The Listener as Addressee in Face-to-Face Dialogue

By Janet Beavin Bavelas, J. Gerwing. 2011

96 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ffd416bc77e815a2be4b023db55e82e013c9af6c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Francisco Torreira
2. Graham D. Bodie
3. J. E. Fox Tree
4. Jackson Tolins
5. Stephen C. Levinson

In Experimental and Cognitive Psychology

1. Francisco Torreira
2. Graham D. Bodie
3. J. E. Fox Tree
4. Jackson Tolins
5. Stephen C. Levinson
6. Sotaro Kita
7. Marianne Gullberg
8. Noah D. Goodman

In Language and Linguistics

1. Graham D. Bodie
2. Susanne M. Jones
3. Francisco Torreira
4. J. E. Fox Tree
5. Jackson Tolins
6. Stephen C. Levinson
7. Marianne Gullberg
8. Noah D. Goodman

Citations in the corpus

• The Role of “Active Listening” in Informal Helping Conversations: Impact on Perceptions of Listener Helpfulness, Sensitivity, and Supportiveness and Discloser Emotional Improvement (2015, background): “…stories are not told as coherently, and disclosers are more likely to do things like repeat themselves and provide verbal indications that it is hard to think of what to say next, a finding we later recognized in the work of Bavelas (Bavelas, Coates, & Johnson, 2000, 2002; Bavelas & Gerwing, 2011).”
• Addressee backchannels steer narrative development (2014, methodology): “…to display a response appropriate for the speaker’s described situation, Bavelas and colleagues (Bavelas and Chovil, 1997; Bavelas et al., 2002; Bavelas and Gerwing, 2011) demonstrated that this type of feedback did not fit the turncoordinating definition of backchannels as occurring…”
• Listening Competence in Initial Interactions I: Distinguishing Between What Listening Is and What Listeners Do (2012, background): “Although there are countless ways to organize the vast, multidisciplinary field of listening research ( Bavelas & Gerwing, 2011 ; Bodie, Worthington, Imhof, & Cooper, 2008 ), perhaps the most parsimonious classification is to divide the research based on underlying theoretical motivations.”
• Timing in turn-taking and its implications for processing models of language (2015, methodology): “One is to use confederates (Bavelas and Gerwing, 2011), another to use the visual world paradigm with eye-tracking (Sjerps and Meyer, 2015).”