Does exposure to visualization alter speech preparation processes?

Abstract

This study compared self‐reports of speech preparation activities of students exposed to visualization with the self‐reports of the preparation activities of those in placebo and control groups. Interestingly, these three groups did not differ in overall preparation time, but they did apportion that time in somewhat different ways. Those exposed to visualization reported spending less time preparing speaking notes, more audience analyses time, more time rehearsing in front of an audience, and received slightly higher grades than did those in the placebo and control groups. As is to be expected, students exposed to visualization also reported less trait and state communication apprehension (CA) than those in the placebo and control groups. These findings and their implications are discussed at the conclusion of this report.