, and body movement. To measure speech effectiveness, the study used three sets of criteria which measured the effective nature of the speech. For instance, recall comprehension, attitude change, and ethos were all axioms used in their determination (Gundersen and Hopper 160). The subjects were 229 undergraduate students and were tested over the course of a semester.
Through regression analysis, the study found that attitude change was sensitive to speech delivery, recall comprehension was not, and ethos had marginal correlation (Gunderson and Hopper 164). The data further suggests that speech effectiveness is not necessarily affected to a large degree by delivery, but that the quality, quantity, and type of information imparted is of more statistical importance.
Within the limits of the study, the authors were able to answer their research questions. However, several problems exist which might be addressed in future studies. First, the undergraduates were listening to class lectures. This is a narrowly defined audience and delivery, for if the students were not interested in the material, many undoubtedly felt compelled to listen and take notes. Second, the authors failed to test the audience for long term comprehension or attitude change, yet it would seem vital to note this as a means of judging the effectiveness of speech delivery.
A second study attempted to measure "the effects of particular kinds of speech characteristics in interaction with specified qualifications to do a particular job" (Hopper 1977 346). The study examined the types and judgmental effects that decisions made by employers had during interviews as related to the particular job characteristics needed for the particular applicant. Hopper believed that skin color and non standard English would make it more difficult for certain individuals to get certain supervisory j
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