Considers how some forms of communication accommodate distance between sender and receiver. Formulates concepts and axioms that serve as principles for the general communication context, distance or proximate. Discusses how these concepts matter to theoretical models and the teaching of communications. (HB)

Proposes to base research on a metaphor of thinking-as-communicating. Mathematical discourse is made special by two main factors: (a) exceptional reliance on symbolic artifacts as communication-mediating tools; and (b) particular meta-rules that regulate this type of communication. There is a better chance of accounting for some of the phenomena…

Suggests the contribution of analogies to text comprehension. Demonstrates that analogies are not functional in text comprehension, but instead they impair recall and inhibit processing. Considers the possible role of analogies as contributors to the aesthetics of an informative text. (HB)

The essence of understanding visual literacy lies in the visually literate exploration of issues process. This understanding must deal with both the processes involved in the creation and interpretation of concrete visual communication. Visual discourses's greatest contribution to human knowledge and thought is not the sequential, linear,…

This teacher's handbook on intrapersonal communication provides a selection of exercises for classroom use to help students get in touch with their own mental processing. The exercises are presented with introductory comments, a statement of goals, instructions, materials, and analysis. A brief description of what the exercise demonstrates,…

Reports on two lab experiments which explored how undergraduate students process arguments and cues under ambiguous and uncertain conditions. Asks whether students use simultaneous processing or prefer exclusive processing. Indicates that students prefer exclusive processing, with no support for simultaneous. (HB)