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Using Tough's hierarchical analysis of language functions, uses, and strategies, this study found developmental differences in the communicative functions and strategies used by preschoolers in their conversations with one another. At three, the most important communicative functions were to verbally master information about the environment (interpretative function) and to express one's needs and ideas (relational function). Interpretative strategies included labelling and elaboration of detail, which enabled children to explore their environment through verbal means. Relational strategies reflected the child's egocentrism since 75% of those strategies were self-emphasizing strategies. At four, a major developmental shift occurred, with the projective function becoming most important, followed by the relational function. Within the projective function, imaginating strategies enabled children to create new roles and contexts for their play. Both imaginating and relational strategies incorporated increasingly adaptive communication directed toward others. Generally it was found that females appeared to develop language strategies (utilized by both sexes) earlier than males, and achieved a more advanced level of cognitive complexity and communicative adaptability in their relational and projective strategies.

Through an analysis of a feedback session among members of a small task-oriented group, the multifaceted nature of feedback was explored. Dynamism, trust, clarity, mood, and criticism emerged as important underlying dimensions of peer feedback. Additionally, this study explored the communicator style in giving feedback. Significant communicative differences across group members were found in their manner of giving feedback. Effectiveness of feedback was significantly related to the feedback's dynamism and with a verbally assertive style. This study appears to demonstrate that both feedback content and form influence judgments of feedback effectiveness.

Forty-one semantic differential scales measuring the concept of a good teacher were factor analyzed to assess the general, underlying judgmental dimensions which students use in evaluating effectiveness in teaching. Both high school and college students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. A personalization factor, measuring the teacher’s ability to personalize and make relevant class materials, was also found among college students and conceptually distinguished them from the high school students. In addition to class level differences, sex differences across students were also investigated.

Student knowledgeability, class size, and class level were found to significantly influence students' ratings of instruction. In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Also, large courses and advanced courses were most highly rated by students. The effect of student sex on student ratings of instruction varied as a function of the particular aspect of instruction being evaluated. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction, as assessed by factor analysis. Student knowledgeability and class size were found to be the main predictors of student ratings on these dimensions.