RefeRences (^309)
309
- Anonymous reviewer. (2011).
- “Attitude.” (n.d.). Definition retrieved
from http://www.cogsci.princeton.edu/
cgi-bin/webwn2.1. - Anonymous reviewer. (1994).
- Boster, F. J., Kenzie, A. C., Campo, S.,
Liu, W.-Y., Lillie, J. K., Baker, E. M., &
Yun, K. A. (2000). The persuasive effects
of statistical evidence in the presence of
exemplars. Communication Studies, 51 (3),
296–306. - Hoecker, K. (2010, Fall). A doll’s
effect on young girls’ concepts of
beauty [Student speech]. George Fox
University, Newberg, OR. - Norton, K. I., Olds, T. S., Olive, S., &
Dank, S. (1006). Ken and Barbie at life
size. Sex Roles, 34 (3–4), 287–294. doi:
10.1007/BF01544300. - Kuther, T. L., & McDonald, E. (2004,
Spring). Early adolescents’ experiences
with, and view of, Barbie. Adolescence,
39 (153), 39–51. - Dittmar, H., Halliwell, E., & Ive, S.
(2006). Does Barbie make girls want
to be thin? The effect of experimental
exposure to images of dolls on the
body image of 5- to 8-year-old girls.
Developmental Psychology, 42 (2), 283–292.
doi: 10.1037/0012-1649.42.2.283. - Kuther & McDonald, Early adolescents’
experiences. - Bartanen, M. D. (n. d.). Application
of the issues-agenda paradigm to
speaker duties and stock issues in value
debates. Cross Examination Debate
Association. Retrieved from cedade-
bate.org/CAD/index.php/CAD/
article/view/115/101. - Sims, H. (2011, Spring). Snakes make
good pets [Refutation speech, modified].
George Fox University. - Hill, B., & Leeman, R. W. (1997).
The art and practice of argumentation and
debate. Mountain View, CA: Mayfield,
163–164. - Tobin, S. J., & Weary, G. (2008). The
effects of causal uncertainty, causal
importance, and initial attitude on
attention to causal persuasive argu-
ments. Social Cognition, 26 (1), 44–56. - Editorial. (2007, November 25). The
high cost of health care. The New York
Times. Retrieved from http://www.nytimes.
com/2007/11/25/opinion/25sun1.
html?pagewanted=1. - Festinger, L. (1957). A theory of cogni-
tive dissonance. New York, NY: Row,
Peterson.
28. This theory, developed by Fishbein and
Ajzen, is summarized in Trafimow, D.,
& Finlay, K. A. (2001). Evidence for
improved sensitivity of within-partici-
pants’ analyses in test of the theory of
reasoned action. The Social Science Jour-
nal, 38 (4), 629–638. See also Muse, L.
A., & Stamper, C. L. (2007). Perceived
organizational support: Evidence for
a mediated association with work per-
formance. Journal of Managerial Issues,
19 (4), 517–538.
29. Poss, J. E. (2001, June.) Developing a
new model for cross-cultural research:
Synthesizing the health beliefs model
and the theory of reasoned action.
Advances in Nursing Science, 23 (4),
1–16.
30. Park, H. S. (2000). Relationships among
attitudes and subjective norms: Testing
the theory of reasoned action across
cultures. Communication Studies, 51 (2),
162–175.
31. Monroe, A. H. (1962). Principles and
types of speeches (5th ed.). Chicago: Scott
Foresman.
32. Pugh, T. (2007, Fall). Organ donation
[Student speech]. George Fox
University, Newberg, OR.
Chapter 18
- Goodall, H. L., & Phillips, G. M.
(1984). Making it in any organization.
Upper Saddle River, NJ: Prentice
Hall. - Pacanowsky, M. E., & O’Donnell-
Trujillo, N. (1983). Organization
communication as cultural perfor-
mance. Communication Monographs, 50 ,
126–147. - Bormann, E. G. (1985). Symbolic con-
vergence theory: A communication
formulation. Journal of Communication,
35 , 128–138. - Ouchi, W. B. (1998, Fall). The concept
of organizational culture in a diverse so-
ciety. SIETAR International. Retrieved
from http://208.215.167.139/sij-98-12/
keynote03.htm. - Obama, B. H. (2009, May 26). Remarks
by the president in nominating Judge
Sonia Sotomayor to the United States
Supreme Court. Retrieved from
http://www.whitehouse.gov/the-press-office/
remarks-president-nominating-judge-
sonia-sotomayor-united-states-su-
preme-court. - Vest, G. G. (1870). Tribute to the dog.
Retrieved from http://www.historyplace.com/
speeches/vest.htm.
7. Howlett, S. (2003, Fall). Beyond batting
[Student speech]. Radford University,
Radford, VA. Retrieved from http://www.rad-
ford.edu/~llanc/manuscriptsample.htm.
8. Goldberg, J. (2005, June 17). The hop
bird: My dad, 1931–2005. National
Review Online. Retrieved from
http://www.nationalreview.com/goldberg/
goldberg200506170746.asp.
9. O’Malley, M. (2011, May). If I were to
sing tonight. Speech delivered March
16, 2001, at the American Ireland
Fund’s National Gala, Washington, DC.
Vital Speeches of the Day, 77 (5), 166–167. - Coleman, M. S. (2011, May). I was a
teenage scientist. Speech delivered
March 11, 2011, at the Intel Talent
Search Alumni Dinner, Washington,
DC. Vital Speeches of the Day, 77 (5),
181–184. - McCardell, J. M. (2011, November).
From tentative twig to mighty branch.
Speech delivered August 22, 2010, at
the welcoming ceremony, University of
the South, Sewanee, TN. Vital Speeches
of the Day, 76 (11), 492–495. - Gillard, J. (2011). I always remember
thinking: Americans can do anything.
Speech delivered March 9, 2011, to a
Joint Session of Congress, US House
of Representatives, Washington,
DC. Vital Speeches of the Day, 76 (11),
492–495. - Hawken, P. (2009, May 3). The
earth is hiring. Commencement
address delivered at the University
of Portland, Portland, OR. Retrieved
from http://www.humanity.org/voices/
commencements/speeches/index.
php?page=hawken_at_uportland. - Servis, M. (2007, July). Myth,
mystery, and meaning in medicine.
Speech delivered June 9, 2007,
Commencement, UC Davis School
of Medicine, Davis, CA. Vital Speeches
of the Day, 73 (7), 309–311. - McNally, J. R. (1969). Opening assign-
ments: A symposium. The Speech Teacher,
18 , 18–30. - Steph. B. (2010, January 29). Growing
up deaf [Student speech]. George Fox
University, Newberg, OR.
appenDiX a
- Burbach, M. E., Matkin, G. S.,
Gambrell, K. M., & Harding, H. E.
(2010, September). The impact of
preparing faculty in the effective use
of student teams. College Student
Journal, 44 (3), 752–761.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.