews with children. Whilst some differences were found in VRM profiles, with respect to Edification, Advisement, Acknowledgement and Reflection Intents, the speech acts of police officers (N = 44) and clinical psychologists (N = 8) were generally similar. Further analysis of police officers' verbal behaviour revealed significant main and interaction effects of child and interviewer characteristics. Comparisons were made between police officers'VRMs and speakers in other conversational settings. These revealed that police officers spoke to children in rapport-building most like parents talking to children, the clinical child psychologists in this study, and radio programine hosts talking to callers with psychological issues, and least like attorneys questioning witnesses. This study has raised a number of issues for further investigation. Future research should emphasise the importance of investigating the interpersonal processes of rapport-building in evidential interviews with children, and explore differences in the quality of rapport built and the effects of such differences.
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Li, Peter, Sikeat Yip, and Janet Cooley. "The Effect of Mock Interviews on Student Performance on Career Day Interview." The University of Arizona, 2015. http://hdl.handle.net/10150/614127.
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Class of 2015 Abstract<br>Objectives: To determine if students who participated in mock interviews will have better interviewing skills/performance and be more likely to be offered a second interview than students who did not participate.
Methods: A hybrid survey approach was used. During Career Day, students were given a packet consisting of a consent form, demographics questionnaire, and multiple recruiter questionnaire forms. Recruiter ratings and student demographics were paired up and analyzed using the Mann-Whitney U test. The outcomes measured were ratings of the student’s interviewing performance, student’s confidence, and the likelihood of a second interview.
Results: Students without prior mock interview experience received lower recruiter ratings than students with interview experience, but the results were not statistically significant (3.5 in no mock interview arm vs. 3.757 in mock interview arm for interview responses, [p=0.394]; 3.796 in no mock interview arm vs. 4.0 in mock interview arm for confidence ratings, [p=0.781]; and 3.714 in no mock interview arm vs. 3.59 in mock interview arm for likelihood of being offered a second interview [p=0.69]).
Conclusions: Students who participated in mock interviews had higher interview ratings and were more likely to be offered a second interview when compared to students who do not have prior interview training, however, the association was not statistically significant. Students who have or have had prior work experience had significantly better interviewing skills/performance and were more likely to be offered a second interview compared to students who did not work while in pharmacy school.
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Hyman, Gregory Amy. "Investigative Interviewing and Memory: How Accurate Are Interviewers’ Recollections of Investigative Interviews?" FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/199.
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Contrary to interviewing guidelines, a considerable portion of witness interviews are not recorded. Investigators’ memory, their interview notes, and any subsequent interview reports therefore become important pieces of evidence; the accuracy of interviewers’ memory or such reports is therefore of crucial importance when interviewers testify in court regarding witness interviews. A detailed recollection of the actual exchange during such interviews and how information was elicited from the witness will allow for a better assessment of statement veracity in court. Two studies were designed to examine interviewers’ memory for a prior witness interview. Study One varied interviewer note-taking and type of subsequent interview report written by interviewers by including a sample of undergraduates and implementing a two-week delay between interview and recall. Study Two varied levels of interviewing experience in addition to report type and note-taking by comparing experienced police interviewers to a student sample. Participants interviewed a mock witness about a crime, while taking notes or not, and wrote an interview report two weeks later (Study One) or immediately after (Study Two). Interview reports were written either in a summarized format, which asked interviewers for a summary of everything that occurred during the interview, or verbatim format, which asked interviewers to record in transcript format the questions they asked and the witness’s responses. Interviews were videotaped and transcribed. Transcriptions were compared to interview reports to score for accuracy and omission of interview content. Results from both studies indicate that much interview information is lost between interview and report especially after a two-week delay. The majority of information reported by interviewers is accurate, although even interviewers who recalled information immediately after still reported a troubling amount of inaccurate information. Note-taking was found to increase accuracy and completeness of interviewer reports especially after a two week delay. Report type only influenced recall of interviewer questions. Experienced police interviewers were not any better at recalling a prior witness interview than student interviewers. Results emphasize the need to record witness interviews to allow for more accurate and complete interview reconstruction by interviewers, even if interview notes are available.
6
Condon, Emily. "The Effects of Interview Length on Gender and Personality Related Bias in Job Interviews." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/536.
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The proposed study explores the cognitive miser approach to perception formation in job interviews, as well as factors that may motivate people to not act as cognitive misers. Personality type (introverted and extraverted) and gender are characteristics of people that are associated with many stereotypes (Heilman, 2001; Andersen & Klatzky, 1987), and can have a large influence on an employer’s perception of an applicant, particularly when the employer is acting as a cognitive miser. It is hypothesized that in longer interviews, employers will be motivated to not act as cognitive misers, because they have more information about the applicant, have more of an opportunity to disconfirm any biases they may hold about the applicant, and experience greater liking toward the applicant. To test this, participants will conduct interviews with job applicants (who are actually confederates) and rate their perceptions of the applicants’ expected job performance. Participants will either conduct a long or short interview with a male introvert, a female introvert, a male extravert, or a female extravert. Job applicants will provide participants with the same information, although the information about personality type and the amount of information given will depend on the condition. It is predicted that participants who conduct shorter interviews will rate the applicants in line with popular stereotypes that favor extraverts over introverts, and males over females. Conversely, participants in longer interviews will be motivated to thoroughly think through their evaluations of the applicants, and there will be no significant difference in their ratings of male extraverts, female extraverts, male introverts, and female introverts.
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Pruss, Nicole. "The effects of using a scripted or unscripted interview in forensic interviews with interpreters." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Гладченко, Оксана Робертівна, Оксана Робертовна Гладченко, Oksana Robertivna Hladchenko, and L. Iarmak. "Speaking tests. Oral interviews." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25929.
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Adamson, John. "Revisiting interview data : analysing turn-taking in interviews with Thai participants through 'layers of insight'." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30989.
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This thesis has investigated a small number of transcribed interviews taken from an educational setting in Thailand. It has shown how systems of coding spoken discourse can be used to interpret that data but has also stressed the necessity to employ tools of analysis, especially those which carry Thai-specific means of assessment, to gain better insights into the turn-taking behaviour. In this respect, it is a multi-layered investigation into intercultural communication, employing what I have termed as 'layers of insight' for that process of interpretation. The research undertaken also has an added element of using data which was originally collected for the purpose of investigating learning strategies. This is in contrast to the present objective of looking at how the interviews themselves were constructed by both participants. I have argued that this 'double focus' requires the researcher to carry forward the contextual information about the participants and interview as a speech event to the present research in order to help better interpret the data. This process has been useful, but, at times, prone to some overlap and redundancy. In order to organize the multitude of 'layers' and potential insights into the turn-taking of the interviews, much emphasis has been placed upon the methodological process streamlined into two steps. The results of the data analysis have revealed that the turn-taking coding system requires further experimentation and that a future 'revisiting' of the data may require careful re-organising of the 'layers of insight', but also that there is much potential in the combination of contextual information in those layers with the detailed codification system.
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Korkman, Julia. "How (not) to interview children : interviews with young children in sexual abuse : investigations in Finland /." Åbo : Åbo akademi, 2006. http://catalogue.bnf.fr/ark:/12148/cb41198499k.
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Suliman, Alrazi. "Asylum Seekers Views and Experiences from Different Types of Interviews." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21285.
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The purpose of this qualitative study was to investigate how asylum seekers may experience different interview methods in the asylum investigation in Sweden. An inductive qualitative data collection technique was used in this study, where semi-structured interviews were conducted with six asylum seekers in four different cities in Sweden. This study was influenced by the grounded theory approach in the way of creating codes, concepts and themes from the empirical data analyzed in thematic and constant comparison method. The results show three different themes, namely ‘‘the expressions of the feelings, possibilities to expressions and possibilities and difficulties.’’ as they present the asylum seekers views of different interview methods. The role theory was chosen in relation to the asylum seekers different behavior toward the interview methods. The results indicated the possibilities for different roles as: ‘‘psychological unbalanced role, technology skilled role, technology challenged role and the apprehensive role’’
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Jones, Claire E. L. "UK Police Interviews: A Linguistic Analysis of Afro-Caribbean and White British Suspect Interviews." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485299.
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Given the tensions between the Afro-Caribbean community and the police in the UK, it is somewhat surprising that police interviews with suspects of different ethnicities, are underresearched in the field of sociolinguistics. Combining the analytical strengths of Conversation Analysis with the critical social stance of Critical Discourse Analysis, this study focuses on two linguistic features: overlapping. talk and so- prefaced questions, alongside repetition of questions and accusations. The results of the analysis indicate that there are important differences between the Afro-Caribbean and White British suspects regarding the responsivity to overlapping talk, this is because the Afro-Caribbean suspects display different overlapping styles to the White British suspects. The interactional consequences for suspects with a low take-up rate are considerable: suspects' accounts and denials are suppressed. However, when suspects' overlaps are taken up, their version of events gets 'heard'. The consequences for the AfroCaribbean suspects, whose overlaps got taken up less, reach beyond the level of the overlap. The police officers also suppress the Afro-Caribbean suspects' narratives through repeated questioning and by rejecting responses which do not point to guilt. The overall frequency of so- prefaced questions is low. However, there is a significant difference between the Afro-Caribbean and White British interviews regarding this feature. Upshots enable the police to challenge and constrain suspects to take up and defend new agendas which are not necessarily in tune with what the suspects said. The link between ethnicity and the differential treatment of Afro-Caribbean suspects might be considered tenuous given that the reason the Afro-Caribbean suspects get taken up less is because of when they overlap the interviewing officers, rather than because they are black. However, race and colour are made relevant by the police officers and this means that there is the potential for racist attitudes to surface. The findings from this research have implicationsJor police interviewing in the UK and potentially world-wide.
13
Jucker, Andreas H. "News interviews : a pragmalinguistic analysis /." Amsterdam ; Philadelphia : J. Benjamins, 1986. http://bibpurl.oclc.org/web/36219.
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Mussel, Patrick. "Die Konstruktvalidität des multimodalen Interviews." Berlin dissertation.de, 2007. http://www.dissertation.de/buch.php3?buch=5188.
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Gabier, Muhammad Saaligh. "The wedding interviews: A novella." University of the Western Cape, 2015. http://hdl.handle.net/11394/6524.
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Magister Artium - MA<br>It’s quite simple really. During these interviews you get to talk about anything you like. I’ll ask questions here and there to help the story along. Just be honest and try to forget about the camera. We’ll use the interview footage to complement the live footage to help tell your story. Wedding from Different Worlds is probably the most honest and authentic documentary series on television. You’re pretty lucky to star in one of the episodes. So relax and say anything.
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Holmberg, Ulf. "Police Interviews with Victims and Suspects of Violent and Sexual Crimes : Interviewee's experiences and interview outcomes." Doctoral thesis, Stockholm University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64.
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<p>The police interview is one of the most important investigative tools that law enforcement has close at hand, and police interview methods have changed during the twentieth century. A good police interview is conducted in the frame of the law, is governed by the interview goal, and is influenced by facilitating factors that may affect the elicited report. The present doctoral dissertation focuses on police interviews in cases of very serious crimes of violence and sexual offences. Results reveal crime victims’ and perpetrators’ experiences of being interviewed and police officers’ attitudes towards conducting interviews related to traumatizing crimes. Study 1 revealed that when police officers interviewed <i>murderers</i> and <i>sexual offenders</i>, the interviewees perceived attitudes characterized by either <i>dominance</i> or <i>humanity</i>. Police interviews marked by dominance and suspects’ responses of <i>anxiety</i> were mainly associated with a higher proportion of denials, whereas an approach marked by humanity, and responses of being <i>respected</i> were significantly associated with admissions. In line with Study 1, the victims of rape and aggravated assault in Study 2 also revealed the experience of two police interview styles, where an interviewing style marked by <i>dominance </i>and responses of <i>anxiety</i> was significantly associated with crime victims’ omissions of information. Moreover, a <i>humanitarian</i> interviewing style, and crime victims’ feelings of being <i>respected</i> and <i>co-operative,</i> was significantly related to crime victims providing all information from painful events. Special squad police officers’ attitudes towards<i> interviewing</i> <i>crime victims</i>, in Study 3, also showed a <i>humanitarian</i> approach and <i>two dominant approaches</i>, one affective and the other refusing. The attitude towards <i>interviewing suspects</i> of crimes in focus revealed <i>humanitarian</i> and <i>dominant</i> interviewing attitudes, and an approach marked by <i>kindness</i>. The present thesis shows that, during their entire career, an overwhelming majority of the special squad police officers have experienced stressful events during patrol as well as investigative duty. Results show that symptoms from stressful event exposures and coping mechanisms are associated with negative attitudes towards interviewing suspects and supportive attitudes towards crime victim interviews. Thus, experiences from stressful exposures may automatically activate ego-defensive functions that automatically generate dominant attitudes. Moreover, it is important to offer police officers who have been exposed to stressful events the opportunity to work through their experiences, for example, through debriefing procedures. After debriefings, police officers are better prepared to meet crime victims and suspects and, through conscious closed-loop processes, to conduct police interviews without awaking ego-defensive functions. </p>
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Levine, Anne B. "The Structured Employment Interview: An Examination of Construct and Criterion Validity." The University of Waikato, 2006. http://hdl.handle.net/10289/2288.
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This study extends the literature on interview validity by attempting to create a structured employment interview with both construct- and criterion-related validity. For this study, a situational interview was developed with the specific purpose of enhancing the interview's construct validity while retaining the interview's predictive power. To enhance the construct validity, two guidelines were applied to the creation of the interview based on previous research in interview and assessment center literature limit the number of applicant characteristics to be rated to 3; and (2) ensure that the dimensions to be measured are conceptually distinct. Based on these two guidelines, three constructs were chosen for assessment of real estate sales agents extraversion, proactive personality and customer orientation. The critical incident technique was used to develop six interview items. To test the construct validity of the interview, the six items were correlated with other measures, specifically, self-report questionnaires and managers' ratings, of extraversion, proactivity and customer orientation. Correlations were weak, at best (rs ranged from -.06 to .25). To test the predictive validity of the interview, the six items were correlated with both objective and subjective measures of performance. Predictive validities were stronger, ranging from .23 to .30. These findings are consistent with previous research on employment interviews which have found that although the predictive validity of the interview is strong, the construct validity is very weak, leaving researchers to wonder what it is that the interview is actually measuring. Possible explanations for these findings are offered, and the implications of these findings are discussed.
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Wong, Ip Sook-kuen, and 黃葉淑娟. "An investigation of the structure of interview." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B3194971X.
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Biese-Berger, Andrea. "Berufsbiographische Interviews mit Langzeitarbeitslosen ohne Ausbildung /." Zürich : Hochschule für Angewandte Psychologie, 2005. http://www.hapzh.ch/pdf/2s/2s0818.pdf.
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Flanagan, Annette Catherine Jacinta. "Contradictions within discourse : interviews with streetkids /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09P/09pf583.pdf.
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McCroan, Kevin Leonard. "Managing interviews for a job fair." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/24228.
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Hole, L. "Microcomputer-based diagnostic interviews in mathematics." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382518.
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Ferra, G. "Police interviews with children in Greece." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18787/.
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Hülsken, Julia. "Improving children's understanding of police interviews." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/12424/.
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Collins, Kimberly. "Rapport building in child investigative interviews." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9303.
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The rapport building phase of child investigative interviewing is referred to in practice guidelines as an essential. Nevertheless, in contrast with other aspects of the interview it has been subject to little empirical examination. There is a lack of information on the rapport phase’s impact on children’s communication and whether this changes across a variety of different circumstances. Finally, few researchers have empirically assessed different styles of rapport building. This thesis investigates the communicative influence of the rapport building phase in child investigative interviews. It also examines the effectiveness of a new collaborative play approach to rapport building with respect to its influence on children’s communication and the rapport levels between the interviewer and child. The investigation began by interviewing practitioners about their perceptions and experiences of rapport building practice, and their opinions on the use of play during the rapport phase. A grounded theory approach to analysis found that interviewers perceive the rapport phase as a tool for facilitating communication with children during the investigative interview. This is achieved in three main ways: (1) assessing the child during the rapport phase, (2) adjusting interview approach based on the child’s presentation during the rapport phase, and (3) producing a psychological outcome in the child that then facilitates communication. The resultant theory and the comments made about play rapport were used in subsequent experimental chapters to design and implement play rapport, and to interpret the empirical findings. The second line of enquiry investigated the communicative impact of a collaborative play approach to rapport building in adult-child interactions. Children across three different age groups (6-7, 8-10 & 12-14 year olds) were more communicative and demonstrated greater rapport with an adult after play rapport than children in a control condition. The findings indicate that a collaborative play format of rapport building is an effective communication facilitator. The third empirical study tested play rapport’s efficacy in a mock investigative interview situation. It was compared with the current open style of rapport building used by practitioners in the UK, and a control condition that involved no rapport phase. Older children (8-10 year olds) who experienced play rapport demonstrated information benefits in comparison with children in the control condition. No differences were found between the open style and the control, and the open style and play rapport for information detail or accuracy. Children (5-7 and 8-10 year olds) were however, more resistance to interviewer suggestion after engaging in a play rapport phase in comparison with children who experienced the open style of rapport building. These results indicate the potential of play rapport as a communication facilitator for children in investigative interview settings. The final empirical chapter examined anxiety data taken from the children during the third study. This was to address the hypothesis that improvements in recall as a result of the rapport phase, and in particular play rapport, were due to a reduction in the children’s anxiety levels. The data showed no differences across the rapport protocols in terms of anxiety for any of the measures. The information benefits found could therefore not be explained with respect to a reduction in anxiety. Alternative theories were then proposed, and future research outlined that could further investigate the psychological underpinnings of the communicative effects of the rapport phase, and the collaborative play rapport approach.
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Hindman, Jennifer Lilliston. "The connection between qualities of effective teachers and selection interviews: The development of a teacher selection interview protocol." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154089.
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Rediger, JoAnn Kinghorn. "Videotaped interviews with Emma Lou Diemer : her compositional and personal perspectives." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/933457.
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This study was designed to portray some of the personal attributes of Emma Lou Diemer, a contemporary composer, and to describe her compositional processes and products through videotaped interviews. Over a two year period and during five days of interviews and discussion, Dr. Diemer and this writer developed a rapport allowing the composer to reveal insights into her attitudes about music composition and her methods and techniques for composing. The writer then prepared and edited the videotaped interviews specifically for the following purposes:1. to provide insight into Emma Lou Diemer's philosophy of music composition2. to offer first-hand commentary on two of her own compositions3. to give composers and conductors insight, in Dr. Diemer's own words, into her compositional processes.The two videotapes central to this study provide visual records of the discussions of the composer at work, thereby allowing viewers access to her original comments, facial expressions, conversational nuances, and humor. The tapes show Dr. Diemer's energy, vitality, and sense of purpose as she continues to seek creative channels within her chosen field of composition.The videotapes are supported by a written document containing background information, related literature, and a biography of Emma Lou Diemer. Chapter four contains the narratives of the videotaped interviews and a discussion of two of Diemer's compositions, "There is a Mom Unseen" and "To Come So." The final chapter includes a summary and recommendations for further research.The writer recommends the use of videotape for recording interviews with contemporary composers; this medium was an effective tool for this study. Suggested procedures include: the recording of a composer's perspectives on interpretations of his/her compositions, recording of composing techniques, videotaping of the composer as performer or conductor, and videotaping of related performances of a composer's works by selected individuals and groups.Suggested audiences for the videotapes prepared for this study are: 1. university composition classes;2. conductors preparing to present compositions by Emma Lou Diemer in concert;3. high school groups looking at composition as a career;4. individuals who wish to study Dr. Diemer's compositional processes and style.<br>School of Music
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Garton, Gregory William. "Verbal interaction in media interviews : an analysis of current affairs interviews conducted during the 1987 General Election campaign." Thesis, Queen Margaret University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294088.
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McCleary, Marlee R. "Microfinance and women's empowerment interviews from Kosovo /." Tallahassee, Fla. : Florida State University, 2010. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/2181957.
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Thesis (Honors paper)--Florida State University, 2010.<br>Advisor: Dr. Will Moore, Florida State University, College of Social Sciences, Dept. of International Affairs. Includes bibliographical references.
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Redley, Marcus. "Face-to-face interaction in research interviews." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843382/.
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This thesis is an ethnography of the research interview. It presents an analysis of interviewer-interviewee interaction unencumbered by the methodological and practical concerns of research interviewers, for collecting reliable or valid data. The thesis argues that positivist and interactionist descriptions of the research interview, that are tied to interactional procedures for saving the referential quality of interview talk - by maximising or minimising respondent interviewer interaction - under-theorise the interaction they describe. Thus this thesis suspends any concern with the referential quality of interview data and draws upon a particular reading of the work of Goffman to analyse how participants accomplish a research interview as an intelligible interactional reality organised from within and how participants honour and accommodate each other as ritual selves in the primary roles of interviewee and interviewer. The thesis reviews positivist and interactionist descriptions of the research interview; makes the case for a Goffman style ritual analysis and presents an empirical analysis of qualitative interview talk.
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Fuller, Sara Rathman. "A comparison of diagnostic interviews for children." Connect to resource, 2008. http://hdl.handle.net/1811/32075.
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Mak, Ming-chung Mandy, and 麥明宗. "The use of hedges in news interviews." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949587.
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Irizar, Santander Arantxa Amaia. "Turn-taking markers in political television interviews." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/115701.
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Tesis para optar al grado de Licenciada en Lengua y Literatura Inglesa<br>The analysis presented in this presentationcenters on conversational turn-taking in these interviews and a comparative analysis of the interactions among different politicians according to a conversational structural interaction, examining, specially, the organization of turn-taking, along with, the conceivableadjustments thatturn-taking system can suffer such as interruptions, overlaps and some others In this opportunity, the analysis will be particularly keen on deviances from the turn-taking regulation that stipulates that only one party should talk at a time. The original hypothesis is that the interactions amongst politicians and the interviewer are surrounded by general features of the political interview; however these interactions also display certain areas of variability that replicatecertain ambiguity about the roles of the interlocutors.
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Cerovic, Marijana. "Questions and questioning in Montenegrin police interviews." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1388/.
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Questions are never asked without a reason, and whenever a question is made, it becomes a vehicle for another action. Questions, on their most basic level, endeavour to strike up an epistemic balance between the interlocutors in that the questioner appears to be seeking information. This study builds on the body of existing literature on questioning in interaction. It explores questions and questioning through a corpus of police interviews recorded in a police station in a Montenegrin city, with a particular focus on how the participants to interrogations are managing questions with purpose in Serbo-Croatian. Similar to other types of institutional interaction in the literature, this study shows that when asking questions, detectives have in mind completing a range of smaller 'jobs' as well as solving the project in general. Thus, chapter 4 shows how while performing these jobs, close connection is exhibited between the linguistic form, epistemics and action. The detectives, for instance, select from different linguistic forms of 'do you know' interrogatives in order to perform different actions, such as asking for information, asking for confirmation or preparing the ground for another activity. Moreover, the roles of participants in interrogations heavily affect the language and interactional techniques they are using. Thus, certain interactional techniques are noted to be tied only to certain types of interviews and to certain tasks of the detectives. Chapter 5 indicates that the detectives use the technique of repeating a part or the whole of the received answer only when speaking with suspects and in order to express doubts about their answers. At the same time, chapter 6 shows that only those interlocutors, who in the course of interrogation realise they are being treated as suspects use rhetorical questions as a defensive technique specific of this interactional identity. This study generally supports the thesis that questioning is never done without a specific action in mind and that a range of possible activities can be performed through the question-answer pairs in interrogation.
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Kici, Gueler. "Entwicklung und empirische Prüfung eines Anforderungsprofils für psychologisch-diagnostische Interviews (APDI)." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1207084718739-32396.
Full textAbstract:
Das psychologisch-diagnostische Interview gehört zu den diagnostischen Breitbandverfahren, die eine effiziente Sammlung von Informationen zu einer Vielzahl von Themen ermöglichen, die mit Tests, Fragebögen oder einer Verhaltensbeobachtung nicht effizienter erfasst werden können. Trotz der großen Schwankungen in der Datenqualität, die in der Interviewliteratur berichtet werden, erfreut sich das Verfahren in den verschiedenen Anwendungsbereichen der Psychologie großer Beliebtheit. Für die Gewinnung zuverlässiger Daten und somit Urteile sind Objektivität, Zuverlässigkeit sowie Gültigkeit, wie sie es DIN 33430 für psychodiagnostische Instrumente vorschreibt, von großer Bedeutung. Die anforderungsbezogene Gestaltung des Interviews, die Verwendung eines Leitfadens, die Trennung der Informationserhebung von der Auswertung, die Verwendung verhaltensverankerter Auswerteskalen sowie die Formulierung von Interviewfragen stellen nach der aktuellen Interviewliteratur wichtige Ansatzpunkte zur Verbesserung der Datenqualität aus dem Interview dar. In diesem Zusammenhang spielt der Interviewer, der Instrument und Anwender zugleich ist, eine Schlüsselrolle. Ziel der vorliegenden Arbeit war es, Qualitätsstandards in Form von Anforderungen an die Planung, Durchführung sowie Auswertung von psychologisch-diagnostischen Interviews, systematisch zusammengetragen und diese empirisch zu prüfen. Auf diese Weise können die einzelnen Phasen getrennt beurteilt und eine Rückmeldung zu Stärken und Schwächen sowie gezielte Verbesserungsvorschläge zum Interview bzw. zu der Interviewerkompetenz gemacht werden. Eine Analyse der Interviewliteratur machte deutlich, dass das Konzept der Entscheidungsorientierten Gesprächsführung (EOG, Westhoff &amp; Kluck, 2003) eine geeignete Grundlage für die iterative Entwicklung eines Anforderungsprofils für psychologisch-diagnostische Interviews darstellt. Interviewexperten aus deutschen Hochschulen wurden in strukturierten Interviews befragt, wie sie Interviews planen, durchführen und auswerten und wie sie Studierende im Interviewen ausbilden. Der Vergleich der qualitativen Daten aus dieser Studie mit den Regeln der EOG machte deutlich, dass das Regelsystem des EOG weitestgehend vollständig ist (Kici &amp; Westhoff, 2000). Auf dieser Grundlage wurde das „Anforderungsprofil für psychologisch-diagnostische Interviews“ (APDI) bestehend aus drei Teilinstrumenten (Planung, Durchführung und Auswertung) zur Beurteilung eines psychologisch-diagnostischen Interviews entwickelt. Die empirische Prüfung fand mittels eines Prä-Post-Interventionstrainings mit 49 Studierenden der Psychologie im Hauptstudium statt. Von Bedeutung war die Frage, ob mit dem APDI die Stärken und Schwächen eines Interviews identifiziert werden können, um die Interviewerkompetenz konkret zu beschreiben und diesem ggf. eine differenzierte Rückmeldung zu geben. Entsprechend den drei Phasen eines psychologisch-diagnostischen Interviews sind diese Seminare in die Abschnitte Planung, Durchführung sowie Auswertung unterteilt. Den Studierenden wurde jeweils vor und nach dem jeweiligen Ausbildungsabschnitt ein Ausschnitt eines Leitfadens, einer Interviewdurchführung sowie einer Interviewauswertung zur Beurteilung mit dem APDI vorgelegt. Während der Leitfaden und das Interview bezüglich formalem Aufbau, Inhalte und Qualität der Frageformulierungen beurteilt wurden, fand die Beurteilung der Interviewauswertung hinsichtlich formaler und inhaltlicher Anforderungen statt. Die Antworten der Studierenden wurden mit einer Musterlösung verglichen, die mit den Dozenten der EOG Seminare entwickelt worden war und der prozentuale Anteil der Übereinstimmung wurde berechnet. Dieses Übereinstimmungsmaß stellte ein grobes Maß für die Gültigkeit des Verfahrens dar. Die Erkennensleistung der Studierenden bei der Beurteilung des Leitfadens, Interviews und der Interviewauswertung schwankten vor der Ausbildung zwischen 34% und 63% während die Erkennensleistung sich nach der Ausbildung von 58% bis 76% bewegte. Es wurde deutlich, dass zum einen das Instrument dafür geeignet ist, die Qualität von Leitfäden, Interviewdurchführungen sowie Interviewauswertungen zutreffend zu beurteilen und zweitens die praktische Ausbildung in der Regel zu einer Verbesserung der Erkennensleistung der Studierenden führt (Kici &amp; Westhoff, 1999, 2000, 2004). Auf der Grundlage der Erkenntnisse aus der ersten Studie wurde das APDI einer Revision unterzogen. Um die Unabhängigkeit des APDIs vom Thema und der Stichprobe zu untersuchen, wurde die zweite empirische Prüfung des APDI-R im Rahmen der Seminare zur EOG durchgeführt. Die Darbietung des Untersuchungsmaterials sowie die Auswertung erfolgten in Analogie zur ersten Untersuchung. Bei der Beurteilung des Leitfaden und des Interviews als Transkript erzielten die Studierenden vor der praktischen Ausbildung Werte zwischen 0% und 78% und nach der Ausbildung schwankte die Erkennensleistung von 78% bis 100%. Die Erkennensleistung bei der formalen Beurteilung der Interviewauswertung lag bei 87%, während der Wert für die inhaltliche Auswertung bei 66% lag. Die Ergebnisse der empirischen Prüfung des APDI sowie des APDI-Rs aus der Beurteilung durch zwei unabhängige studentische Beurteilungsgruppen eines Leitfadens, eines Interviews sowie einer Interviewauswertung zu jeweils anderen Themen zeigten, dass das Instrument dazu geeignet ist, die Qualität des psychologisch-diagnostischen Interviews und die der Interviewerkompetenz zutreffend zu beurteilen. Das bedeutet, dass mit dem APDI die Stärken und Schwächen eines Leitfadens, Interviews und einer Interviewauswertung beurteilt werden können und die praktische Ausbildung in der Regel dazu führt, dass die Studierenden ihre Kompetenzen im Erkennen von Stärken und Potentialen eines Leitfadens, einer Interviewdurchführung sowie einer Interviewauswertung verbessern können. Geht man davon aus, dass Erkennen eine wichtige Voraussetzung für das tatsächliche Handeln ist, so liefern diese Ergebnisse Hinweise, dass die praktische Ausbildung einen wichtigen Beitrag zur Steigerung der Interviewerkompetenz darstellt.
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Berkson, Jennifer. "The social work interview : structure, content and verbal behaviour; a model for understanding and teaching interview skills based on an analysis of tape recorded interviews." Thesis, University of Sheffield, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385620.
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Kieckhaefer, Jenna M. "Understanding rapport-building in investigative interviews: Does rapport's effect on witness memory and suggestibility depend on the interviewer?" FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1250.
Full textAbstract:
Most investigative interviewing protocols, including the National Institute of Justice’s 1999 guidelines on collecting eyewitness evidence, recommend building rapport with cooperative witnesses to increase the quality and quantity of details obtained at recall. To date, only three published articles have empirically addressed the effects of rapport-building on adult witness memory, and all suggest an increase in witness accuracy under certain conditions. However, to our knowledge no research has addressed the importance of the investigator when building rapport and whether rapport can increase witness susceptibility to suggestive-leading questions – the aim of the current research. Specifically, this project examined the effects of change in interviewer between rapport and retrieval, and the effects of interviewer suggestion after rapport eyewitness memory accuracy.
Participant witnesses (N=198) viewed a videotaped mock convenience store robbery followed by rapport-building or a standard police interview about non-crime related details (rapport manipulation). One week later all participants were interviewed about the mock crime they witnessed either by the same or a different interviewer (interviewer manipulation). All witnesses were interviewed about the mock crime using open-ended questions about the event, witnesses, suspect, and location followed by a series of specific suggestive questions containing both correct- and incorrect-leading information about the crime. Videotaped and transcribed witness reports were scored for accurate and false information by two independent raters.
Findings indicated that, contrary to all hypotheses, neither rapport-building on day 1 nor change in interviewer on day 2 (one week later) manipulations resulted in significant effects on the primary accuracy dependent measures on day 2, including open-ended and suggestive-leading questions. The present study was the first to investigate the effect of rapport-building on eyewitness recall after a delay, whether changing interviewers across the investigation impacts recall, and whether rapport can act as a safeguard by inoculating witnesses against investigator-provided misinformation. These null findings further suggest that future research should disentangle the specific conditions under which rapport-building facilitates witness recall need to be disentangled in future research.
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Carbutt, Ren S. "The Experiences of Hispanic International Students as Interviewees in a Cross-Cultural Interview Project." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3403.
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In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair of Spanish students who employed ethnographic techniques as a part of the interview process. The native speakers answered two brief questionnaires, one before and one after the interviews, and many of them participated in one-on-one interviews with me, the primary researcher, to follow-up on their answers to those questionnaires and their experiences with the interviews. I found that the participants perceived the project as beneficial in multiple areas including, but not limited to, the chance it gave them to talk about their culture, the interest they perceived in their culture and their viewpoints, and the opportunity it gave them to confirm, modify, or strengthen conclusions they had made from previous cultural experience. A small percentage of the native speakers either did not understand or appreciate the ethnographic techniques that were employed. However, after initial interviews, I gave the students of Spanish feedback on how to better make use of those techniques in order to improve the students' and native speakers' experiences with the interviews and a large majority of the native speakers observed how the subsequent interviews improved. Therefore, similar projects might benefit from making use of this information. Specifically, it might be useful to explain ethnographic techniques not just to interviewers, but also to interviewees, so that both groups might better understand and appreciate the purpose of those techniques. It might also be useful to give feedback to those who use ethnographic techniques to interview native culture informants.
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Kici, Gueler. "Entwicklung und empirische Prüfung eines Anforderungsprofils für psychologisch-diagnostische Interviews (APDI)." Doctoral thesis, Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A24120.
Full textAbstract:
Das psychologisch-diagnostische Interview gehört zu den diagnostischen Breitbandverfahren, die eine effiziente Sammlung von Informationen zu einer Vielzahl von Themen ermöglichen, die mit Tests, Fragebögen oder einer Verhaltensbeobachtung nicht effizienter erfasst werden können. Trotz der großen Schwankungen in der Datenqualität, die in der Interviewliteratur berichtet werden, erfreut sich das Verfahren in den verschiedenen Anwendungsbereichen der Psychologie großer Beliebtheit. Für die Gewinnung zuverlässiger Daten und somit Urteile sind Objektivität, Zuverlässigkeit sowie Gültigkeit, wie sie es DIN 33430 für psychodiagnostische Instrumente vorschreibt, von großer Bedeutung. Die anforderungsbezogene Gestaltung des Interviews, die Verwendung eines Leitfadens, die Trennung der Informationserhebung von der Auswertung, die Verwendung verhaltensverankerter Auswerteskalen sowie die Formulierung von Interviewfragen stellen nach der aktuellen Interviewliteratur wichtige Ansatzpunkte zur Verbesserung der Datenqualität aus dem Interview dar. In diesem Zusammenhang spielt der Interviewer, der Instrument und Anwender zugleich ist, eine Schlüsselrolle. Ziel der vorliegenden Arbeit war es, Qualitätsstandards in Form von Anforderungen an die Planung, Durchführung sowie Auswertung von psychologisch-diagnostischen Interviews, systematisch zusammengetragen und diese empirisch zu prüfen. Auf diese Weise können die einzelnen Phasen getrennt beurteilt und eine Rückmeldung zu Stärken und Schwächen sowie gezielte Verbesserungsvorschläge zum Interview bzw. zu der Interviewerkompetenz gemacht werden. Eine Analyse der Interviewliteratur machte deutlich, dass das Konzept der Entscheidungsorientierten Gesprächsführung (EOG, Westhoff &amp; Kluck, 2003) eine geeignete Grundlage für die iterative Entwicklung eines Anforderungsprofils für psychologisch-diagnostische Interviews darstellt. Interviewexperten aus deutschen Hochschulen wurden in strukturierten Interviews befragt, wie sie Interviews planen, durchführen und auswerten und wie sie Studierende im Interviewen ausbilden. Der Vergleich der qualitativen Daten aus dieser Studie mit den Regeln der EOG machte deutlich, dass das Regelsystem des EOG weitestgehend vollständig ist (Kici &amp; Westhoff, 2000). Auf dieser Grundlage wurde das „Anforderungsprofil für psychologisch-diagnostische Interviews“ (APDI) bestehend aus drei Teilinstrumenten (Planung, Durchführung und Auswertung) zur Beurteilung eines psychologisch-diagnostischen Interviews entwickelt. Die empirische Prüfung fand mittels eines Prä-Post-Interventionstrainings mit 49 Studierenden der Psychologie im Hauptstudium statt. Von Bedeutung war die Frage, ob mit dem APDI die Stärken und Schwächen eines Interviews identifiziert werden können, um die Interviewerkompetenz konkret zu beschreiben und diesem ggf. eine differenzierte Rückmeldung zu geben. Entsprechend den drei Phasen eines psychologisch-diagnostischen Interviews sind diese Seminare in die Abschnitte Planung, Durchführung sowie Auswertung unterteilt. Den Studierenden wurde jeweils vor und nach dem jeweiligen Ausbildungsabschnitt ein Ausschnitt eines Leitfadens, einer Interviewdurchführung sowie einer Interviewauswertung zur Beurteilung mit dem APDI vorgelegt. Während der Leitfaden und das Interview bezüglich formalem Aufbau, Inhalte und Qualität der Frageformulierungen beurteilt wurden, fand die Beurteilung der Interviewauswertung hinsichtlich formaler und inhaltlicher Anforderungen statt. Die Antworten der Studierenden wurden mit einer Musterlösung verglichen, die mit den Dozenten der EOG Seminare entwickelt worden war und der prozentuale Anteil der Übereinstimmung wurde berechnet. Dieses Übereinstimmungsmaß stellte ein grobes Maß für die Gültigkeit des Verfahrens dar. Die Erkennensleistung der Studierenden bei der Beurteilung des Leitfadens, Interviews und der Interviewauswertung schwankten vor der Ausbildung zwischen 34% und 63% während die Erkennensleistung sich nach der Ausbildung von 58% bis 76% bewegte. Es wurde deutlich, dass zum einen das Instrument dafür geeignet ist, die Qualität von Leitfäden, Interviewdurchführungen sowie Interviewauswertungen zutreffend zu beurteilen und zweitens die praktische Ausbildung in der Regel zu einer Verbesserung der Erkennensleistung der Studierenden führt (Kici &amp; Westhoff, 1999, 2000, 2004). Auf der Grundlage der Erkenntnisse aus der ersten Studie wurde das APDI einer Revision unterzogen. Um die Unabhängigkeit des APDIs vom Thema und der Stichprobe zu untersuchen, wurde die zweite empirische Prüfung des APDI-R im Rahmen der Seminare zur EOG durchgeführt. Die Darbietung des Untersuchungsmaterials sowie die Auswertung erfolgten in Analogie zur ersten Untersuchung. Bei der Beurteilung des Leitfaden und des Interviews als Transkript erzielten die Studierenden vor der praktischen Ausbildung Werte zwischen 0% und 78% und nach der Ausbildung schwankte die Erkennensleistung von 78% bis 100%. Die Erkennensleistung bei der formalen Beurteilung der Interviewauswertung lag bei 87%, während der Wert für die inhaltliche Auswertung bei 66% lag. Die Ergebnisse der empirischen Prüfung des APDI sowie des APDI-Rs aus der Beurteilung durch zwei unabhängige studentische Beurteilungsgruppen eines Leitfadens, eines Interviews sowie einer Interviewauswertung zu jeweils anderen Themen zeigten, dass das Instrument dazu geeignet ist, die Qualität des psychologisch-diagnostischen Interviews und die der Interviewerkompetenz zutreffend zu beurteilen. Das bedeutet, dass mit dem APDI die Stärken und Schwächen eines Leitfadens, Interviews und einer Interviewauswertung beurteilt werden können und die praktische Ausbildung in der Regel dazu führt, dass die Studierenden ihre Kompetenzen im Erkennen von Stärken und Potentialen eines Leitfadens, einer Interviewdurchführung sowie einer Interviewauswertung verbessern können. Geht man davon aus, dass Erkennen eine wichtige Voraussetzung für das tatsächliche Handeln ist, so liefern diese Ergebnisse Hinweise, dass die praktische Ausbildung einen wichtigen Beitrag zur Steigerung der Interviewerkompetenz darstellt.
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Hill, Colin J. "The 10,000-Hour Threshold: Interviews with Successful Percussionists." UKnowledge, 2013. http://uknowledge.uky.edu/music_etds/31.
Full textAbstract:
Musicians are universally reliant on practice to improve and perfect their craft and there is substantial evidence that suggests mastery can only be achieved after 10,000 hours of practice early in life. This dissertation explores the validity of this theory as it pertains to master percussionists and examines their discoveries and recommendations as to how those 10,000 hours should best be spent. Research sources include selected published literature and personal interviews with thirty-six percussionists, conducted between 2010- 2013. The research is summarized in the following six sections: the 10,000-hour threshold; planning a practice session; warming up; learning new music; problem spots; and performance preparation. The primary goal of this dissertation is to detail the specific practice methods currently implemented by many of today’s most successful percussionists. This research should reveal the various ways success can be achieved in the practice room and help aspiring and accomplished professionals alike explore and integrate new practice methods and philosophies into their own careers and the careers of their students.
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Kantara, Argyro. "Hybridity as challenge in televised election campaign interviews." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/108665/.
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This thesis contributes to on-going discussions amongst academics on broadcast political discourse with respect to the multiplicity and transformation of institutional roles and relations in political news interviews. The thesis has as a starting point the way hybridity in broadcast talk challenges “traditional” standards and participants’ identities in political news interviews. Adopting a conversation analytic perspective, it examines how these modified standards and identities shape political news interviews at a micro and a macro level. At a micro level, this thesis investigates episodes of adversarial talk in one-on-one 2012 Greek election campaign interviews, in terms of the turn-taking system and power relations between participants. Doing so, it points to changes in political news interviews (a sub-genre of which is the election campaign interview). In particular, the thesis explores and discusses how, through their hybrid (antagonistic) practices, Greek politicians and journalists transform the televised election campaign news interview into an antagonistic arena where the winner is the one who shows that s/he plays the game of televised news interview in a fair way. At a macro level this thesis contributes with empirical, micro-analytic evidence to wider debates related to politics and media communication by discussing the significance of both participants’ hybrid practices regarding: 1) how (mainstream) populism as political style, becomes manifest and 2) the epistemology of TV journalism in relation to its knowledge producing practices. It is argued that the collaboratively produced hybrid practices identified promote antagonistic politics as the norm and legitimise mainstream politicians’ populist performances.
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Gallai, F. "Understanding discourse markers in interpreter-mediated police interviews." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/30671/.
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Despite the growing prevalence of interpreter-mediated police interviews, this area remains widely under-researched as the focus of research on legal interpreting has been the discourse of the courtroom. Scholars have challenged the myth of literalism and demonstrated interpreters’ lack of awareness of pragmatic aspects of language. Working with Goffman’s(1981) participation framework and Sperber & Wilson’s (1995) relevance-theoretic approach to pragmatics, this study builds on previous work on the use of discourse markers(DMs)by interpreters (e.g. Berk-Seligson, 1990; Hale, 1999, 2004)in order to investigate whether interpreters’ treatment of DMs effectively promotes or hinders direct contact between the parties. In particular, its aim is to show how interpreters convey implicatures triggered by a DM in the original utterance in order to match the intention of the speaker, analysing the impact that resulting “shifts in footing” (Wadensjö, 1998) may have on the different stages of the enhanced cognitive interview. My data consists of five police interviews involving four NRPSI-registered interpreters, two language combinations (English-Italian and Portuguese-Italian), and both suspects and a vulnerable victim. Findings show that not only are DMs often omitted, but they are also added in renditions of utterances which do not contain corresponding expressions. While some of these added DMs can be attributable to the interpreter, others must be treated as being attributed to the original speaker in the sense that they give rise to an interpretation of that speaker’s thoughts and thought processes. I show that in a relevance-theoretic framework such additions can be shown to be compatible with the requirement of an invisible nonparticipating interpreter set by Codes of Practice. Since the effectiveness of interrogation is affected by the extent to which interpreters and officers have an understanding of interpreters’ practice in this area, my research suggests the need for a more nuanced conceptualisation of Codes of Practice and extensive training for interpreters and interviewers in sociological and pragmatic aspects of interpreted encounters.
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Bitter, James. "Dissolving a Problem: Structuring Externalization Interviews with Couples." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/6065.
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Oprava, David E. "Once America : 50 expats, 50 interviews, 50 poems." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678534.
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Hughes, Jan N. "Assessing adult attachment styles using clinically-orientated interviews." Thesis, University of Hull, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488846.
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Piasecka-Till, Aleksandra. "Power and gender relations in brazilian television interviews." reponame:Repositório Institucional da UFSC, 1994. https://repositorio.ufsc.br/xmlui/handle/123456789/157859.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T18:50:32Z (GMT). No. of bitstreams: 1
95699.pdf: 33951188 bytes, checksum: 02b8c26abd7ebe241ca53d7982351fc0 (MD5)
Previous issue date: 1994<br>Com o propósito de detectar e expor as relações desiguais de poder causadas pela discriminação sexista, investigo dez entrevistas da televisão brasileira. As entrevistas pertencem a dois programas populares "Cara a Cara" e "Jô Soares Onze e Meia", foram vídeo gravadas, e depois gravadas em fitas cassetes. Para a análise lingüística dos dados obtidos através de transcrição, foi usada a abordagem do Estudo Crítico da Linguagem (Fairclough 1989 e 1992), que leva em conta as características textuais junto com elementos contextuais. Foram analisadas as formas de tratamento usadas por mulheres e homens, assim como as escolhas de termos feitas por mulheres e homens para classificar uns aos outros. Os tópicos desenvolvidos nas entrevistas também foram investigados. Os resultados do estudo confirmam que no Brasil, uma sociedade de classe capitalista, o discurso da televisão diferenciando as mulheres lingüisticamente reproduz as relações de dominação existentes. Adicionalmente, foi mostrado que modelo de análise de Fariclough, originalmente elaborado para o inglês, se aplica ao português.
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Sofka, Jeri Lynn. "Communication and Gender : Interviews with Blue-collar Women." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4643.
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This thesis explores the interactions between women and men who work in highly-skilled blue-collar trades. The aim of this research is to describe women's perceptions and responses to their on-the-job communicative interactions with male co-workers, supervisors and union officials. small focus groups were conducted to produce rich narrative data that was audio recorded for later use by the researcher. The researcher met with the four subjects for three sessions. The interviews lasted three hours each. The researcher also conducted follow-up interviews by phone to clarify subjects' responses. The subjects were provided with an interview schedule of questions prior to the interview. This thesis seeks to identify women's perceptions of male and female differences in communication, perceived problematic communicative interactions and women's responses to perceived differences. This thesis also explores the possible correlation between women's sense of self-esteem and interactions with males on the job. Finally, subjects were interviewed to determine what strategies, if any, are used by women to work more effectively in a predominately male work environment. It was found that this sample of women reported several perceived differences between male and female communication styles and that some differences are problematic. The subjects reported that difficult interactions may result in feelings of anger, frustration, anxiety, hostility or sadness. Finally, the subjects offered several strategies for coping in nontraditional jobs.
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Spörer, Nadine. "Strategie und Lernerfolg Validierung eines Interviews zum selbstgesteuerten Lernen /." [S.l. : s.n.], 2003. http://pub.ub.uni-potsdam.de/2004/0036/spoerer.pdf.
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Spörer, Nadine. "Strategie und Lernerfolg : Validierung eines Interviews zum selbstgesteuerten Lernen." Phd thesis, Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2005/150/.
Full textAbstract:
In einer Längsschnittstudie mit 215 Schülern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bezüglich Schulnoten und Schulleistung und zeigten signifikante Zusammenhänge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Darüber hinaus konnten Leistungsveränderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erklärung der Leistungsvarianz. Implikationen für die Diagnostik selbstgesteuerten Lernens werden diskutiert.<br>This longitudinal study examined relationships between self-regulated learning, motivational orientations, self-efficacy and academic performance in a sample of 215 8th-graders. Self-regulated learning was assessed with both a German adaptation of the Self-Regulated Learning Interview (Zimmerman & Martinez-Pons, 1986) and a learning strategy questionnaire. Results indicated that strategies students reported in the interview were nearly 0-correlated with their answers in the questionnaire. Questionnaire scores did not predict changes in grades and achievement test scores over one year, but learning strategies assessed with the interview did. Further deep-processing strategies were positively related with self-efficacy and task-orientation. Implications for the assessment of self-regulated learning are discussed.
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<br>Anmerkung:<br>
Die Autorin ist Trägerin des von der Universitätsgesellschaft Potsdam e.V. vergebenen Wissenschaftspreises zur Förderung des wissenschaftlichen Nachwuchses für die beste Dissertation des Jahres 2003/2004 an der Universität Potsdam.
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Madsen, Kent. "Humanity and Dominance in Police Interviews. Causes and Effects." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7662.
Full textAbstract:
This experimental study examined whether a humanitarian and a dominant interviewing style, respectively, had any causal effect on 146 interviewees’ memory performance, as well as the interviewees’ psychological well-being. Independent-samples t-tests showed that participants interviewed in a humanitarian style reported a larger amount of information altogether, including, as defined, more peripheral and central information, compared to those interviewed in a dominant style. The amount of false reported information was statistically invariable regardless of interviewing style. A mixed between-within analysis of variance showed an interaction effect between the interviewing style and the interviewees’ anxiety level before and after interview, thus, partly supporting the hypothesis that a humanitarian interviewing style promotes greater psychological well-being among interviewees. Factors influencing the results are discussed, including the main implications, which are that a humanitarian interviewing style promotes rapport building and provides the interviewees with adequate time to find retrieval paths and cues to memories.