Empirical research in communication began in the 20th century, and there are more researchers pursuing answers to communication questions today than at any other time. The editorial goal of Communication Research is to offer a special opportunity for reflection and change in the new millennium. To qualify for publication, research should, first, be explicitly tied to some form of communication; second, be theoretically driven with conclusions that inform theory; third, use the most rigorous empirical methods OR provide a review of a research area; and fourth, be directly linked to the most important problems and issues facing humankind. Criteria do not privilege any particular context; indeed, we believe that the key problems facing humankind occur in close relationships, groups, organizations, and cultures. Hence, we hope to publish research conducted across a wide variety of levels and units of analysis.
Two field experiments examined the impact of the Disrupt-Then-Reframe (DTR) technique on compliance. This recently identified technique consists of a subtle, odd element in a typical scripted request (the disruption) followed by a persuasive phrase (the reframing). The authors argued that its impact is generalizable across interpersonal influence situations. In addition, based on the thought-disruption hypothesis, the authors expected that disrupting the sales script not only increases the impact of the new reframing but also increases the effectiveness of other persuasive elements embedded in the influence setting. Study 1 showed that the DTR technique fostered compliance with both commercial and nonprofit sales scripts. The results of Study 2 replicated this finding and were in line with the thought-disruption hypothesis: A familiar brand embedded in a DTR context resulted in more compliance (higher purchase rates) than when paired with a regular sales script.
This study examined team processes and outcomes among 12 multi-university distributed project teams from 11 universities during its early and late development stages over a 14-month project period. A longitudinal model of team interaction is presented and tested at the individual level to consider the extent to which both formal and informal network connections—measured as degree centrality—relate to changes in team members’ individual perceptions of cohesion and conflict in their teams, and their individual performance as a team member over time. The study showed a negative network centrality-cohesion relationship with significant temporal patterns, indicating that as team members perceive less degree centrality in distributed project teams, they report more team cohesion during the last four months of the project. We also found that changes in team cohesion from the first three months (i.e., early development stage) to the last four months (i.e., late development stage) of the project relate positively to changes in team member performance. Although degree centrality did not relate significantly to changes in team conflict over time, a strong inverse relationship was found between changes in team conflict and cohesion, suggesting that team conflict emphasizes a different but related aspect of how individuals view their experience with the team process. Changes in team conflict, however, did not relate to changes in team member performance. Ultimately, we showed that individuals, who are less central in the network and report higher levels of team cohesion, performed better in distributed teams over time.
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