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1

Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment  

ERIC Educational Resources Information Center

This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation…

Finn, Amber N.; Schrodt, Paul

2012-01-01

2

Teacher Immediacy Scales: Testing for Validity across Cultures  

ERIC Educational Resources Information Center

Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results…

Zhang, Qin; Oetzel, John G.; Gao, Xiaofang; Wilcox, Richard G.; Takai, Jiro

2007-01-01

3

Competent Verbal and Nonverbal Crossgender Immediacy Behaviors.  

ERIC Educational Resources Information Center

A discussion of immediacy, the degree of perceived physical or psychological closeness between people, looks at a variety of verbal and nonverbal factors and behaviors useful to gain immediacy among co-workers, including attractiveness, clothing, posture, facial/eye behavior, vocal cues, space, touch, time, and gestures. Cross-gender dimensions,…

Rifkind, Lawrence J.; Harper, Loretta F.

1993-01-01

4

The Relationship between Nonverbal/Verbal Immediacy, Learning, and Caring by the Teacher in the L2 Spanish Classroom  

ERIC Educational Resources Information Center

The purpose of this investigation was to determine the role of immediate behaviors on L2 Spanish students when presented with videos exhibiting verbal and nonverbal immediacy in permutations. Six sets of subjects (N = 320) viewed the videos and responded on a seven-step scale of perceived caring and one-item instrument on learning. The results…

Garrott, Carl L.

2005-01-01

5

The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment  

Microsoft Academic Search

The present investigation examined: 1) the correlations between teacher verbal and nonverbal immediacy and teacher clarity for ethnically diverse students, and 2) the correlations of verbal and nonverbal immediacy and clarity with four instructional outcomes for ethnically diverse students. A unidimensional measure of teacher clarity was developed for the present investigation. Cultural differences were found in the relationships among verbal

Robert G. Powell; Barbara Harville

1990-01-01

6

The relationship between nonverbal immediacy, student motivation, and perceived cognitive learning among Japanese college students1  

Microsoft Academic Search

Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with stud- ents' feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop standardized Japanese versions of

CHARLES B. PRIBYL; MASAHIRO SAKAMOTO; JAMES A. KEATEN

2004-01-01

7

The Relationships among Physician Nonverbal Immediacy and Measures of Patient Satisfaction with Physician Care.  

ERIC Educational Resources Information Center

Examines the relationship among four dimensions of patient satisfaction with physician care and nonverbal immediacy. Finds a significant positive correlation between nonverbal immediacy and overall patient satisfaction, with the strongest correlation to the attention/respect factor. (SR)

Conlee, Connie J.; And Others

1993-01-01

8

Immediacy Scale Represents Four Factors: Nonverbal and Verbal Components Predict Student Outcomes  

ERIC Educational Resources Information Center

Immediacy communicates psychological availability and warmth. In the classroom, instructor immediacy is traditionally measured with ratings of nonverbal and verbal behaviors. Although nonverbal immediacy has been accepted as a legitimate measure of immediacy, the validity of verbal items has been questioned. In the present study, we examined face…

Wilson, Janie H.; Locker, Lawrence, Jr.

2008-01-01

9

The relationship between verbal teacher immediacy behaviors and student learning  

Microsoft Academic Search

Previous research has indicated that nonverbal teacher behaviors such as smiling, vocal expressiveness, movement about the classroom, and relaxed body position are salient low?inference variables of a process which results in a product of increased cognitive and affective learning. This study identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning. Results indicated differentiated use

Joan Gorham

1988-01-01

10

The Influence of Instructional Technology Use and Teacher Immediacy on Student Affect for Teacher and Course  

Microsoft Academic Search

This study examined the extent to which teacher nonverbal immediacy moderates the effects of different levels of instructional technology use on students' initial perceptions of affect for the course and instructor. Participants included 549 college students who were randomly assigned to one of eight scenarios depicting first-day class sessions across four levels of technology use (none, minimal, moderate, complete) and

Paul L. Witt; Paul Schrodt

2006-01-01

11

Instructor Verbal and Nonverbal Immediacy and the Relationship with Student Self-Efficacy and Task Value Motivation  

ERIC Educational Resources Information Center

This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self-efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self-efficacy and task value motivation. Results showed a significant positive…

Velez, Jonathan J.; Cano, Jamie

2012-01-01

12

A Multi-Cultural Examination of the Relationship between Nonverbal Immediacy and Affective Learning.  

ERIC Educational Resources Information Center

Shows that increased teacher immediacy was associated with increased affective learning across the four diverse cultures of Australia, Finland, Puerto Rico, and the United States. Indicates that, whether the norms in the culture favor high or low immediacy, if the teacher is comparatively more immediate, the student's affective learning is…

McCroskey, James C.; Fayer, Joan M.; Richmond, Virginia P.; Sallinen, Aino; Barraclough, Robert A.

1996-01-01

13

Stay out of My Space! Territoriality and Nonverbal Immediacy as Predictors of Roommate Satisfaction  

ERIC Educational Resources Information Center

This study utilize d direct observation to explore the relationship between nonverbal communication variables (immediacy and territoriality) and roommate satisfaction. Data were collected from 51 roommate pairs (N = 102) at a small liberal arts college. Participants were asked to engage in a discussion about a time they had to negotiate activities…

Erlandson, Karen

2012-01-01

14

Teacher Immediacy: Reflections on a Peer Review of Teaching Scheme  

ERIC Educational Resources Information Center

Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though…

Nixon, Sarah; Vickerman, Philip; Maynard, Carol

2010-01-01

15

The Impact of Instructor Decision Authority and Verbal and Nonverbal Immediacy on Korean Student Satisfaction in the US and South Korea  

ERIC Educational Resources Information Center

This study compared Korean students in South Korea and Korean students in the US regarding their perceptions of instructor decision authority and verbal and nonverbal immediacy. Korean students reported higher instructor decision authority and lower levels of instructor verbal and nonverbal immediacy in Korean classrooms than in US classrooms.…

Park, Hee Sun; Lee, Seungcheol Austin; Yun, Doshik; Kim, Wonsun

2009-01-01

16

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science  

NASA Astrophysics Data System (ADS)

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.

Littlejohn, Vania

17

The Relationship of Instructor Self-Disclosure, Nonverbal Immediacy, and Credibility to Student Incivility in the College Classroom  

ERIC Educational Resources Information Center

In this study, we examined the potential mediating role of instructor credibility in the relationship of instructor self-disclosure and nonverbal immediacy to student incivility in the college classroom. Four hundred thirty-eight students completed online questionnaires regarding the instructor of the class they attended prior to the one in which…

Miller, Ann Neville; Katt, James A.; Brown, Tim; Sivo, Stephen A.

2014-01-01

18

Impact of Immediate Faculty Behaviors on the Learning of Japanese Undergraduates in a U.S. Distance Education Program: Immediacy in Cross-Cultural Instructional Communication  

ERIC Educational Resources Information Center

Immediacy is the closeness expressed by communicators which maybe observed in teachers as they try to engage students. Teacher immediacy may take nonverbal and verbal forms. U.S. studies have concluded that immediacy has positive effects on U.S. college students' learning. The purpose of this study was to assess the impact of American faculty's…

Khoo, Keiko Inada

2010-01-01

19

The Relationship of Teachers' Use of Humor in the Classroom to Immediacy and Student Learning.  

ERIC Educational Resources Information Center

Investigates teachers' use of humor in relationship to immediacy and affective learning outcomes. Reports that (1) amount and type of humor influenced learning; (2) students were particularly aware of tendentious humor; (3) an overdependence on tendentious humor diminished affect; (4) male and female students perceive humor differently; and (5)…

Gorham, Joan; Christophel, Diane M.

1990-01-01

20

Nonverbal mediators of teacher expectancy effects  

Microsoft Academic Search

Asked 21 male and 21 female undergraduates to tutor a 12-yr-old boy who was described as either bright or dull. Control group Ss were given no information about the child's intelligence. The 5-min interaction was videotaped without the S's knowledge, and the videotape was scored for nonverbal behaviors that might indicate liking and approval. Ss with a \\

Alan L. Chaikin; Edward Sigler; Valerian J. Derlega

1974-01-01

21

Nonverbal Communication. Third Edition. What Research Says to the Teacher.  

ERIC Educational Resources Information Center

Based on the premise that effective teaching depends on successful communication, this booklet discusses the nonverbal dimension of communication. The booklet contends that humans use nonverbal communications for the following reasons: (1) words have limitations; (2) nonverbal signals are powerful; (3) nonverbal messages are likely to be more…

Miller, Patrick W.

22

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours  

ERIC Educational Resources Information Center

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Zhukov, Katie

2013-01-01

23

Understanding the embodied teacher : nonverbal cues for sociable robot learning  

E-print Network

As robots enter the social environments of our workplaces and homes, it will be important for them to be able to learn from natural human teaching behavior. My research seeks to identify simple, non-verbal cues that human ...

Berlin, Matthew Roberts, 1980-

2008-01-01

24

Better Signers, Better Teachers: The Importance of Non-Verbal Cues in Classroom Communication.  

ERIC Educational Resources Information Center

Suggestions are offered to help hearing teachers use effective nonverbal techniques in conjunction with signing when communicating information to hearing impaired students. Topics discussed include use of discourse markers, ways of maintaining eye contact, gaining/maintaining student attention, and effective turn-taking. (JW)

Noble, Suzanne

1985-01-01

25

Statistics Anxiety and Instructor Immediacy  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between instructor immediacy and statistics anxiety. It was predicted that students receiving immediacy would report lower levels of statistics anxiety. Using a pretest-posttest-control group design, immediacy was measured using the Instructor Immediacy scale. Statistics anxiety was…

Williams, Amanda S.

2010-01-01

26

Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts  

ERIC Educational Resources Information Center

Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second…

Caudle, Lori A.; Jung, Min-Jung; Fouts, Hillary N.; Wallace, Heather S.

2014-01-01

27

Effects of Teachers' Verbal and Non-Verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome.  

ERIC Educational Resources Information Center

Studied effects of teachers' verbal and non-verbal scaffolding on classroom performance of students with Down Syndrome. Found that with the use of scaffolding that contained gesture components, students were more responsive to directions, focused longer on tasks, and were more successful in accomplishing the tasks. Concluded that gestures in…

Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe

2001-01-01

28

Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment  

ERIC Educational Resources Information Center

This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that…

Geng, Gretchen

2011-01-01

29

Focused Observation and Feedback of Nonverbal Behavior: A Report of the Development of an Instrument Designed for Analysis of Teacher Behavior.  

ERIC Educational Resources Information Center

A systematic procedure for obtaining objective data of nonverbal teaching behaviors focusing on specific behaviors is presented. Teacher behaviors, recorded on video-tape, are studied and evaluated for the following nonverbal behaviors: (1) use of proximity control in maintaining discipline; (2) emphasis on the need for eye contact as a speaker;…

Bradley, Banks; And Others

30

Beyond the Language: Native Americans' Nonverbal Communication.  

ERIC Educational Resources Information Center

Facing an increasingly heterogeneous society, teachers need to be communicators. Most of human communication is nonverbal, but nonverbal behaviors are largely culture-bound. Teachers' sensitivity and understanding of students' nonverbal behaviors and their competence in sending correct nonverbal messages can make a difference in classroom…

Chiang, Linda H.

31

Non-verbal Behavior Cross-Cultural Contact, and the Urban Classroom Teacher.  

ERIC Educational Resources Information Center

The anthropologist sees specific human non-verbal behavior as the medium through which relationships are maintained, regulated, and guided within culturally prescribed patterns. The spoken language, the use of space, eye-contact, smiling, and the use of the hand constitute unique patterns of behavior that are culturally specific and have wide…

Grove, Cornelius Lee

1976-01-01

32

Interaction and Immediacy in Online Learning  

ERIC Educational Resources Information Center

This article presents the concepts of interaction and immediacy and discusses their theoretical frameworks, implications, and relationship with one another. The authors propose the development of a new conceptual model and recommend additional antecedent research. (Contains 1 figure.)

Woods, Robert H., Jr.; Baker, Jason D.

2004-01-01

33

Done in 60-s? Inferring Teachers' Subjective Well-Being from Thin Slices of Nonverbal Behavior  

ERIC Educational Resources Information Center

Being a teacher is known to be a particularly stressful occupation and as a consequence many teachers suffer from reduced well-being. Thus, it is important to know as soon as possible which individuals are likely to experience reduced well-being in their employment. Therefore, this study investigated whether it is possible to infer teachers'…

Pretsch, Johanna; Flunger, Barbara; Heckmann, Nina; Schmitt, Manfred

2013-01-01

34

Teaching is Communicating: Nonverbal Language in the Classroom.  

ERIC Educational Resources Information Center

Improving the act of teaching in a classroom implies the need to study nonverbal cues and events, for many classroom phenomena serve as communicators of information and tend to either facilitate or inhibit learning. Nonverbal language, a reflection of both cultural and individual differences, includes not only the teacher's facial expressions,…

Galloway, Charles M.

35

What, when, and how?: Questions of immediacy in anaphoric reference resolution  

Microsoft Academic Search

This paper considers the question of the immediacy of interpretation of anaphors. Two aspects of immediacy are considered: (1) immediacy in terms of the initiation of processes that might be considered as supporting resolution, and (2) immediacy in terms of achieving resolution as an outcome. The functional justification, and the logic of these aspects are considered. The bulk of the

A. J. Sanford; S. C. Garrod

1989-01-01

36

Establishing Credibility in the Multicultural Classroom: When the Instructor Speaks with an Accent  

ERIC Educational Resources Information Center

Applying theories of cultural dimensions, teacher credibility, and nonverbal immediacy, this chapter explores classroom management techniques used by Asian female teachers to establish credibility. (Contains 1 note.)

McLean, Chikako Akamatsu

2007-01-01

37

The Nonverbal Dictionary  

NSDL National Science Digital Library

The Center for Nonverbal Studies, a private, nonprofit research center located on the West Coast whose mission is to advance the study of human communication in all forms apart from language, offers online The Nonverbal Dictionary of Gestures, Signs, and Body Language Cues. Compiled by PhD David B. Givens and drawing on the work of anthropologists, archaeologists, biologists, linguists, psychiatrists, psychologists, semioticians, and others who study communication, this text is a fascinating compendium of brief essays on the way we say things without saying anything. From automobile grilles to folded arms to lawn ornaments to high heels, this text elucidates the language of nonverbal communication. New entries are added on a regular basis and featured at the Center's What's New page. The Website is affiliated with the Center for Ethnographic Research (CER) at the University of Missouri in Kansas City.

38

The Relationship between Perceived Instructor Immediacy and Student Challenge Behavior  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationships between perceived instructor immediacy and student challenge behavior (i.e., procedural, evaluation, power play, practicality) in the college classroom. Participants were 403 students who listened to and reported on a 15 minute guest lecturer in an introductory communication class. Results…

Goodboy, Alan K.; Myers, Scott A.

2009-01-01

39

Nonverbal communication in psychotherapy.  

PubMed

The mental status examination is the objective portion of any comprehensive psychiatric assessment and has key diagnostic and treatment implications. This includes elements such as a patient's baseline general appearance and behavior, affect, eye contact, and psychomotor functioning. Changes in these parameters from session to session allow the psychiatrist to gather important information about the patient. In psychiatry, much emphasis is placed on not only listening to what patients communicate verbally but also observing their interactions with the environment and the psychiatrist. In a complimentary fashion, psychiatrists must be aware of their own nonverbal behaviors and communication, as these can serve to either facilitate or hinder the patient-physician interaction. In this article, clinical vignettes will be used to illustrate various aspects of nonverbal communication that may occur within the setting of psychotherapy. Being aware of these unspoken subtleties can offer a psychiatrist valuable information that a patient may be unwilling or unable to put into words. PMID:20622944

Foley, Gretchen N; Gentile, Julie P

2010-06-01

40

Rapid response: Email, immediacy, and medical humanitarianism in Aceh, Indonesia.  

PubMed

After more than 20 years of sporadic separatist insurgency, the Free Aceh Movement and the Indonesian government signed an internationally brokered peace agreement in August 2005, just eight months after the Indian Ocean tsunami devastated Aceh's coastal communities. This article presents a medical humanitarian case study based on ethnographic data I collected while working for a large aid agency in post-conflict Aceh from 2005 to 2007. In December 2005, the agency faced the first test of its medical and negotiation capacities to provide psychiatric care to a recently amnestied political prisoner whose erratic behavior upon returning home led to his re-arrest and detention at a district police station. I juxtapose two methodological approaches-an ethnographic content analysis of the agency's email archive and field-based participant-observation-to recount contrasting narrative versions of the event. I use this contrast to illustrate and critique the immediacy of the humanitarian imperative that characterizes the industry. Immediacy is explored as both an urgent moral impulse to assist in a crisis and a form of mediation that seemingly projects neutral and transparent transmission of content. I argue that the sense of immediacy afforded by email enacts and amplifies the humanitarian imperative at the cost of abstracting elite humanitarian actors out of local and moral context. As a result, the management and mediation of this psychiatric case by email produced a bureaucratic model of care that failed to account for complex conditions of chronic political and medical instability on the ground. PMID:24788052

Grayman, Jesse Hession

2014-11-01

41

Non-Verbal Communication in Puerto Rico. Second Edition.  

ERIC Educational Resources Information Center

Observations of the contrasts between Puerto Rican and Anglo nonverbal communication patterns, and their relevance in the classroom, are outlined and discussed. A general observation is that what is acceptable and permissible in one culture is usually not in the other, and teachers are urged to develop ways of making Anglo and Latin American…

Curt, Carmen Judith Nine

42

Enhancing On-Line Teaching with Verbal Immediacy through Self-Determination Theory  

ERIC Educational Resources Information Center

This paper explores the use of instructor verbal immediacy behaviors for on-line classes. Specifically, it demonstrates how instructor verbal immediacy behaviors found in face-to-face classes can also be displayed for on-line classes. It is argued that self-determination theory describes identification of the student as an important role in the…

Furlich, Stephen A.

2013-01-01

43

The Criticality of Verbal Immediacy in Online Instruction: A Modified Delphi Study  

ERIC Educational Resources Information Center

In this 2011 investigation, a modified Delphi technique was introduced to determine whether an informed group of post-secondary online faculty and students could arrive at a consensus regarding the importance of previously recognized verbal immediacy behaviors. Two expert panels were presented with Gorham's (1988) Verbal Immediacy Scale and tasked…

Bailie, Jeffrey L.

2012-01-01

44

Designing for Interaction Immediacy to Enhance Social Skills of Children with Autism  

E-print Network

Designing for Interaction Immediacy to Enhance Social Skills of Children with Autism Monica Tentori@ics.uci.edu ABSTRACT Children with Autism Spectrum Disorder often require therapeutic interventions to support immediacy, social compass, social skills, autism ACM Classification Keywords K.3.1 Computer Uses

Hayes, Gillian R.

45

Self-Reported Reliance on Nonverbal Behavior.  

ERIC Educational Resources Information Center

Recently, there have been several convincing demonstrations that nonverbal behaviors are key elements in influencing client judgments of counselor credibility. A study was conducted to examine the sensitivity of the self-reported reliance on nonverbal behaviors, as assessed by the Verbal/Nonverbal Reliance Questionnaire (VNRQ), to the actual…

Uhlemann, Max R.; Lee, Dong Yul

46

Multicultural Messages: Nonverbal Communication in the Classroom.  

ERIC Educational Resources Information Center

In the drive to facilitate inclusion in the classroom, one often overlooked factor that affects the environment of all classrooms is nonverbal interaction. This study was conducted to identify some specific nonverbal messages that are often culturally bound; to help educators and others involved in education understand nonverbal signals and avoid…

Pitton, Debra; And Others

47

Exercises Focusing on Nonverbal Communication  

ERIC Educational Resources Information Center

Exercises in nonverbal communication are presented which were designed to be used for experiential learning in cross-cultural training programs. Each exercise is described by goal, number of people, time required, procedure, and discussion. Topics include "first impressions,""eye contact patterns," and "silence." (SW)

Melamed, Lanie; Barndt, Deborah

1977-01-01

48

Listening/Nonverbal Communication Training.  

ERIC Educational Resources Information Center

Proposes that cultural understanding and communication skills provide frameworks for developing tolerance and understanding. Analyzes the influence of listening/nonverbal communication training on an individual's level of multicultural sensitivity with applications for business and education. Notes that a statistically significant relationship was…

Timm, Susan; Schroeder, Betty L.

2000-01-01

49

Nonverbal Communication: Readings with Commentary.  

ERIC Educational Resources Information Center

These twenty-two readings in five areas of nonverbal communication emphasize the most recent work indicating significant trends in research. The selections represent several perspectives, including those of Ray L. Birdwhistell, Allen T. Dittman, Albert E. Scheflen, Robert Sommer, Edward T. Hall, Ralph V. Exline, and Adam Kendon. Some of the essays…

Weitz, Shirley, Ed.

50

An Exploratory Study of Relational, Persuasive, and Nonverbal Communication in Requests for Tissue Donation  

PubMed Central

This study explores the effects of tissue requesters’ relational, persuasive, and nonverbal communication on families’ final donation decisions. One thousand sixteen (N=1,016) requests for tissue donation were audiotaped and analyzed using the Siminoff Communication Content and Affect Program, a computer application specifically designed to code and assist with the quantitative analysis of communication data. This study supports the important role of communication strategies in health-related decision making. Families were more likely to consent to tissue donation when confirmational messages (e.g., messages that expressed validation or acceptance) or persuasive tactics such as credibility, altruism, or esteem were used during donation discussions. Consent was also more likely when family members exhibited nonverbal immediacy or disclosed private information about themselves or the patient. The results of a hierarchical log-linear regression revealed that the use of relational communication during requests directly predicted family consent. The results provide information about surrogate decision making in end-of-life situations and may be used to guide future practice in obtaining family consent to tissue donation. PMID:21512935

SIMINOFF, LAURA A.; TRAINO, HEATHER M.; GORDON, NAHIDA H.

2011-01-01

51

Individual differences in the nonverbal communication of affect: The diagnostic analysis of nonverbal accuracy scale  

Microsoft Academic Search

The Diagnostic Analysis of Nonverbal Accuracy (DANVA) was designed to measure individual differences in the accurate sending and receiving of nonverbal social information. The DANVA consists of four receptive and three expressive subtests that measure nonverbal processing accuracy in children from 6 to 10 years of age. Four propositions were offered to guide the gathering of construct validity data for

Stephen Nowicki Jr; Marshall P. Duke

1994-01-01

52

Description of Communication Breakdown Repair Strategies Produced by Nonverbal Students with Developmental Disabilities  

ERIC Educational Resources Information Center

This study describes the communication repair behaviors used by nonverbal students with developmental disabilities in the interactions they were involved in with their teachers during free play activities. All children were students at centers serving student with developmental disabilities at Anadolu University in Turkey. Data were collected by…

Dincer, Baris; Erbas, Dilek

2010-01-01

53

Human Nonverbal Behaviors, Empathy, and Film.  

ERIC Educational Resources Information Center

Nonverbal behavior is an important aspect of the film and is one of the several tools that a director uses to communicate to an audience the characters' feelings and relationships. By adding to this information their own personal responses, viewers often experience strong feelings. With reference to the social psychological research of nonverbal

Wiggers, T. Thorne

54

Beliefs about Female and Male Nonverbal Communication.  

ERIC Educational Resources Information Center

Undergraduates (n=441) rated how frequently or well they believed hypothetical women and men performed each of 20 nonverbal behaviors or skills. Perceived gender differences correlated positively with differences reported in observational studies, supporting the general accuracy of beliefs about nonverbal gender differences. (SLD)

Briton, Nancy J.; Hall, Judith A.

1995-01-01

55

Center for Non-Verbal Studies  

NSDL National Science Digital Library

The Center for Non-Verbal Studies in Spokane, Washington, scientifically studies all modes of non-verbal communication including body movement, gesture, facial expression, and adornment to name a few. Visitors to the site should definitely take a look at the "Nonverbal Dictionary of Gestures, Signs, and Body Language Cues" link, which intriguingly covers everything from the "Adam's-Apple-Jump" to the "Zygomatic Smile." Some of the other entries include Fingertip Cue, Flashbulb Eyes, and Table-Slap. The topics on the left hand menu go more in-depth than the dictionary entries. The "Nonverbal Brain" link begins with a quote by Hippocrates: "Men ought to know that from the brain, and from the brain only, arise our pleasures, joys, laughter and jests, as well as our sorrows, pains, griefs and tears." Finally, visitors can also learn about the literature, evolution, and media approaches to the nonverbal brain.

56

Assisting the Non-Verbal to "Talk"  

ERIC Educational Resources Information Center

For availability see EC 091 173. Described are communication aids and equipment for the physically or severely handicapped individual with non-verbal problems, including devices in the following categories: communication boards, electronic boards, a slide system, and typewriters. (IM)

Kolstoe, Betty J.

1976-01-01

57

Verbal and Nonverbal Communication of Factory Workers  

ERIC Educational Resources Information Center

Examines the verbal and nonverbal behavior patterns associated with two speech styles, one formal and the other informal, among factory workers. Available from: Mouton Publishers, Box 482, the Hague, Netherlands. (AM)

Tway, Patricia

1976-01-01

58

Independence of Terminal-Link Entry Rate and Immediacy in Concurrent Chains  

ERIC Educational Resources Information Center

In Phase 1, 4 pigeons were trained on a three-component multiple concurrent-chains procedure in which components differed only in terms of relative terminal-link entry rate. The terminal links were variable-interval schedules and were varied across four conditions to produce immediacy ratios of 4:1, 1:4, 2:1, and 1:2. Relative terminal-link entry…

Berg, Mark E.; Grace, Randolph C.

2004-01-01

59

Gender-Specific Nonverbal Communication: Impact for Speaker Effectiveness.  

ERIC Educational Resources Information Center

A literature review notes how gender expectations lead to nonverbal communication differences in such behaviors as smiling, eye contact, kinesics, proximics, and decoding. The importance of the effective use of nonverbal communication in human resource development is emphasized. (SK)

Spangler, Lori

1995-01-01

60

The Relationship between Teacher Immediacy Behaviours and Distant Learners' Social Presence Perceptions in Videoconferencing Applications  

ERIC Educational Resources Information Center

Videoconferencing systems combine face-to-face and mediated interactions in distance education. We extend the use of a Social Presence measure to on-site (face-to-face) learners and distant learners. Comparison between physically present and distant located learners did not indicate significant differences in social presence. Also results indicate…

Bozkaya, Mujgan

2008-01-01

61

Behavioral Stability Across Time and Situations: Nonverbal Versus Verbal Consistency  

PubMed Central

Behavioral consistency has been at the center of debates regarding the stability of personality. We argue that people are consistent but that such consistency is best observed in nonverbal behavior. In Study 1, participants’ verbal and nonverbal behaviors were observed in a mock interview and then in an informal interaction. In Study 2, medical students’ verbal and nonverbal behaviors were observed during first- and third-year clinical skills evaluation. Nonverbal behavior exhibited consistency across context and time (a duration of 2 years) whereas verbal behavior did not. Discussion focuses on implications for theories of personality and nonverbal behavior. PMID:20161668

Slepian, Michael L.; Clarke, Asha; Ambady, Nalini; Veenstra-VanderWeele, Jeremy

2010-01-01

62

Nonverbal learning disabilities: A critical review  

Microsoft Academic Search

This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of

Otfried Spreen

2011-01-01

63

Infralanguage: A Nonverbal Agent of Socialization.  

ERIC Educational Resources Information Center

"Infralanguage," a non-verbal channel of communication, exists within daily conversation. Two divisions of "infralanguage" have been identified: the non-stated thematic, that is, themes presented in topics of discourse; and the sequence of those themes within conversation. This unspoken communication is implicit and ubiquitous in parent-child…

Caputo, John; Cottrell, Eric

64

Impairment of nonverbal recognition in Alzheimer disease  

E-print Network

Impairment of nonverbal recognition in Alzheimer disease A PET O-15 study K.E. Anderson, MD A recognition memory and functional brain changes associated with these deficits in Alzheimer disease (AD: Relative fusiform and inferior frontal differences may re- flect the Alzheimer disease (AD) patients

65

Facilitative Effects of Practice upon Nonverbal Creativity.  

ERIC Educational Resources Information Center

Numerous studies of verbal creativity indicate that idea originality increases progressively as more ideas are produced. The present study tested the effects of practice upon nonverbal creativity. Thirty-two fifth grade children were administered Form A and/or Form B of Torrance's picture completion task for 5 consecutive days. Figural originality…

Roweton, William E.; Spencer, Herbert L., Jr.

66

Nonverbal Cues to Deception in Children.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate nonverbal facial, body, and paralanguage cues to deception in children. A sample of 31 Hispanic and Black second and third grade students were videotaped while playing a color identification that required six honest and six deceptive verbal responses to a randomized stimulus presentation. Frame-by-frame…

Shimmin, Harold; Noel, Richard C.

67

Verbal and Nonverbal Assessment of Comprehension.  

ERIC Educational Resources Information Center

Unfortunately, the current popularity of questioning strategies has led to their widespread excessive and/or exclusive employment in evaluating reading comprehension. An approach in reading instruction which utilizes both verbal and nonverbal communication for assessing comprehension contains several unique features that provide for the…

Melnik, Amelia; Larson, Martha L.

68

Innovative Communication Intervention for Older Nonverbal  

E-print Network

-30% of children with ASD have not developed spoken language by age 5 Children nonverbal despite involvement children with ASD... #12;Potential Sequence of Interventions Need to provide `effective' intervention learning language 2 evidence based treatments merged Effect sizes for RCTs --d=.59-1.22 Issue

Murphy, Susan A.

69

Toward a Nonverbal Syntax of Play Therapy  

Microsoft Academic Search

Play therapy receives an innovative, theoretical underpinning for in-depth intervention with children. It is suggested that a new instrument to measure a child's play activity would enhance the understanding of young patients. Interestingly, the word cluster is employed here also to describe categories and components in a child's play. Long clinical experience has shown that nonverbal communication while playing presents

Saralea E. Chazan

2001-01-01

70

Behavioral Stability Across Time and Situations: Nonverbal Versus Verbal Consistency  

Microsoft Academic Search

Behavioral consistency has been at the center of debates regarding the stability of personality. We argue that people are\\u000a consistent but that such consistency is best observed in nonverbal behavior. In Study 1, participants’ verbal and nonverbal\\u000a behaviors were observed in a mock interview and then in an informal interaction. In Study 2, medical students’ verbal and\\u000a nonverbal behaviors were

Max WeisbuchMichael; Michael L. Slepian; Asha Clarke; Nalini Ambady; Jeremy Veenstra-VanderWeele

2010-01-01

71

Computers to help with conversations : affective framework to enhance human nonverbal skills  

E-print Network

Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal ...

Hoque, Mohammed Ehsan

2013-01-01

72

Expert and Novice Teachers' Ability To Judge Student Understanding.  

ERIC Educational Resources Information Center

Four studies were conducted on how well teachers at various stages of development can decode a student's nonverbal behavior, particularly that which communicates a lack of comprehension. Participants in the studies were novice (n=9), advanced beginner (n=10), and expert (n=10) elementary school teachers. In the first study, the teachers viewed a…

Stader, Ellen; And Others

73

Experimental analysis of the game in pathological gamblers: effect of the immediacy of the reward in slot machines.  

PubMed

Slot machines are the most "addictive" games because (a) the disorder (pathological gambling) appears more rapidly in these games than with any other; (b) most patients who seek professional help are mainly addicted to electronic gambling, and (c) even though it is not the more frequent game, most of all the money spent on legal games of chance (at least in Spain) goes to slot machines. Structural characteristics of slot machines induce to gamble because electronic games show the main parameters of operant conditioning, mainly the immediacy of the reinforcement. Ten pathological gamblers played slot machine in two conditions: immediate and delayed reinforcement. The results corroborate the importance of the immediacy of the reinforcement in gambling, because when the result appears immediately (after 2 s), more games are played than when the result is delayed only 10 s. Critical issues in problem gambling prevention and public health are discussed. PMID:19882307

Chóliz, Mariano

2010-06-01

74

Japanese Nonverbal Communication: A Review and Critique of Literature.  

ERIC Educational Resources Information Center

The growth of intercultural interactions increases the need for nonverbal communication competency to help obviate potential cross cultural communication difficulties. Foreign language studies too often concentrate on vocabulary, grammar, and syntax, and forgo the role and methods of nonverbal communication. Japanese culture and modes of…

McDaniel, Edwin R.

75

How Interviewers' Nonverbal Behaviors Can Affect Children's Perceptions and Suggestibility  

ERIC Educational Resources Information Center

We conducted two studies to examine how interviewers' nonverbal behaviors affect children's perceptions and suggestibility. In the first study, 42 8- to 10-year-olds watched video clips showing an interviewer displaying combinations of supportive and nonsupportive nonverbal behaviors and were asked to rate the interviewer on six attributes (e.g.,…

Almerigogna, Jehanne; Ost, James; Akehurst, Lucy; Fluck, Mike

2008-01-01

76

A Collection of Nonverbal Communication Research: An Annotated Bibliography.  

ERIC Educational Resources Information Center

Presents a collection of 47 entries on nonverbal communication pertinent to the business field: 1) reference works comprised of primary and secondary books, periodical reviews, and software; and 2) human nonverbal communication articles with emphasis on body movement, facial expressions, eye contact, gestures, and paralinguistics. (JMF)

Rasberry, Robert W.

1979-01-01

77

Effects of Nonverbal Behavior on Perceptions of Power Bases.  

ERIC Educational Resources Information Center

Manipulates three types of nonverbal behaviors and examines their effects on perceptions of power bases. Reports that a relaxed facial expression increased the ratings for five of the selected power bases; furthermore, direct eye contact yielded higher credibility ratings. Provides evidence that various nonverbal behaviors have only additive…

Aguinis, Herman; Simonsen, Melissa M.; Pierce, Charles A.

1998-01-01

78

Non-Verbal Communication in Children with Visual Impairment  

ERIC Educational Resources Information Center

The aim of this study was to determine: (a) whether children with visual and additional impairments show any non-verbal behaviors, and if so what were the common behaviors; (b) whether two rehabilitation professionals interpreted the non-verbal behaviors similarly; and (c) whether a speech pathologist and a rehabilitation professional interpreted…

Mallineni, Sharmila; Nutheti, Rishita; Thangadurai, Shanimole; Thangadurai, Puspha

2006-01-01

79

Verbal and Nonverbal Memory Functioning in Posttraumatic Stress Disorder (PTSD)  

Microsoft Academic Search

Although there is evidence for memory impairment in posttraumatic stress disorder (PTSD), it remains unclear whether memory impairment is confined to verbal material or whether memory for nonverbal material is also affected. We examined verbal and nonverbal memory for free recall and recognition in 40 patients with PTSD and 40 healthy controls. Analyses showed that patients with PTSD displayed attenuated

Lena Jelinek; Dirk Jacobsen; Michael Kellner; Florentine Larbig; Karl-Heinz Biesold; Klaus Barre; Steffen Moritz

2006-01-01

80

Using Nonverbal Tests to Help Identify Academically Talented Children  

ERIC Educational Resources Information Center

Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed. For…

Lohman, David F.; Gambrell, James L.

2012-01-01

81

PONS Assessment of Deaf College Students' Nonverbal Decoding Skills.  

ERIC Educational Resources Information Center

If nonverbal decoding skills are impaired by cultural expectations and training, the deaf person will be further isolated from social participation. To identify factors that might account for inaccurate nonverbal decoding of deaf subjects, a study compared the decoding abilities of three groups of deaf college students (N=76) using R. Rosenthal's…

Lytle, Jayne S.

82

Slap What? An Interactive Lesson in Nonverbal Communication  

ERIC Educational Resources Information Center

This article discusses the use of nonverbal communication strategies for fostering social health in middle school students. It outlines a teaching technique designed to help students better understand nonverbal cues and their role in maintaining healthy interpersonal relationships. The technique begins with the card game "Slap What?" where the…

Haithcox-Dennis, Melissa J.

2011-01-01

83

Nonverbal Behaviors of Speech Pathologists in the Therapy Setting.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the frequency and type of nonverbal behaviors which occur in the speech pathology clinical practicum situation. It was hypothesized that undergraduate and graduate student clinicians ranked highest by clinical supervisors would differ in the use of nonverbal behaviors during the therapy session from…

Mercer, Anne L.; Schubert, George W.

84

Using changes in framing to account for differences in a teacher's classroom behavior  

E-print Network

emphasis) and non-verbal (i.e. body orientation, eye gaze, and gesturing) behavioral data, we characterize indicate words emphasized by the speaker. Non-verbal behaviors that coincide with talk are indicatedUsing changes in framing to account for differences in a teacher's classroom behavior Jennifer

Goldberg, Fred M.

85

Verbal and nonverbal behavior of ability-grouped dyads  

NASA Astrophysics Data System (ADS)

In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad, characteristics of ability-grouped dyads were identified. Results revealed that high-achieving students effectively used prior experiences, maintained focus on the learning task, and were able to manipulate the equipment effectively to construct knowledge. Low-achieving students exhibited off-task behavior, lacked a metacognitive framework for organizing the learning tasks, centered on irrelevant features of the equipment, and were unable to use language effectively to mediate learning. Within low-high student dyads, high-achieving students typically modeled thinking processes and strategies for manipulating equipment. In addition, they focused the low-achieving students on the components of the tasks while verbally monitoring their progress, thus enabling low students to identify the critical features necessary for concept construction. These results highlighted the differences that students have in the use of language and tools. Low students' inefficient use of tools has implications for the ways science teachers structure lessons and group students for laboratory work.Received: 8 March 1993; Revised: 6 January 1994;

Jones, M. Gail; Carter, Glenda

86

Unspoken Cultural Influence: Exposure to and Influence of Nonverbal Bias  

PubMed Central

We examined the extent to which nonverbal behavior contributes to culturally-shared attitudes and beliefs. In Study 1, we demonstrated that slim women elicit especially positive nonverbal behaviors in popular television shows. In Study 2, we demonstrated that exposure to this nonverbal bias caused people to have especially slim cultural and personal ideals of female beauty and to have especially positive attitudes toward slim women. In Study 3, we demonstrated that individual differences in exposure to such nonverbal bias could account for substantial variance in pro-slim attitudes, anti-fat attitudes, and personal ideals of beauty, even after controlling for several third variables. In Study 4, we demonstrated that regional differences in exposure to nonverbal bias accounted for substantial variance in regional unhealthy dieting behaviors, even after controlling for several third variables. PMID:19469590

Weisbuch, Max; Ambady, Nalini

2009-01-01

87

Non-verbal behaviour in nurse-elderly patient communication  

Microsoft Academic Search

This study explores the occurence of non-verbal communication in nurse-elderly patient interaction in two different care settings: home nursing and a home for the elderly. In a sample of 181 nursing encounters involving 47 nurses a study was made of videotaped nurse-patient communication. Six non-verbal behaviours were observed: patient-directed eyegaze, affirmative head nodding smiling, forward leaning, affective touch and instrumental

Wilma M. C. M. Caris-Verhallen; Ada Kerkstra; Jozien M. Bensing

1999-01-01

88

Teacher Radar: The View from the Front of the Class  

ERIC Educational Resources Information Center

According to the NASPE beginning teacher standards, the ability to manage and motivate students is fundamental to effective teaching. To be truly effective at managing and motivating students, teachers need to monitor and react to class behavior and class feedback (verbal and nonverbal) while simultaneously giving instructions or feedback. This…

Owens, Lynn

2006-01-01

89

A Worm in the Teacher's Apple (Coping with Dislike for a Child).  

ERIC Educational Resources Information Center

Discusses what teachers can do when they discover that they dislike a child. Regardless of teachers' personal likes or dislikes, classroom rules must be maintained for all students. To provide a just learning environment, teachers must examine their nonverbal cues, the quality of their verbal interactions, and the congruity between the two.…

Fordyce, W. Kyle

1982-01-01

90

Communication Competence among Teachers: The Ohio Solution.  

ERIC Educational Resources Information Center

Describes a summer instructional program for elementary and secondary teachers involving a set of workshops on basic communication concepts, nonverbal communication, organizational communication, listening, and small group communication. Discusses issues of marketing the program, defending its academic validity, and decreasing the gap between the…

DeWine, Sue; Pearson, Judy C.

1989-01-01

91

The Relationship between Students’ Verbal and Nonverbal Test Scores within the Context of Poverty  

E-print Network

–achievement relationship within the context of poverty. The purpose of this study was to examine the relationship between the verbal and the nonverbal scores of students within the context of poverty. The study investigated how students’ verbal and nonverbal scores...

Kaya, Fatih

2013-03-13

92

Nonverbal and Verbal Content Behaviors in the Prediction of Interviewer Effectiveness.  

ERIC Educational Resources Information Center

Assessed ecological validity of previous research that suggested an interviewer's nonverbal behaviors predominate over verbal content behaviors in prediction of interviewer effectiveness ratings. Assessed naturally occuring (rather than manipulated) interviewer behaviors. Results indicated nonverbal interviewer behaviors do not predominate over…

Nagata, Donna Kiyo; And Others

1983-01-01

93

Organizational strategies mediate nonverbal memory impairment in obsessive–compulsive disorder  

Microsoft Academic Search

Background: Previous neuropsychological studies of obsessive–compulsive disorder (OCD) have indicated impaired executive functioning and nonverbal memory. The extent to which impaired executive functioning impacts nonverbal memory has not been established. The current study investigated the mediating effects of organizational strategies used when copying a figure on subsequent nonverbal memory for that figure.Methods: We examined neuropsychological performance in 20 unmedicated subjects

Cary R Savage; Lee Baer; Nancy J Keuthen; Halle D Brown; Scott L Rauch; Michael A Jenike

1999-01-01

94

A Nonverbal False Belief Task: The Performance of Children and Great Apes.  

ERIC Educational Resources Information Center

Compared performance of preschool children, chimpanzees, and orangutans on nonverbal task of false-belief understanding and tested children's performance on a verbal version of the same task. Found that children's performance on verbal and nonverbal tasks were highly correlated, and no chimp or orangutan succeeded in the nonverbal false-belief…

Call, Josep; Tomasello, Michael

1999-01-01

95

Physicians' Nonverbal Rapport Building and Patients' Talk About the Subjective Component of Illness.  

ERIC Educational Resources Information Center

Considers how physicians' nonverbal communication is sometimes associated with patients' affective satisfaction. Examines the relationship between physicians' nonverbal rapport building and patients' disclosure of information related to the subjective component of illness. Considers implications for understanding the role of physicians' nonverbal

Duggan, Ashley P.; Parrott, Roxanne L.

2001-01-01

96

Exploring the Incremental Validity of Nonverbal Social Aggression: The Utility of Peer Nominations  

ERIC Educational Resources Information Center

This study examined the construct validity of nonverbal social aggression and the relation of nonverbal social aggression to dimensions of children's social status. Peer nominations of verbal social, nonverbal social, direct veral, and physical aggression, as well as social dominance, perceived popularity, and social acceptance, were collected…

Blake, Jamilia J.; Kim, Eun Sook; Lease, A. Michele

2011-01-01

97

MRI and nonverbal cognitive deficits in children with neurofibromatosis 1.  

PubMed

Magnetic resonance imaging brain scans and neuropsychological assessments of 17 children who met the NIH consensus diagnostic criteria for neurofibromatosis Type 1 were carried out in order to determine if there is a relationship between presence of high intensity signal abnormalities on MRI scans and nonverbal cognitive deficits. Cranial MRI scans in 10 patients (58.8%) demonstrated high intensity signal abnormalities, most frequently in the cerebral peduncles. Fifteen patients had nonverbal cognitive deficits (88.2%), including difficulty judging the orientation of lines, matching complex visual stimulus configurations, recalling pictures of faces, as well as copying and drawing from memory a complex geometric figure. There was not a significant association between nonverbal neuropsychological deficits and presence of high intensity signal abnormalities on MRI scans, possibly because the location of these hyperintense abnormalities was typically below the level of the basal ganglia. These findings suggest that the high intensity signal lesions seen on the MRI scans of children with neurofibromatosis Type 1 do not predict or explain their nonverbal cognitive deficits. PMID:9157104

Bawden, H; Dooley, J; Buckley, D; Camfield, P; Gordon, K; Riding, M; Llewellyn, G

1996-12-01

98

Nonverbal Sensitivity: Consequences for Learning and Satisfaction in Genetic Counseling  

ERIC Educational Resources Information Center

Purpose: This study aims to explore the role of interactants' nonverbal sensitivity, anxiety and sociodemographic characteristics in learning and satisfaction within the genetic counseling context. Design/methodology/approach: This is a combined simulation and analogue study. Simulations were videotaped with 152 prenatal and cancer genetic…

Roter, D. L.; Erby, L. H.; Hall, J. A.; Larson, S.; Ellington, L.; Dudley, W.

2008-01-01

99

Nonverbal Cues: Clues to the Detection of Foreign Language Anxiety  

ERIC Educational Resources Information Center

This observation study examined the nonverbal behavior of anxious and nonanxious foreign language learners during a videotaped oral foreign language exam. Focusing primarily on the kinesic signals found in facial expressions, gazing behavior, body movement and gesture, and posture, it was discovered that anxious learners manifested limited facial…

Gregersen, Tammy S.

2005-01-01

100

The Importance of Nonverbal Elements in Online Chat  

ERIC Educational Resources Information Center

Communication is often not so much what people write or say but how they write and often what they do not say. Thus, meaning in real-world chat messages depends not only on the words they use but also on how they express meaning through nonverbal cues. Online chat is simple, direct, and unrestrained. While it contains many of the elements of…

Gajadhar, Joan; Green, John

2005-01-01

101

Verbal and nonverbal behavior of ability-grouped dyads  

Microsoft Academic Search

In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad,

M. Gail Jones; Glenda Carter

1994-01-01

102

A Competitive Nonverbal False Belief Task for Children and Apes  

ERIC Educational Resources Information Center

A nonverbal false belief task was administered to children (mean age 5 years) and two great ape species: chimpanzees ("Pan troglodytes") and bonobos ("Pan paniscus"). Because apes typically perform poorly in cooperative contexts, our task was competitive. Two versions were run: in both, a human competitor witnessed an experimenter hide a reward in…

Krachun, Carla; Carpenter, Malinda; Call, Josep; Tomasello, Michael

2009-01-01

103

The Relationship between Nonverbal Cognitive Functions and Hearing Loss  

ERIC Educational Resources Information Center

Purpose: This study investigated the relationship between hearing loss and memory and attention when nonverbal, visually presented cognitive tests are used. Method: Hearing loss (pure-tone audiometry) and IQ were measured in 30 participants with mild to severe hearing loss. Participants performed cognitive tests of pattern recognition memory,…

Zekveld, Adriana A.; Deijen, Jan Berend; Goverts, S. Theo; Kramer, Sophia E.

2007-01-01

104

Matched False-Belief Performance during Verbal and Nonverbal Interference  

ERIC Educational Resources Information Center

Language has been shown to play a key role in the development of a child's theory of mind, but its role in adult belief reasoning remains unclear. One recent study used verbal and nonverbal interference during a false-belief task to show that accurate belief reasoning in adults necessarily requires language (Newton & de Villiers, 2007). The…

Dungan, James; Saxe, Rebecca

2012-01-01

105

Sensory Response Patterns in Nonverbal Children with ASD  

PubMed Central

We sought to examine concurrent and longitudinal associations between sensory response patterns (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) and verbal status of young children with autism spectrum disorder (ASD) as a potential factor influencing the development of verbal communication. Seventy-nine children with ASD (verbal, n = 29; nonverbal, n = 50) were assessed using cross-sectional analyses (Study 1), and 14 children with ASD (verbal, n = 6; nonverbal, n = 8) were assessed using prospective longitudinal analyses (Study 2). Data were collected regarding sensory response patterns and verbal ability. Hyporesponsiveness and sensory seeking behaviors were associated with verbal status in both cross-sectional and longitudinal analyses; nonverbal children were more likely to demonstrate higher hyporesponsive and sensory seeking patterns. Hyperresponsiveness did not significantly differ between verbal and nonverbal groups in either design. Sensory hyporesponsiveness and seeking behaviors may be important factors hindering the development of functional verbal communication in children with ASD. Unusual sensory responsiveness can often be observed before the onset of speech and may yield important prognostic capabilities as well as inform early interventions targeting verbal communication or alternative communication options in young children with ASD. PMID:23956859

Ausderau, Karla K.; Baranek, Grace T.

2013-01-01

106

Regulation of Nonverbal Intimacy: Searching for an Adequate Methodology.  

ERIC Educational Resources Information Center

Proposing that most studies of nonverbal intimacy regulation have inadequately tested the compensation model (changes in any component of intimacy necessitate compensating changes in other components to maintain an equilibrium), this paper examines the nature of methodological problems in such studies and offers three suggestions for improved…

Bakken, David G.

107

The Supportive Learning Environment: Effective Teaching Practices  

ERIC Educational Resources Information Center

This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and…

Hindman, Jennifer; Grant, Leslie W.; Stronge, James H.

2010-01-01

108

An Investigation of the Teacher Behavior of Wait-Time During an Inquiry Science Lesson.  

ERIC Educational Resources Information Center

This study was designed to investigate the nonverbal teacher behavior of wait-time. Wait-time is the silence in a conversation following a teacher or student utterance. The primary purpose of the investigation was to document some of the behavioral and cognitive effects of wait-time and to delineate the interrelationships between the various forms…

Fowler, Thaddeus W.

109

Assessing Iraqi Arab personality using the Nonverbal Personality Questionnaire.  

PubMed

The assessment of personality and related interpersonal dynamics among non-English-speaking populations offers many challenges to psychologists. Nonverbal culture-free or culture-fair instruments often fall short of adequately navigating the complex demands of non-Western cultural and ideological influences. Despite nearly a decade of America's presence within the Middle East, there remains a paucity of useful psychological assessment instruments available for use with non-English-speaking Arab populations in the region. A modified version of the Nonverbal Personality Questionnaire was used to assess personality, motivation, and interpersonal style among a small sample of Iraqi Arab male job applicants (n = 56). The various cross-cultural challenges and lessons learned from this assessment process are discussed and specific recommendations are provided. PMID:22730851

Staal, Mark A

2012-06-01

110

Analyzing nonverbal listener responses using parallel recordings of multiple listeners.  

PubMed

In this paper, we study nonverbal listener responses on a corpus with multiple parallel recorded listeners. These listeners were meant to believe that they were the sole listener, while in fact there were three persons listening to the same speaker. The speaker could only see one of the listeners. We analyze the impact of the particular setup of the corpus on the behavior and perception of the two types of listeners: the listeners that could be seen by the speaker and the listeners that could not be seen. Furthermore, we compare the nonverbal listening behaviors of these three listeners to each other with regard to timing and form. We correlate these behaviors with behaviors of the speaker, like pauses and whether the speaker is looking at the listeners or not. PMID:22350325

de Kok, Iwan; Heylen, Dirk

2012-10-01

111

Study on Nonverbal Communication by Avatars and Pictograms  

NASA Astrophysics Data System (ADS)

This paper describes the design guideline of webs that use avatars and pictograms to promote nonverbal communication smoothly in a virtual space. The shops for clothes, consumer electronic, and furniture are constructed in the virtual space. The web sites using the avatar and the pictogram for shopping were examined. To investigate the usability, three kinds of the web layered structures were examined. The screen layout evaluation by the eyeball movement measurement was also carried out.

Shimoe, Yuta; Hamamoto, Kazuhiko; Nosu, Kiyoshi; Ogawa, Koji

112

Nonverbal Communication Skills in Young Children with Autism  

Microsoft Academic Search

Objective The study was to examine nonverbal communication in young children with autism. Methods The participants were 23 young children with autism (mean CA = 32.79 months), 23 CA and MA-matched children with developmental\\u000a delay and 22 18–20-month-old, and 22 13–15-month-old typically developing toddlers and infants. The abbreviated Early Social\\u000a Communication Scales [Mundy et al. 1996, Early social communication scales (ESCS)] were used to

Chung-Hsin Chiang; Wei-Tsuen Soong; Tzu-Ling Lin; Sally J. Rogers

2008-01-01

113

Recognizing Non-Verbal Social Cues Promotes Social Performance in LD Adolescents  

ERIC Educational Resources Information Center

The research examined whether an educational intervention could enhance the ability of learning disabled (LD) adolescents to recognize non-verbal emotional messages and thus their social functioning. Most LD children have problems recognizing non-verbal cues, particularly emotional ones, and have social difficulties. The study examined the…

Greenbank, Alicia; Sharon, Assia

2013-01-01

114

Nonlinguistic Deficits of Children with Language Disorders Complicate the Interpretation of Their Nonverbal IQ Scores.  

ERIC Educational Resources Information Center

Administration of nonverbal IQ tests to 12 children with normal language and 12 with language impairments (ages 8-10) revealed that the children with language impairments had lower scores than controls, and that nonlinguistic deficits of children with language impairments adversely affected their responses to specific types of items on nonverbal

Swisher, Linda; And Others

1994-01-01

115

A Nonverbal Phoneme Deletion Task Administered in a Dynamic Assessment Format  

ERIC Educational Resources Information Center

Purpose: The purpose of the project was to design a nonverbal dynamic assessment of phoneme deletion that may prove useful with individuals who demonstrate complex communication needs (CCN) and are unable to communicate using natural speech or who present with moderate-severe speech impairments. Method: A nonverbal dynamic assessment of phoneme…

Gillam, Sandra Laing; Fargo, Jamison; Foley, Beth; Olszewski, Abbie

2011-01-01

116

Nonverbal Synchrony in Psychotherapy: Coordinated Body Movement Reflects Relationship Quality and Outcome  

ERIC Educational Resources Information Center

Objective: The authors quantified nonverbal synchrony--the coordination of patient's and therapist's movement--in a random sample of same-sex psychotherapy dyads. The authors contrasted nonverbal synchrony in these dyads with a control condition and assessed its association with session-level and overall psychotherapy outcome. Method: Using an…

Ramseyer, Fabian; Tschacher, Wolfgang

2011-01-01

117

Verbal and nonverbal discourse planning Berardina De Carolis Catherine Pelachaud Isabella Poggi  

E-print Network

Verbal and nonverbal discourse planning Berardina De Carolis Catherine Pelachaud Isabella Poggi into a coordinated, either sequential or simultaneous, verbal and nonverbal message. In making an Autonomous Agent capable of communicative and expressive behavior, then, a relevant problem to be taken into account is how

Pelachaud, Catherine

118

A Study of Verbal and Nonverbal Communication in Second Life--The ARCHI21 Experience  

ERIC Educational Resources Information Center

Three-dimensional synthetic worlds introduce possibilities for nonverbal communication in computer-mediated language learning. This paper presents an original methodological framework for the study of multimodal communication in such worlds. It offers a classification of verbal and nonverbal communication acts in the synthetic world "Second Life"…

Wigham, Ciara R.; Chanier, Thierry

2013-01-01

119

Nonverbal Communication Fall 2011 (M/W 1:25-2:50)  

E-print Network

COM 4200 Nonverbal Communication Fall 2011 (M/W 1:25-2:50) Want to know how to make a good first in politics, radio/television/film, health care, law, sales/ advertising, education, or public relations? Have Communication! Indeed, there are a number of other reasons why students should study nonverbal communication: 1

Cinabro, David

120

Patterns of Nonverbal Cognitive Functioning in Young Children with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

Previous research demonstrates an uneven pattern of cognitive abilities in children with autism spectrum disorders (ASDs). This study examined whether this uneven pattern exists within the nonverbal domain in young children. We hypothesized relative strengths in perceptual abilities and weaknesses in nonverbal conceptual abilities in preschoolers…

Kuschner, Emily S.; Bennetto, Loisa; Yost, Kelley

2007-01-01

121

Management and Training across Cultures: Importance of Non-Verbal Communication Strategies--A Case Study.  

ERIC Educational Resources Information Center

Noting that cross-cultural and language barriers pose formidable challenges to managers, a case study examined the application of selective nonverbal communication strategies (nonverbal cues, learning by observation, and the organization of learning) for management and training development efforts within diverse cultural environments. Source…

Potoker, Elaine

122

Nonverbal Communication, Music Therapy, and Autism: A Review of Literature and Case Example  

ERIC Educational Resources Information Center

This article presents a review of nonverbal literature relating to therapy, music, autism, and music therapy. Included is a case study of a woman with autism who was nonverbal. The case highlights and analyzes behaviors contextually. Interpretations of communication through the music therapy, musical interactions, and the rapport that developed…

Silverman, Michael J.

2008-01-01

123

The Use of Nonverbal Cues To Assess Affect and Effect in Communication Training and Development.  

ERIC Educational Resources Information Center

This paper was envisioned as largely a literature review, but surprisingly, there was very little to find besides a comprehensive body of information pertaining to nonverbal aspects of pedagogy almost exclusively dealing with management of the instructor's nonverbal behavior. The paper, therefore, presents what seems to be the most salient cues…

Rollman, Steven A.; Gaut, Deborah Roach

124

Nonverbal Communication and Channel Perception: Their Relationship to the Afrocentric World View.  

ERIC Educational Resources Information Center

The purpose of this research was to investigate nonverbal communication through channel perception while observing any significant differences among race, sex, and social class background variables. In addition, differences and/or similarities in Afrocentric and Eurocentric world views in regard to nonverbal channel perception and cultural…

Stokes, DeVon R.; And Others

125

Nonverbal Communication, Music Therapy, and Autism: A Review of Literature and Case Example  

Microsoft Academic Search

This article presents a review of nonverbal literature relating to therapy, music, autism, and music therapy. Included is a case study of a woman with autism who was nonverbal. The case highlights and analyzes behaviors contextually. Interpretations of communication through the music therapy, musical interactions, and the rapport that developed through the music therapy treatment process are provided.

Michael J. Silverman

2008-01-01

126

Nonverbal interpersonal attunement and extravert personality predict outcome of light treatment in seasonal affective disorder  

Microsoft Academic Search

We investigated whether personality and nonverbal interpersonal processes can predict the subsequent response to light treatment in seasonal affective disorder (SAD) patients. In 60 SAD patients, Neuroticism and Extraversion were assessed prior to light treatment (4 days with 30 min of 10.000 lux). From videotaped clinical interviews, the nonverbal interpersonal attunement (i.e. equalizing durations and frequencies of elements of behaviour

Erwin Geerts; Ester Kouwert; Netty Bouhuys; Ybe Meesters; Jaap Jansen

2000-01-01

127

Nonverbal Social Skills of Adults with Mild Intellectual Disability Diagnosed with Depression  

ERIC Educational Resources Information Center

Depression is one of the most common psychiatric disorders in adults with intellectual disability (ID), yet little is known about depressive behaviors in an ID population. This study examined the nonverbal social skills of 18 adults with mild ID diagnosed with depression and a matched sample of adults with mild ID without depression. Nonverbal

Hartley, Sigan L.; Birgenheir, Denis G.

2009-01-01

128

Nonverbal IQ Tests Reflect Different Relations among Skills for Specifically Language-Impaired and Normal Children: Brief Report.  

ERIC Educational Resources Information Center

This study examined patterns of nonverbal intelligence test performance of 11 preschool children with and 12 without specific language impairments. The study found group differences in relations among nonverbal cognitive skills. Results suggest caution in using nonverbal intelligence tests normed on nondisabled children with children having…

Swisher, Linda; Plante, Elena

1993-01-01

129

The Role of Pictures and Gestures as Nonverbal Aids in Preschoolers' Word Learning in a Novel Language  

ERIC Educational Resources Information Center

Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a…

Rowe, Meredith L.; Silverman, Rebecca D.; Mullan, Bridget E.

2013-01-01

130

Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.  

PubMed

The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory. PMID:23534098

Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

2013-01-01

131

Daily Verbal and Nonverbal Expression of Osteoarthritis Pain and Spouse Responses  

PubMed Central

The current study applied a model of pain communication [10] to examine the distinction between verbal and nonverbal pain expression in their prediction of punishing, empathic, and solicitous spouse responses to patient pain. It was hypothesized that on days when patients engaged in more nonverbal expression spouses would respond more positively (i.e., with less punishing, and more solicitous and empathic behavior). The same pattern was predicted for verbal expression. In addition, it was expected that associations between patient nonverbal pain expression and positive spouse responses would be strengthened, and that the association with punishing responses would be weakened, on days when levels of verbal pain expression were higher than usual, regardless of daily pain severity. In a 22-day diary study, 144 individuals with knee osteoarthritis and their spouses completed daily measures of pain expression, spouse responses, health, and affect. The predicted positive main effect of nonverbal expression on empathic and solicitous responses was supported by the data, as was the positive main effect for verbal pain expression. Results from moderation analyses partially supported our hypothesis in that a) patients’ nonverbal pain expression was even more strongly related to empathic and solicitous spouse responses on days of high verbal pain expression, and b) patients were buffered from spouse punishing responses on days when both nonverbal and verbal expression were high. These findings suggest that pain expression in both verbal and nonverbal modes of communication is important for positive and negative spousal responses. PMID:23791895

Wilson, Stephanie J.; Martire, Lynn M.; Keefe, Francis J.; Mogle, Jacqueline A.; Stephens, Mary Ann Parris; Schulz, Richard

2013-01-01

132

Nonverbal intelligence in young children with dysregulation: the Generation R Study.  

PubMed

Children meeting the Child Behavior Checklist Dysregulation Profile (CBCL-DP) suffer from high levels of co-occurring internalizing and externalizing problems. Little is known about the cognitive abilities of these children with CBCL-DP. We examined the relationship between CBCL-DP and nonverbal intelligence. Parents of 6,131 children from a population-based birth cohort, aged 5 through 7 years, reported problem behavior on the CBCL/1.5-5. The CBCL-DP was derived using latent profile analysis on the CBCL/1.5-5 syndrome scales. Nonverbal intelligence was assessed using the Snijders Oomen Nonverbal Intelligence Test 2.5-7-Revised. We examined the relationship between CBCL-DP and nonverbal intelligence using linear regression. Analyses were adjusted for parental intelligence, parental psychiatric symptoms, socio-economic status, and perinatal factors. In a subsample with diagnostic interview data, we tested if the results were independent of the presence of attention deficit hyperactivity disorder (ADHD) or autism spectrum disorders (ASD). The results showed that children meeting the CBCL-DP (n = 110, 1.8 %) had a 11.0 point lower nonverbal intelligence level than children without problems and 7.2-7.3 points lower nonverbal intelligence level than children meeting other profiles of problem behavior (all p values <0.001). After adjustment for covariates, children with CBCL-DP scored 8.3 points lower than children without problems (p < 0.001). The presence of ADHD or ASD did not account for the lower nonverbal intelligence in children with CBCL-DP. In conclusion, we found that children with CBCL-DP have a considerable lower nonverbal intelligence score. The CBCL-DP and nonverbal intelligence may share a common neurodevelopmental etiology. PMID:24802760

Basten, Maartje; van der Ende, Jan; Tiemeier, Henning; Althoff, Robert R; Rijlaarsdam, Jolien; Jaddoe, Vincent W V; Hofman, Albert; Hudziak, James J; Verhulst, Frank C; White, Tonya

2014-11-01

133

A Cross-cultural Corpus of Annotated Verbal and Nonverbal Behaviors in Receptionist Encounters  

E-print Network

We present the first annotated corpus of nonverbal behaviors in receptionist interactions, and the first nonverbal corpus (excluding the original video and audio data) of service encounters freely available online. Native speakers of American English and Arabic participated in a naturalistic role play at reception desks of university buildings in Doha, Qatar and Pittsburgh, USA. Their manually annotated nonverbal behaviors include gaze direction, hand and head gestures, torso positions, and facial expressions. We discuss possible uses of the corpus and envision it to become a useful tool for the human-robot interaction community.

Makatchev, Maxim; Sakr, Majd

2012-01-01

134

Predicting FCI gain with a nonverbal intelligence test  

NASA Astrophysics Data System (ADS)

We have administered both a commercial, nonverbal intelligence test (the GAMA) and Lawson's Classroom Test of Scientific Reasoning to students in two introductory physics classes to determine if either test can successfully predict normalized gains on the Force Concept Inventory. Since gain on the FCI is known to be related to gender, we adopted a linear model with gain on the FCI as the dependent variable and gender and a test score as the independent variables. We found that the GAMA score did not predict a significant amount of variation beyond gender. Lawson's test, however, did predict a small but significant variation beyond gender. When simple linear regressions were run separately for males and females with the Lawson score as a predictor, we found that the Lawson score did not significantly predict gains for females but was a marginally significant predictor for males.

Semak, M. R.; Dietz, R. D.; Pearson, R. H.; Willis, C. W.

2013-01-01

135

Reliability and validity of nonverbal thin slices in social interactions.  

PubMed

Four studies investigated the reliability and validity of thin slices of nonverbal behavior from social interactions including (a) how well individual slices of a given behavior predict other slices in the same interaction; (b) how well a slice of a given behavior represents the entirety of that behavior within an interaction; (c) how long a slice is necessary to sufficiently represent the entirety of a behavior within an interaction; (d) which slices best capture the entirety of behavior, across different behaviors; and (e) which behaviors (of six measured behaviors) are best captured by slices. Notable findings included strong reliability and validity for thin slices of gaze and nods, and that a 1.5-min slice from the start of an interaction may adequately represent some behaviors. Results provide useful information to researchers making decisions about slice measurement of behavior. PMID:25488925

Murphy, Nora A; Hall, Judith A; Schmid Mast, Marianne; Ruben, Mollie A; Frauendorfer, Denise; Blanch-Hartigan, Danielle; Roter, Debra L; Nguyen, Laurent

2015-02-01

136

Predicting FCI gain with a nonverbal intelligence test  

NSDL National Science Digital Library

We have administered both a commercial, nonverbal intelligence test (the GAMA) and Lawsonâs Classroom Test of Scientific Reasoning to students in two introductory physics classes to determine if either test can successfully predict normalized gains on the Force Concept Inventory. Since gain on the FCI is known to be related to gender, we adopted a linear model with gain on the FCI as the dependent variable and gender and a test score as the independent variables. We found that the GAMA score did not predict a significant amount of variation beyond gender. Lawsonâs test, however, did predict a small but significant variation beyond gender. When simple linear regressions were run separately for males and females with the Lawson score as a predictor, we found that the Lawson score did not significantly predict gains for females but was a marginally significant predictor for males.

Semak, M. R.; Dietz, R. D.; Pearson, R. H.; Willis, C. W.

2014-02-01

137

The Nonverbal Transmission of Intergroup Bias: A Model of Bias Contagion with Implications for Social Policy  

PubMed Central

Social and policy interventions over the last half-century have achieved laudable reductions in blatant discrimination. Yet members of devalued social groups continue to face subtle discrimination. In this article, we argue that decades of anti-discrimination interventions have failed to eliminate intergroup bias because such bias is contagious. We present a model of bias contagion in which intergroup bias is subtly communicated through nonverbal behavior. Exposure to such nonverbal bias “infects” observers with intergroup bias. The model we present details two means by which nonverbal bias can be expressed—either as a veridical index of intergroup bias or as a symptom of worry about appearing biased. Exposure to this nonverbal bias can increase perceivers’ own intergroup biases through processes of implicit learning, informational influence, and normative influence. We identify critical moderators that may interfere with these processes and consequently propose several social and educational interventions based on these moderators. PMID:23997812

Weisbuch, Max; Pauker, Kristin

2013-01-01

138

Non-verbal interaction in the design of telepresence robots for social nomadic work  

E-print Network

Telepresence robots have emerged as a novel solution to meeting the social communication needs of nomadic workers. This thesis provides an overview of non-verbal communication cues for telepresence robot applications, and ...

Milne, Jennifer S. (Jennifer Sarah)

2012-01-01

139

Culture and Social Relationship as Factors of Affecting Communicative Non-verbal Behaviors  

NASA Astrophysics Data System (ADS)

The goal of this paper is to link a bridge between social relationship and cultural variation to predict conversants' non-verbal behaviors. This idea serves as a basis of establishing a parameter based socio-cultural model, which determines non-verbal expressive parameters that specify the shapes of agent's nonverbal behaviors in HAI. As the first step, a comparative corpus analysis is done for two cultures in two specific social relationships. Next, by integrating the cultural and social parameters factors with the empirical data from corpus analysis, we establish a model that predicts posture. The predictions from our model successfully demonstrate that both cultural background and social relationship moderate communicative non-verbal behaviors.

Akhter Lipi, Afia; Nakano, Yukiko; Rehm, Mathias

140

Taking a Stance through Visual Texts: Novice Teachers as Educational Agents  

ERIC Educational Resources Information Center

Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers' attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled…

Orland-Barak, Lily; Maskit, Ditza

2014-01-01

141

Estimating Working Memory Capacity for Lists of Nonverbal Sounds  

PubMed Central

Working memory (WM) capacity limit has been extensively studied in the domains of visual and verbal stimuli. Previous studies have suggested a fixed WM capacity of typically about 3 or 4 items, based on the number of items in working memory reaching a plateau after several items as the set size increases. However, the fixed WM capacity estimate appears to rely on categorical information in the stimulus set (Olsson & Poom, 2005). We designed a series of experiments to investigate nonverbal auditory WM capacity and its dependence on categorical information. Experiments 1 and 2 used simple tones and revealed capacity limit of up to 2 tones following a 6-s retention interval. Importantly, performance was significantly higher at set sizes 2, 3, and 4 when the frequency difference between target and test tones was relatively large. In Experiment 3, we added categorical information to the simple tones, and the effect of tone change magnitude decreased. Maximal capacity for each individual was just over 3 sounds, in the range of typical visual procedures. We propose that two types of information, categorical and detailed acoustic information, are kept in WM, and that categorical information is critical for high WM performance. PMID:23143913

Li, Dawei; Cowan, Nelson; Saults, J. Scott

2012-01-01

142

Socialization and nonverbal communication in atypically developing infants and toddlers.  

PubMed

Emphasis on early identification of atypical development has increased as evidence supporting the efficacy of intervention has grown. These increases have also directly affected the availability of funding and providers of early intervention services. A majority of research has focused on interventions specific to an individual's primary diagnoses. For example, interventions for those with cerebral palsy (CP) have traditionally focused on physiological symptoms, while intervention for individuals with Autism Spectrum Disorder (ASD) focus on socialization, communication, and restricted interests and repetitive behaviors. However deficits in areas other than those related to their primary diagnoses (e.g., communication, adaptive behaviors, and social skills) are prevalent in atypically developing populations and are significant predictors of quality of life. Therefore, the purpose of the current study was to examine impairments in socialization and nonverbal communication in individuals with Down's syndrome (DS), CP, and those with CP and comorbid ASD. Individuals with comorbid CP and ASD exhibited significantly greater impairments than any diagnostic group alone. However, individuals with CP also exhibited significantly greater impairments than those with DS. The implications of these results are discussed. PMID:25200676

Konst, Matthew J; Matson, Johnny L; Goldin, Rachel L; Williams, Lindsey W

2014-12-01

143

Nonverbal sound processing in semantic dementia: A functional MRI study  

PubMed Central

Semantic dementia (SD) is a unique neurodegenerative syndrome accompanied by relatively selective loss of the meaning of objects and concepts. The brain mechanisms that underpin the syndrome have not been defined: a better understanding of these mechanisms would inform our understanding of both the organisation of the human semantic system and its vulnerability to neurodegenerative disease. In this fMRI study, we investigated brain correlates of sensory object processing in nine patients with SD compared with healthy control subjects, using the paradigm of nonverbal sound. Compared with healthy controls, patients with SD showed differential activation of cortical areas surrounding the superior temporal sulcus, both for perceptual processing of spectrotemporally complex but meaningless sounds and for semantic processing of environmental sound category (animal sounds versus tool sounds). Our findings suggest that defective processing of sound objects in SD spans pre-semantic perceptual processing and semantic category formation. This disease model illustrates that antero-lateral temporal cortical mechanisms are critical for representing and differentiating sound categories. The breakdown of these mechanisms constitutes a network-level functional signature of this neurodegenerative disease. PMID:22405732

Goll, Johanna C.; Ridgway, Gerard R.; Crutch, Sebastian J.; Theunissen, Frederic E.; Warren, Jason D.

2012-01-01

144

Teacher Evaluation.  

ERIC Educational Resources Information Center

This article examines why teachers should be evaluated, how teacher evaluation is perceived, and how teacher evaluation can be approached, focusing on the improvement of teacher competency rather than defining a teacher as "good" or "bad." Since the primary professional activity of a teacher is teaching, the major concern of teacher evaluation is…

Saif, Philip

145

Papers in ESL. Selected Conference Papers of the Association of Teachers of English as a Second Language.  

ERIC Educational Resources Information Center

This collection of papers on teaching English as a second language includes the following: (1) "Testing: A Case for Cooperation," by Paul A. Angelis; (2) "Developing a Learning Syllabus in ESL by Teacher Consensus," by Donald Byrd; (3) "Using Debate in ESOL," by Janet Constantinides and Mary Fry; (4) "Non-Verbal Films for Discussion," by Stephen…

Morley, Joan, Ed.

146

A Pilot Study on the Efficacy of Melodic Based Communication Therapy for Eliciting Speech in Nonverbal Children with Autism  

ERIC Educational Resources Information Center

The purpose of this study was to compare the efficacy of Melodic Based Communication Therapy (MBCT) to traditional speech and language therapy for eliciting speech in nonverbal children with autism. Participants were 12 nonverbal children with autism ages 5 through 7 randomly assigned to either treatment group. Both groups made significant…

Sandiford, Givona A.; Mainess, Karen J.; Daher, Noha S.

2013-01-01

147

Developmental Trajectories of Verbal and Nonverbal Skills in Individuals with a History of Specific Language Impairment: From Childhood to Adolescence  

ERIC Educational Resources Information Center

Purpose: To investigate the longitudinal trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment (SLI) from childhood to adolescence. This study focuses on SLI only and investigates within-participant measures across abilities. Method: Verbal and nonverbal skills were assessed in 242 children with…

Conti-Ramsden, Gina; St. Clair, Michelle C.; Pickles, Andrew; Durkin, Kevin

2012-01-01

148

Nonverbal Communication: Implications for the Global Music Classroom  

ERIC Educational Resources Information Center

Many American schools today have richly diverse classrooms composed of immigrants with a limited vocabulary or little command of the English language. Now more than ever, music educators must explore new, creative, and effective ways to communicate with this ever-changing student population. Although most teachers rely primarily on verbal…

Battersby, Sharyn L.; Bolton, Jami

2013-01-01

149

[Differences in non-verbal behavior in individuals with various types of aphasia].  

PubMed

The aim of this research was to investigate if there were differences in non-verbal behaviour at persons with different forms of aphasia while resolving certain problems, and time spent for finding solutions to them. The research involved 30 patients with motoric, sensory and senso-motoric aphasia, in the area of 7 non-verbal variables. Using the statistical method (discriminatory analysis) we came up with the results confirming that there is a difference in the quality of problem solution at patients with different forms of aphasia, but the time frame for problem solving does not differ significantly with the same patients. PMID:10872278

Zeci?, S

2000-01-01

150

Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students  

ERIC Educational Resources Information Center

For educators seeking to differentiate instruction, cognitive ability tests sampling multiple content domains, including verbal, quantitative, and nonverbal reasoning, provide superior information about student strengths and weaknesses compared with unidimensional reasoning measures. However, these ability tests have not been fully evaluated with…

Lakin, Joni M.; Lai, Emily R.

2012-01-01

151

The Emergence of Nonverbal Joint Attention and Requesting Skills in Young Children with Autism  

ERIC Educational Resources Information Center

Joint attention (JA) skills are deficient in children with autism; however, children with autism seem to vary in the degree to which they display joint attention. Joint attention skills refer to verbal and nonverbal skills used to share experiences with others. They include gestures such as pointing, coordinated looks between objects and people,…

Paparella, Tanya; Goods, Kelly Stickles; Freeman, Stephanny; Kasari, Connie

2011-01-01

152

The Introduction of Non-Verbal Communication in Greek Education: A Literature Review  

ERIC Educational Resources Information Center

Introduction: The introductory part of this paper underlines the research interest of the educational community in the issue of non-verbal communication in education. The question for the introduction of this scientific field in Greek education enter within the context of this research which include many aspects. Method: The paper essentially…

Stamatis, Panagiotis J.

2012-01-01

153

Research Report Contrasting visual working memory for verbal and non-verbal  

E-print Network

Research Report Contrasting visual working memory for verbal and non-verbal material to investigate the neural substrates of non- verbal visual working memory with event-related fMRI (`Shape task'). 25 young subjects (mean age: 24.0 years; STD=3.8 years) were instructed to study a list of either 1

154

A Review of Observational Pain Scales in Nonverbal Elderly with Cognitive Impairments  

ERIC Educational Resources Information Center

Objective: Pain assessment for nonverbal older adults with cognitive impairments or dementia presents many challenges, and it is important to determine which scales are most useful in assessing pain among this population. Method: In this review 11 observational scales for assessment of pain in older adults with dementia or cognitive impairments…

Park, Juyoung; Castellanos-Brown, Karen; Belcher, John

2010-01-01

155

Non-Verbal Communication Training: An Avenue for University Professionalizing Programs?  

ERIC Educational Resources Information Center

In accordance with today's workplace expectations, many university programs identify the ability to communicate as a crucial asset for future professionals. Yet, if the teaching of verbal communication is clearly identifiable in most university programs, the same cannot be said of non-verbal communication (NVC). Knowing the importance of the…

Gazaille, Mariane

2011-01-01

156

The effects of nonverbal cues on gender differences in perceptions of sexual intent  

Microsoft Academic Search

The effects of several nonverbal cues on perceptions of male and female stimulus persons' sexuality were examined. Based on the findings of Abbey (“Sex Differences in Attributions for Friendly Behavior: Do Males Misperceive Females' Friendliness?” Journal of Personality and Social Psychology, 1982, 42, 830–838) and other investigators, we hypothesized that in general males would attribute more sexuality to both male

Antonia Abbey; Christian Melby

1986-01-01

157

Vedic Science Based Education and Nonverbal Intelligence: A Preliminary Longitudinal Study in Cambodia.  

ERIC Educational Resources Information Center

A study investigated the effects on students' nonverbal intelligence of implementing an approach to higher education based on Vedic science, developed by Maharishi Mahesh Yogi and including transcendental meditation. The approach was implemented in two Cambodian universities and its effects assessed in 70 undergraduate students. An increase in…

Fergusson, Lee C.; And Others

1996-01-01

158

Quality Matters! Differences between Expressive and Receptive Non-Verbal Communication Skills in Adolescents with ASD  

ERIC Educational Resources Information Center

We analyzed several studies of non-verbal communication (prosody and facial expressions) completed in our lab and conducted a secondary analysis to compare performance on receptive vs. expressive tasks by adolescents with ASD and their typically developing peers. Results show a significant between-group difference for the aggregate score of…

Grossman, Ruth B.; Tager-Flusberg, Helen

2012-01-01

159

Nonverbal Learning Disability: How To Recognize It and Minimize Its Effects. ERIC Digest.  

ERIC Educational Resources Information Center

This digest provides an overview of nonverbal learning disabilities (NLD) along with principles for designing and implementing instructional interventions to address its effects. It begins by explaining characteristics of students with NLD, including their tendency to focus on details rather than on the larger picture, the difficulties they may…

Foss, Jean M.

160

Use of a Non-Navigational, Non-Verbal Landmark Task in Children  

ERIC Educational Resources Information Center

Two hundred and twenty two children (104 females), 1-8 years of age and young adults, were tested for up to 25 days on five versions of a non-verbal, non-navigational landmark task that had previously been used for monkeys. In monkeys, performance on this task is severely impaired following damage to the parietal cortex. For the basic task, the…

Overman, William; Pierce, Allison; Watterson, Lucas; Coleman, Jennifer K.

2013-01-01

161

Mediated Discourse Analysis: Researching Young Children's Non-Verbal Interactions as Social Practice  

ERIC Educational Resources Information Center

Young children often use actions rather than talk as they interact with objects and each other to strategically shape the social, material, and cultural environment. New dynamic research designs and methods are needed to capture the collaborative learning and social positioning achieved through children's non-verbal interactions. Mediated…

Wohlwend, Karen E.

2009-01-01

162

Exploring the Flynn Effect in Mentally Retarded Adults by Using a Nonverbal Intelligence Test for Children  

ERIC Educational Resources Information Center

Increases in the scores on IQ tests across generations have been called the Flynn effect (FE). One of the unresolved questions is whether the FE affects all subsamples of the intellectual ability distribution equally. The present study was aimed at determining the size of the FE in moderately mentally retarded individuals. A nonverbal intelligence…

Nijman, E. E.; Scheirs, J. G. M.; Prinsen, M. J. H.; Abbink, C. D.; Blok, J. B.

2010-01-01

163

Nonverbal Leakage in Robots: Communication of Intentions through Seemingly Unintentional Behavior  

E-print Network

Nonverbal Leakage in Robots: Communication of Intentions through Seemingly Unintentional Behavior@cs.cmu.edu (2) ATR Intelligent Robotics and Communication Laboratory 2-2-2 Hikaridai, Keihanna, Kyoto, Japan cues--particularly gaze cues--in humanlike robots and make inferences on robots' intentions

Mutlu, Bilge

164

Cultural Difference in Stereotype Perceptions and Performances in Nonverbal Deductive Reasoning and Creativity  

ERIC Educational Resources Information Center

A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed…

Wong, Regine; Niu, Weihua

2013-01-01

165

Nonverbal Communication Tests as Predictors of Success in Psychology and Counseling.  

ERIC Educational Resources Information Center

The selection and development of six tests measuring the ability to receive and interpret nonverbal communications are described, as is an attempt to gather evidence of their value as predictors of success in two occupations requiring high levels of interpersonal skills-- psychology and counseling. The tests were: (1) Inter-Person Perception Test;…

Livingston, Samuel A.

166

The Effect of Nonverbal Cues on the Interpretation of Utterances by People with Visual Impairments  

ERIC Educational Resources Information Center

Introduction: The purpose of this article is to explore the effect of nonverbal information (gestures and facial expressions) provided in real time on the interpretation of utterances by people with total blindness. Methods: The article reports on an exploratory study performed on two groups of participants with visual impairments who were tested…

Sak-Wernicka, Jolanta

2014-01-01

167

Foetal Antiepileptic Drug Exposure and Verbal versus Non-Verbal Abilities at Three Years of Age  

ERIC Educational Resources Information Center

We previously reported that foetal valproate exposure impairs intelligence quotient. In this follow-up investigation, we examined dose-related effects of foetal antiepileptic drug exposure on verbal and non-verbal cognitive measures. This investigation is an ongoing prospective observational multi-centre study in the USA and UK, which has enrolled…

Meador, Kimford J.; Baker, Gus A.; Browning, Nancy; Cohen, Morris J.; Clayton-Smith, Jill; Kalayjian, Laura A.; Kanner, Andres; Liporace, Joyce D.; Pennell, Page B.; Privitera, Michael; Loring, David W.

2011-01-01

168

Persistent non-verbal memory impairment in remitted major depression — Caused by encoding deficits?  

Microsoft Academic Search

BackgroundWhile neuropsychological impairments are well described in acute phases of major depressive disorders (MDD), little is known about the neuropsychological profile in remission. There is evidence for episodic memory impairments in both acute depressed and remitted patients with MDD. Learning and memory depend on individuals' ability to organize information during learning. This study investigates non-verbal memory functions in remitted MDD

Andreas Behnken; Sonja Schöning; Joachim Gerß; Carsten Konrad; Renate de Jong-Meyer; Peter Zwanzger; Volker Arolt

2010-01-01

169

Language Development in Nonverbal Autistic Children Using a Simultaneous Communication System.  

ERIC Educational Resources Information Center

Twenty-one nonverbal autistic children, 4- to 9-years-old, with language ages of 4- to 24-months, participated in the communication learning program from 1 to 3 years. Simultaneous verbal and manual signs were chosen as the communications mode. The children initially displayed infrequent, unrecognizable vocalizations (Screeches, or vocal…

Creedon, Margaret Procyk

170

The Use of Non-Verbal and Body Movement Techniques in Working with Families with Infants.  

ERIC Educational Resources Information Center

Presents an experiential-educational approach to families with infants integrating dance and movement therapy with family therapy theories and techniques. Nonverbal techniques are the only possible methods of working directly with infants present with their parents in these workshops. The focus is on negotiations and exchanges of feelings in…

Murphy, James M.

1979-01-01

171

Can Biomarkers Differentiate Pain and No Pain Subgroups of Nonverbal Children with Cerebral  

E-print Network

Can Biomarkers Differentiate Pain and No Pain Subgroups of Nonverbal Children with Cerebral Palsy patients with cerebral palsy with and without pain. Methods. Unstimulated (passively collected) saliva- lopmental disabilities (e.g., cerebral palsy [CP]), however, are often assumed to be insensitive

Weiblen, George D

172

Moving up in School Administration: Grapevine Structure, Nonverbal Behavior, and Promotability.  

ERIC Educational Resources Information Center

Reports findings of a study which revealed that selected school principal interactions, aspirations, and nonverbal behaviors are predictors of school administrator potential for promotion in an urban school district. Describes the administrator subculture as clanlike and guildlike and asserts that this pattern plays a crucial role in determining…

Teran, Rosemarie C.; Licata, Joseph W.

1986-01-01

173

Nonverbal Communication in Two- and Three-Year-Old Children with Autism.  

ERIC Educational Resources Information Center

The forms, functions, and complexity of nonverbal communication used by 14 young (ages 2-3) children with autism were investigated. Comparison with children with developmental delays and/or language impairments on a structured assessment found that autistic children directly manipulated the examiner's hand and requested more often but were less…

Stone, Wendy L.; Ousley, Opal Y.; Yoder, Paul J.; Hogan, Kerry L.; Hepburn, Susan L.

1997-01-01

174

Nonverbal Communication in Two and Three-Year-Old Children with Autism  

Microsoft Academic Search

The forms, functions, and complexity of nonverbal communication used by very young children with autism were investigated. Fourteen children with autism were matched to 14 children with developmental delays and\\/or language impairments on the basis of CA, MA, and expressive vocabulary. Subjects participated in a structured communication assessment consisting of 16 situations designed to elicit requesting or commenting behavior. Children

Wendy L. Stone; Opal Y. Ousley; Paul J. Yoder; Kerry L. Hogan; Susan L. Hepburn

1997-01-01

175

Channel Effects and Non-Verbal Properties of Media Messages: A State of the Art Review.  

ERIC Educational Resources Information Center

The purposes of this paper are to compile and describe the published empirical studies that have examined nonverbal visual production variables, to offer a critique of the lines of inquiry, and to suggest some areas for continued research. The studies are presented in two major sections: intravisual and intermedia. The intravisual section…

McCain, Thomas A.; White, Sylvia

176

Nonverbal working memory deficits in schizophrenia patients: Evidence of a supramodal executive processing deficit  

Microsoft Academic Search

Background: Although there have been several investigations of spatial working memory performance in schizophrenia patients, there have been considerably fewer studies of object working memory. The purpose of the present investigation was to evaluate the domain specificity of nonverbal working memory impairment in schizophrenia patients. Methods: Delayed match-to-sample tasks involving spatial, identity and affective information were administered to schizophrenia and

Diane C. Gooding; Kathleen A. Tallent

2004-01-01

177

Counselor Ethnicity, Counselor Nonverbal Behavior, and Session Outcome with Asian American Clients: Initial Findings.  

ERIC Educational Resources Information Center

Examination of counselor nonverbal behaviors revealed that European American counselors displayed significantly greater frequency of adaptors, postural shifts, and smiles than did Asian American counselors. The frequency of smiles was significantly positively correlated with client-rated session positivity and session arousal, and the frequency of…

Kim, Bryan S. K.; Liang, Christopher T. H.; Li, Lisa C.

2003-01-01

178

Development of Non-Verbal Intellectual Capacity in School-Age Children with Cerebral Palsy  

ERIC Educational Resources Information Center

Background: Children with cerebral palsy (CP) are at greater risk for a limited intellectual development than typically developing children. Little information is available which children with CP are most at risk. This study aimed to describe the development of non-verbal intellectual capacity of school-age children with CP and to examine the…

Smits, D. W.; Ketelaar, M.; Gorter, J. W.; van Schie, P. E.; Becher, J. G.; Lindeman, E.; Jongmans, M. J.

2011-01-01

179

The Roles of Animated Pedagogical Agents' Presence and Nonverbal Communication in Multimedia Learning Environments  

Microsoft Academic Search

We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic

Casey Frechette; Roxana Moreno

2010-01-01

180

Do Individuals with High Functioning Autism Have the IQ Profile Associated with Nonverbal Learning Disability?  

ERIC Educational Resources Information Center

Previously researchers have noted a high level of occurrence of the IQ profile associated with nonverbal learning disability (NLD) in Asperger syndrome (ASP) but not in high functioning autism (HFA). We examined the IQ profile scores of a large sample of children (n=69) and adults (n=77) with HFA, stringently diagnosed according to ADOS, ADI-R,…

Williams, Diane L.; Goldstein, Gerald; Kojkowski, Nicole; Minshew, Nancy J.

2008-01-01

181

Low-Level Defective Processing of Non-Verbal Sounds in Dyslexic Children  

ERIC Educational Resources Information Center

We compared processing of non-verbal auditory stimuli by dyslexic and non-dyslexic children using electrophysiological methods. The study included 39 children (17 with dyslexia plus 22 controls) assessed via frontal, central, parietal, and temporal electrodes. As an extension of previous P300 event-related potential studies, we analysed variations…

Ucles, Paulino; Mendez, Mario; Garay, Jose

2009-01-01

182

Nonverbal Behavior, Status, and Gender: How Do We Understand Their Relations  

ERIC Educational Resources Information Center

The causes of gender differences in nonverbal behavior are not well understood. The present article discusses status as a possible explanation and analyzes some of the methodological and conceptual challenges associated with testing that hypothesis. The study by Helweg-Larsen, Cunningham, Carrico, and Pergram (2004), which investigated gender in…

Hall, Judith A.

2006-01-01

183

Communicating in a Multicultural Classroom: A Study of Students' Nonverbal Behavior and Attitudes toward Faculty Attire  

ERIC Educational Resources Information Center

Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students' attitudes toward faculty members. Because today's classrooms are changing and undergoing rapid…

Okoro, Ephraim; Washington, Melvin

2011-01-01

184

Gender-Specific Development of Nonverbal Behaviours and Mild Depression in Adolescence  

ERIC Educational Resources Information Center

Background: Individual differences in depressive symptoms have been linked with social skill deficits in adults and children, yet empirical studies on adolescents are lacking. The present research examines age and gender differences in nonverbal behaviour between mildly depressed and nondepressed (pre-) adolescents during conversations with an…

Van Beek, Yolanda; Van Dolderen, Marlies S. M.; Demon Dubas, Judith J. S.

2006-01-01

185

The Development of Nonverbal Communication Behavior in School Children, Grades K-12.  

ERIC Educational Resources Information Center

A study was conducted to examine how different kinds of children's nonverbal behavior developed across grade levels. The six kinds of behavior studied were (1) proxemic, or observance of personal space; (2) haptic, or touching behavior; (3) oculesic, or gazing; (4) kinesic, or interpreting emotions from facial expressions; (5) vocalic, or…

Andersen, Peter A.; And Others

186

The Effect of Vocal Hygiene and Behavior Modification Instruction on the Self-Reported Vocal Health Habits of Public School Music Teachers  

ERIC Educational Resources Information Center

This study examined the effects of vocal hygiene and behavior modification instruction on self-reported behaviors of music teachers. Subjects (N = 76) reported daily behaviors for eight weeks: water consumption, warm-up, talking over music/noise, vocal rest, nonverbal commands, and vocal problems. Subjects were in experimental group 1 or 2, or the…

Hackworth, Rhonda S.

2007-01-01

187

A qualitative analysis of the nonverbal and verbal interactions of low achieving students in two contrasting science instructional settings  

NASA Astrophysics Data System (ADS)

This research project was designed to describe and analyze the verbal and non-verbal interactions of low achieving students during science lessons taught in two contrasting science instructional settings. (1) Teacher-centered, textbook-dominated instruction and (2) Student-centered, materials-dominated instruction. This study provided the unique opportunity to observe individual students under both sets of conditions. Systematic classroom observation, non-structured student interviews, and student documents were used in the analysis. Levels of behavioral involvement were found to be lower during student-centered, materials-dominated lessons, however, increased frequencies, more varied types, and higher cognitive levels of verbal interaction were observed. Teacher-centered, text-dominated lessons yielded increased levels of on-task behavior, however, incidences of verbal interaction were observed to be decreased, less varied, and lower in cognitive level. The findings of this study suggest that the levels of behavioral involvement of low achieving students may be enhanced by increased structuring of the science learning environment. The findings suggest that additional structure in the form of task-specific directions and specific, short time allotments would enable low achieving students to better define a researchable question, and plan and conduct an investigation to answer the question. Low achieving students appeared to lack small group interaction skills needed to complete activities in the materials-dominated format. Groups of four tended to splinter: pairs would break off or students just worked individually. If groups of four are desired, the evidence from this study would suggest clearly defined expectations and shorter work times and more structure are needed for more effective group work. Questions remain concerning the ability for elementary science teachers to monitor the learning environment and learning processes, particularly in less structured classroom settings. Finally, this study questions the depth and breadth of content presented in many textbooks and supplemental materials, particularly in light of current educational theory regarding conceptual understanding and transfer. Additional research is needed to identify types and amounts of structure to impose on the learning environment and to define processes to help low achieving students optimize conceptual understandings.

Logan, Laverne K.

188

Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders  

E-print Network

Assessed collateral effects on the nonverbal communication behaviors of children with Autism Spectrum Disorders during their participation in two verbal communication interventions. Data was obtained through coding videotaped sessions. Participants...

Vuong, Ngan Kim

2008-04-07

189

NOVA: Teachers  

NSDL National Science Digital Library

NOVA Teachers offers science educators a starting point for lesson plans and scientific activities. The Hot Science section provides a multitude of activities that teachers can incorporate into their science curriculum. Topics include animals, the human body, ancient cultures, space, earth, physics, and an odds and ends compendium. Lesson Ideas and Teacher's Exchange allow teachers to share concepts and lesson plans.

2004-08-09

190

Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning  

PubMed Central

Background In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related. Methodology/Principal Findings Children who received at least three years (M?=?4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities. Conclusions/Significance While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. Alternative explanations for these results are discussed. PMID:18958177

Forgeard, Marie; Winner, Ellen; Norton, Andrea; Schlaug, Gottfried

2008-01-01

191

The Effects of Agent Nonverbal Communication on Procedural and Attitudinal Learning Outcomes  

Microsoft Academic Search

This experimental study investigated the differential effects of pedagogical agent nonverbal communication on attitudinal\\u000a and procedural learning. A 2x2x2 factorial design was employed with 237 participants to investigate the effect of type of\\u000a instruction (procedural, attitudinal), deictic gesture (presence, absence), and facial expression (presence, absence) on learner\\u000a attitudes, agent perception (agent persona, gesture, facial expression), and learning. Results indicated that

Amy L. Baylor; Soyoung Kim

2008-01-01

192

Intuitive geometry and visuospatial working memory in children showing symptoms of nonverbal learning disabilities  

Microsoft Academic Search

Visuospatial working memory (VSWM) and intuitive geometry were examined in two groups aged 11–13, one with children displaying symptoms of nonverbal learning disability (NLD; n?=?16), and the other, a control group without learning disabilities (n?=?16). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with simple storage and complex-span tasks involving

Irene C. Mammarella; David Giofrè; Rosanna Ferrara; Cesare Cornoldi

2012-01-01

193

Gender-specific development of nonverbal behaviours and mild depression in adolescence  

Microsoft Academic Search

Individual differences in depressive symptoms have been linked with social skill deficits\\u000ain adults and children, yet empirical studies on adolescents are lacking. The present research examines\\u000aage and gender differences in nonverbal behaviour between mildly depressed and nondepressed (pre-)\\u000aadolescents during conversations with an adult (study 1) and a same-aged peer (study 2). Both studies\\u000aalso examine whether conversation

Yolanda van Beek; Marlies S. M. van Dolderen; Judith J. S. Demon Dubas

2006-01-01

194

A longitudinal genetic analysis of low verbal and nonverbal cognitive abilities in early childhood.  

PubMed

By middle childhood, the same genetic factors are largely responsible for individual differences in verbal and nonverbal abilities, suggesting a genetic basis for general cognitive ability ("g"). Our previous work on verbal and nonverbal abilities throughout the normal range of variation during infancy and early childhood suggests that genetic influences show domain-specific as well as domain-general effects, implying that the switch to nearly complete domain-general effects occurs later in development. Much less is known about the genetic structure of low cognitive performance, although our previous work has shown that a composite measure of low "g" is highly heritable at 2, 3 and 4 years of age. We report the first multivariate, longitudinal analyses of low verbal and nonverbal cognitive abilities (defined as the lowest 10% of the distribution) at 2, 3 and 4 years of age using data from 9026 pairs of UK twins assessed by their parents as part of the Twins Early Development Study (TEDS). Domain-general genetic influences increased significantly from 2 to 3 to 4 years. Although the phenotypic polychoric correlation between low verbal and low nonverbal ability was similar at 2, 3 and 4 years (.36,.43,.35), the genetic contribution to the phenotypic correlation increased dramatically (.37,.47,.76), with a corresponding decrease in the comorbid influence of shared environment (.61,.44,.35). We conclude that for low ability, as well as for normal variation in ability, genetic "g" emerges during early childhood but is not fully developed until middle childhood. PMID:15169599

Price, Thomas S; Dale, Philip S; Plomin, Robert

2004-04-01

195

Video prototyping of dog-inspired non-verbal affective communication for an appearance constrained robot  

Microsoft Academic Search

This paper presents results from a video human-robot interaction (VHRI) study in which participants viewed a video in which an appearance-constrained Pioneer robot used dog-inspired affective cues to communicate affinity and relationship with its owner and a guest using proxemics, body movement and orientation and camera orientation. The findings suggest that even with the limited modalities for non-verbal expression offered

Dag Sverre Syrdal; Kheng Lee Koay; Márta Gácsi; Michael L. Walters; Kerstin Dautenhahn

2010-01-01

196

Prediction of Students' Evaluations from Brief Instances of Professors' Nonverbal Behavior in Defined Instructional Situations  

Microsoft Academic Search

This study examined the power of judges' ratings of professors' nonverbal (NV) classroom behavior in content-free brief instances\\u000a (nine seconds) to predict actual end-of-course students' ratings of teaching (SRT). Professors in 67 courses were videotaped\\u000a in 4 instructional situations: First class session; Lecturing; Interacting with students; and Talking about the course. The\\u000a overall finding was that thin slices of professors'

Elisha Babad; Dinah Avni-Babad; Robert Rosenthal

2004-01-01

197

NEWEST teachers  

NASA Technical Reports Server (NTRS)

NEWEST, or NASA Educational Workshops for Elementary School Teachers, is a two-week honors program for teachers, sponsored by NASA, the National Science Teachers Association, the National Council of Teachers of Mathematics and the International Technology Education-Association. A total of 25 teachers from the United States and U.S. State Department schools in Europe are chosen to work with NASA and other federal agency science and engineering professionals. Pictured, participants make hot air balloons as part of their activities.

1996-01-01

198

Verbal and Nonverbal Neuropsychological Test Performance in Subjects With Schizotypal Personality Disorder  

PubMed Central

Objective The authors contrasted verbal and nonverbal measures of attention and memory in patients with DSM-IV-defined schizotypal personality disorder in order to expand on their previous findings of verbal learning deficits in these patients and to understand better the neuropsychological profile of schizotypal personality disorder. Method Cognitive test performance was examined in 16 right-handed men who met diagnostic criteria for schizotypal personality disorder and 16 matched male comparison subjects. Neuropsychological measures included verbal and nonverbal tests of persistence, supraspan learning, and short- and long-term memory retention. Neuropsychological profiles were constructed by standardizing test scores based on the means and standard deviations of the comparison subject group. Results Subjects with schizotypal personality disorder showed a mild to moderate general reduction in performance on all measures. Verbal measures of persistence, short-term retention, and learning were more severely impaired than their nonverbal analogs. Performance on measures of memory retention was independent of modality. Conclusions The results are consistent with previous reports that have suggested a mild, general decrement in cognitive performance and proportionately greater involvement of the left hemisphere in patients with schizotypal personality disorder. The findings provide further support for a specific deficit in the early processing stages of verbal learning. PMID:10784473

Voglmaier, Martina M.; Seidman, Larry J.; Niznikiewicz, Margaret A.; Dickey, Chandlee C.; Shenton, Martha E.; McCarley, Robert W.

2010-01-01

199

Raised Middle-Finger: Electrocortical Correlates of Social Conditioning with Nonverbal Affective Gestures  

PubMed Central

Humans form impressions of others by associating persons (faces) with negative or positive social outcomes. This learning process has been referred to as social conditioning. In everyday life, affective nonverbal gestures may constitute important social signals cueing threat or safety, which therefore may support aforementioned learning processes. In conventional aversive conditioning, studies using electroencephalography to investigate visuocortical processing of visual stimuli paired with danger cues such as aversive noise have demonstrated facilitated processing and enhanced sensory gain in visual cortex. The present study aimed at extending this line of research to the field of social conditioning by pairing neutral face stimuli with affective nonverbal gestures. To this end, electro-cortical processing of faces serving as different conditioned stimuli was investigated in a differential social conditioning paradigm. Behavioral ratings and visually evoked steady-state potentials (ssVEP) were recorded in twenty healthy human participants, who underwent a differential conditioning procedure in which three neutral faces were paired with pictures of negative (raised middle finger), neutral (pointing), or positive (thumbs-up) gestures. As expected, faces associated with the aversive hand gesture (raised middle finger) elicited larger ssVEP amplitudes during conditioning. Moreover, theses faces were rated as to be more arousing and unpleasant. These results suggest that cortical engagement in response to faces aversively conditioned with nonverbal gestures is facilitated in order to establish persistent vigilance for social threat-related cues. This form of social conditioning allows to establish a predictive relationship between social stimuli and motivationally relevant outcomes. PMID:25054341

Wieser, Matthias J.; Flaisch, Tobias; Pauli, Paul

2014-01-01

200

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.  

PubMed

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7±1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. PMID:25240218

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María Del Mar; López-López, Francisco

2014-12-01

201

Manipulation of Non-verbal Interaction Style and Demographic Embodiment to Increase Anthropomorphic Computer Character Credibility  

SciTech Connect

For years, people have sought more natural means of communicating with their computers. Many have suggested that interaction with a computer should be as easy as interacting with other people, taking advantage of the multimodal nature of human communication. While users should, in theory, gravitate to such anthropomorphic embodiments, quite the contrary has been experienced; users generally have been dissatisfied and abandoned their use. This suggests a disconnect between the factors that make human-human communication engaging and those used by designers to support human-agent interaction. This paper discusses a set of empirical studies that attempted to replicate human-human nonverbal behavior. The focus revolved around the behaviors that portrayed a credible façade, helping the embodied conversational agent (ECA) to form a successful cooperative dyad with the user. Based on a review of the nonverbal literature, a framework was created that identified trustworthy and credible nonverbal behaviors across five areas and formed design guidelines for character interaction. The design suggestions for those areas emanating from the facial region (facial expression, eye contact and paralanguage) were experimentally supported but there was no concordant increase in perceived trust when bodily regions (posture and gesture) were added. In addition, in examining the importance of demographic elements in the embodiment, it was found that users prefer to interact with characters that match their ethnicity and are young looking. There was no significant preference for gender. The implications of these results, as well as other interesting consequences are discussed.

Cowell, Andrew J.; Stanney, Kay M.

2005-02-01

202

The Evocative Power of Words: Activation of Concepts by Verbal and Nonverbal Means  

PubMed Central

A major part of learning a language is learning to map spoken words onto objects in the environment. An open question is what are the consequences of this learning for cognition and perception? Here, we present a series of experiments that examine effects of verbal labels on the activation of conceptual information as measured through picture verification tasks. We find that verbal cues, such as the word “cat,” lead to faster and more accurate verification of congruent objects and rejection of incongruent objects than do either nonverbal cues, such as the sound of a cat meowing, or words that do not directly refer to the object, such as the word “meowing.” This label advantage does not arise from verbal labels being more familiar or easier to process than other cues, and it does extends to newly learned labels and sounds. Despite having equivalent facility in learning associations between novel objects and labels or sounds, conceptual information is activated more effectively through verbal means than through non-verbal means. Thus, rather than simply accessing nonverbal concepts, language activates aspects of a conceptual representation in a particularly effective way. We offer preliminary support that representations activated via verbal means are more categorical and show greater consistency between subjects. These results inform the understanding of how human cognition is shaped by language and hint at effects that different patterns of naming can have on conceptual structure. PMID:21928923

Lupyan, Gary; Thompson-Schill, Sharon L.

2014-01-01

203

Perceiving nonverbal behavior: neural correlates of processing movement fluency and contingency in dyadic interactions.  

PubMed

Despite the fact that nonverbal dyadic social interactions are abundant in the environment, the neural mechanisms underlying their processing are not yet fully understood. Research in the field of social neuroscience has suggested that two neural networks appear to be involved in social understanding: (1) the action observation network (AON) and (2) the social neural network (SNN). The aim of this study was to determine the differential contributions of the AON and the SNN to the processing of nonverbal behavior as observed in dyadic social interactions. To this end, we used short computer animation sequences displaying dyadic social interactions between two virtual characters and systematically manipulated two key features of movement activity, which are known to influence the perception of meaning in nonverbal stimuli: (1) movement fluency and (2) contingency of movement patterns. A group of 21 male participants rated the "naturalness" of the observed scenes on a four-point scale while undergoing fMRI. Behavioral results showed that both fluency and contingency significantly influenced the "naturalness" experience of the presented animations. Neurally, the AON was preferentially engaged when processing contingent movement patterns, but did not discriminate between different degrees of movement fluency. In contrast, regions of the SNN were engaged more strongly when observing dyads with disturbed movement fluency. In conclusion, while the AON is involved in the general processing of contingent social actions, irrespective of their kinematic properties, the SNN is preferentially recruited when atypical kinematic properties prompt inferences about the agents' intentions. PMID:23813661

Georgescu, Alexandra L; Kuzmanovic, Bojana; Santos, Natacha S; Tepest, Ralf; Bente, Gary; Tittgemeyer, Marc; Vogeley, Kai

2014-04-01

204

Verbal and nonverbal memory in primary progressive aphasia: The Three Words-Three Shapes Test  

PubMed Central

Objectives To investigate cognitive components and mechanisms of learning and memory in primary progressive aphasia (PPA) using a simple clinical measure, the Three Words Three Shapes Test (3W3S). Background PPA patients can complain of memory loss and may perform poorly in standard tests of memory. The extent to which these signs and symptoms reflect dysfunction of the left hemisphere language versus limbic memory network remains unknown. Methods 3W3S data from 26 patients with a clinical diagnosis of PPA were compared with previously published data from patients with typical dementia of the Alzheimer type (DAT) and cognitively healthy elders. Results PPA patients showed two bottlenecks in new learning. First, they were impaired in the effortless (but not effortful) on-line encoding of verbal (but not non-verbal) items. Second, they were impaired in the retrieval (but not retention) of verbal (but not non-verbal) items. In contrast, DAT patients had impairments also in effortful on-line encoding and retention of verbal and nonverbal items. Conclusions PPA selectively interferes with spontaneous on-line encoding and subsequent retrieval of verbal information. This combination may underlie poor memory test performance and is likely to reflect the dysfunction of the left hemisphere language rather than medial temporal memory network. PMID:22713398

Weintraub, Sandra; Rogalski, Emily; Shaw, Emily; Sawlani, Sabrina; Rademaker, Alfred; Wieneke, Christina; Mesulam, M.-Marsel

2012-01-01

205

Network structure underlying resolution of conflicting non-verbal and verbal social information.  

PubMed

Social judgments often require resolution of incongruity in communication contents. Although previous studies revealed that such conflict resolution recruits brain regions including the medial prefrontal cortex (mPFC) and posterior inferior frontal gyrus (pIFG), functional relationships and networks among these regions remain unclear. In this functional magnetic resonance imaging study, we investigated the functional dissociation and networks by measuring human brain activity during resolving incongruity between verbal and non-verbal emotional contents. First, we found that the conflict resolutions biased by the non-verbal contents activated the posterior dorsal mPFC (post-dmPFC), bilateral anterior insula (AI) and right dorsal pIFG, whereas the resolutions biased by the verbal contents activated the bilateral ventral pIFG. In contrast, the anterior dmPFC (ant-dmPFC), bilateral superior temporal sulcus and fusiform gyrus were commonly involved in both of the resolutions. Second, we found that the post-dmPFC and right ventral pIFG were hub regions in networks underlying the non-verbal- and verbal-content-biased resolutions, respectively. Finally, we revealed that these resolution-type-specific networks were bridged by the ant-dmPFC, which was recruited for the conflict resolutions earlier than the two hub regions. These findings suggest that, in social conflict resolutions, the ant-dmPFC selectively recruits one of the resolution-type-specific networks through its interaction with resolution-type-specific hub regions. PMID:23552078

Watanabe, Takamitsu; Yahata, Noriaki; Kawakubo, Yuki; Inoue, Hideyuki; Takano, Yosuke; Iwashiro, Norichika; Natsubori, Tatsunobu; Takao, Hidemasa; Sasaki, Hiroki; Gonoi, Wataru; Murakami, Mizuho; Katsura, Masaki; Kunimatsu, Akira; Abe, Osamu; Kasai, Kiyoto; Yamasue, Hidenori

2014-06-01

206

Teacher Pay and Teacher Aptitude  

ERIC Educational Resources Information Center

Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

Leigh, Andrew

2012-01-01

207

Can Teachers Lead Teachers?  

ERIC Educational Resources Information Center

The numbers are in, and they are not rosy. According to the "Schools and Staffing Survey," 64,954 public schools reported vacancies during the 2003-04 school year. Even more alarming is the fact that projections suggest teacher attrition rates will continue to soar, while student enrollments climb, well into the 21st century. American schools have…

Mihans, Richard

2008-01-01

208

Teacher Cooperatives  

ERIC Educational Resources Information Center

Twenty years ago, when the late Albert Shanker, then president of the American Federation of Teachers, endorsed the notion of innovative schools operating outside conventional district bureaucracies, his aim was to put teachers at the helm. Fast-forward two decades from Shanker's then-radical proposition and there are nearly 80 teacher-governed…

Hawkins, Beth

2009-01-01

209

[Teacher Training.  

ERIC Educational Resources Information Center

This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

Palmatier, Robert A., Ed.

1977-01-01

210

Teacher Institutes  

NSDL National Science Digital Library

By putting teachers back into an intense learning and leadership environment, the National Science Foundation (NSF) is embarking on a major effort to improve the mathematics and science education of the nationâs youth. The three-year $5.5 million Teacher Institute project in Park City, Utah, involves middle and high school mathematics teachers from three school districts, including a small system in McAllen, Texas, and larger systems in Cincinnati, Ohio and Seattle, Washington. In summer resident sessions, the institute at Park City will train middle and secondary school teachers to become teacher-leaders.

211

Brief report: Impression formation in high-functioning autism: role of nonverbal behavior and stereotype activating information.  

PubMed

Little is known about whether stereotypes influence social judgments of autistic individuals, in particular when they compete with tacit face-to-face cues. We compared impression formation of 17 subjects with high-functioning autism (HFA) and 17 age-, gender- and IQ-matched controls. Information about the profession of a job applicant served as stereotype activating information. The target person's nonverbal behavior was presented as a computer animation showing two virtual characters in interaction. Contrary to our hypothesis, HFA participants were as sensitive to nonverbal cues as controls. Moreover, HFA showed a tendency to evaluate persons more positively. This might indicate a routine HFA apply in impression formation in order to compensate for their deficit in intuitive understanding of nonverbal communication cues. PMID:24362848

Schwartz, Caroline; Dratsch, Thomas; Vogeley, Kai; Bente, Gary

2014-07-01

212

The sound of silence--nurses' non-verbal interaction within the ward round.  

PubMed

This study describes nurses' non-verbal interaction in the ward round within intensive care. Data were collected through participant observation, fieldwork notes and ethnographic interview techniques from eight intensive care nurses. This article focuses on the themes 'Being there', 'Knowing the script', 'Knowing what you want from the ward round' and 'Silencing and gaze', which emerged from the data. A key issue highlighted in this study is that nurses need to recognize their contribution to patient management decisions within the ward round. Drawing from the data, educational and training strategies are suggested to enhance collaborative practice in the clinical setting of intensive care. PMID:14725388

Hill, Karen

2003-01-01

213

[Evaluation of intelligence with non-verbal tests in aphasic patients].  

PubMed

Eight patients with cerebral vascular disease and aphasia were studied just after the stroke. The clinical, neuropsychiatric, EEG and neuro-radiological aspects were evaluated. The patients were submitted to the psychological and phonoaudiological studies. The authors correlated the neurological lesions to the structural alteration of the intelligence, to the praxic and estheognostic alterations and also to the language disturbances. The criterions adopted by the World Health Organization and the genetics classification of Jean Piaget were used for the intellectual level classification. The results suggest that the intelligence evaluated through Leither's non-verbal test is better preserved in some asphasics. PMID:533383

Ceschin, J S; Melaragno Filho, R; Brauer, M J; Parente, M A

1979-09-01

214

A Neurodevelopmental Perspective on the Acquisition of Nonverbal Cognitive Skills in Adolescents With Fragile X Syndrome  

PubMed Central

This longitudinal study was designed to investigate trajectories of nonverbal cognitive ability in adolescents with fragile X syndrome with respect to the relative influence of FMRP, autism symptom severity, and environmental factors on visualization and fluid reasoning abilities. Males and females with fragile X syndrome (N = 53; ages 10 - 16 years) were evaluated with the Leiter-R at up to four annual assessments. On average, IQ declined with age. FMRP levels predicted change in fluid reasoning, but not in visualization. The role of FMRP in the neural development that underlies the fragile X syndrome cognitive phenotype is discussed. PMID:24138215

Kover, Sara T.; Pierpont, Elizabeth I.; Kim, Jee-Seon; Brown, W. Ted; Abbeduto, Leonard

2013-01-01

215

Manuscript in press in Behavior Research Methods, Instruments, & Computers An online task for contrasting auditory processing in the verbal and nonverbal domains and  

E-print Network

Manuscript in press in Behavior Research Methods, Instruments, & Computers An online task for contrasting auditory processing in the verbal and nonverbal domains and norms for younger and older adults Aye;Verbal and nonverbal sound processing 2 Abstract Contrasting linguistic and non-linguistic processing has

216

AUTOMATIC AUDIO DRIVEN ANIMATION OF NON-VERBAL D. Cosker1, C. Holt2, D. Mason2, G. Whatling2, D. Marshall3 and P. L. Rosin3  

E-print Network

AUTOMATIC AUDIO DRIVEN ANIMATION OF NON-VERBAL ACTIONS D. Cosker1, C. Holt2, D. Mason2, G. Whatling for lip-synching and facial expression synthesis has received much attention [1, 2] ·Generating non-verbal REFERENCES [1] M. Brand. Voice puppetry. In proc. of ACM SIGGRAPH, pages 21­28, 1999. [2] Y. Cao et al

Martin, Ralph R.

217

Test Review: L. Brown, R. J. Sherbenou, & S. K. Johnsen "Test of Nonverbal Intelligence-4" (Toni-4). Austin, TX--PRO-ED, 2010  

ERIC Educational Resources Information Center

This article reviews Test of Nonverbal Intelligence-Fourth Edition (TONI-4), an individually administered instrument created to assess intelligence. The distinguishing characteristic of the TONI-4 is the nonverbal, motor-reduced format that assesses common elements of intelligence without the confounding effects of motor or linguistic skills. The…

Ritter, Nicola; Kilinc, Emin; Navruz, Bilgin; Bae, Yunhee

2011-01-01

218

"I'm pretty sure that we will win!": The influence of score-related nonverbal behavioral changes on the confidence in winning a basketball game.  

PubMed

The goal of the present research was to test whether score-related changes in opponents' nonverbal behavior influence athletes' confidence in beating their opponents. In an experiment, 40 participants who were experienced basketball players watched brief video clips depicting athletes' nonverbal behavior. Video clips were not artificially created, but showed naturally occurring behavior. Participants indicated how confident they were in beating the presented athletes in a hypothetical scenario. Results indicated that participants' confidence estimations were influenced by opponents' score-related nonverbal behavior. Participants were less confident about beating a leading team and more confident about beating a trailing team, although they were unaware of the actual score during the depicted scenes. The present research is the first to show that in-game variations of naturally occurring nonverbal behavior can influence athletes' confidence. This finding highlights the importance of research into nonverbal behavior in sports, particularly in relation to athletes' confidence. PMID:24918314

Furley, Philip; Schweizer, Geoffrey

2014-06-01

219

Nonverbal Expressions of Turn Management in TV Interviews: A Cross-Cultural Study between Greek and Icelandic  

Microsoft Academic Search

\\u000a In this paper we discuss a cross-cultural analysis of non-verbal expressions (gestures, facial expressions, body posture)\\u000a that have a turn managing function in the flow of interaction. The study was carried out by analyzing and comparing the features\\u000a of interest in two samples of institutional interaction, namely face-to-face political interviews, in Greek and Icelandic\\u000a respectively. The non-verbal behavior of the

Maria Koutsombogera; Sigrún María Ammendrup; Hannes Högni Vilhjálmsson; Harris Papageorgiou

2010-01-01

220

Nonverbal Social Withdrawal in Depression: Evidence from manual and automatic analysis.  

PubMed

The relationship between nonverbal behavior and severity of depression was investigated by following depressed participants over the course of treatment and video recording a series of clinical interviews. Facial expressions and head pose were analyzed from video using manual and automatic systems. Both systems were highly consistent for FACS action units (AUs) and showed similar effects for change over time in depression severity. When symptom severity was high, participants made fewer affiliative facial expressions (AUs 12 and 15) and more non-affiliative facial expressions (AU 14). Participants also exhibited diminished head motion (i.e., amplitude and velocity) when symptom severity was high. These results are consistent with the Social Withdrawal hypothesis: that depressed individuals use nonverbal behavior to maintain or increase interpersonal distance. As individuals recover, they send more signals indicating a willingness to affiliate. The finding that automatic facial expression analysis was both consistent with manual coding and revealed the same pattern of findings suggests that automatic facial expression analysis may be ready to relieve the burden of manual coding in behavioral and clinical science. PMID:25378765

Girard, Jeffrey M; Cohn, Jeffrey F; Mahoor, Mohammad H; Mavadati, S Mohammad; Hammal, Zakia; Rosenwald, Dean P

2014-10-01

221

Nonmarital sex and condom knowledge among Ethiopian young people: improved estimates using a nonverbal response card.  

PubMed

The accurate assessment of risky sexual behaviors and barriers to condom use is essential to reduce the spread of HIV/AIDS. This study tests a new nonverbal response-card method for obtaining more accurate responses to sensitive questions in the context of face-to-face interviewer-administered questionnaires in a survey of 1,269 Ethiopian young people aged 13-24. Comparisons of responses between a control group that provided verbal responses and an experimental group that used the card indicate that the prevalence of nonmarital sexual intercourse may be two times higher and knowledge of condom access may be 22 percent lower in the study than typical population-survey methods suggest. These results suggest that our nonverbal response-card method yields less biased estimates of risky adolescent sexual behavior and perceived access to condoms than those derived from conventional face-to-face interviewer-administered surveys, and that this method provides an effective, easy-to-use, low-cost alternative. PMID:21465726

Lindstrom, David P; Belachew, Tefera; Hadley, Craig; Hattori, Megan Klein; Hogan, Dennis; Tessema, Fasil

2010-12-01

222

Verbal/nonverbal communication between man and Avatar in virtual mechanical assembly training system  

NASA Astrophysics Data System (ADS)

The interface environment of a computer still uses a mouse and a keyboard and it is hard for many users including aged person to use computers. The computer operation may become difficult with age even if a person can use a computer currently. Development of the interface system is desired that permits persons to talk to a computer in the same way as they communicate with other ones. Of course the development of such an interface system will be effective for all computer application users in addition to aged person. We developed in this study the man machine interface system that exploits virtual reality in order to bring a talk between a person and a machine close to that between persons. We aimed at realization of bi-directional verbal/nonverbal communication that permits both the user and an avatar rendered in virtual space can use a spoken language and nonverbal behavior such as gesture/a hand gesture. As the field of concrete application, the field of assembling/disassembly of mechanical part is selected. We produced an experimental assembly training system that helps a novice acquire a right assembling procedure of virtual machine. In the system, a user can ask an avatar to show the way to assemble/disassemble mechanical parts whenever he needs help.

Tanaka, Kazuaki; Ozaki, Tomoaki; Abe, Norihiro; Taki, Horikazu

2003-04-01

223

Patterns of change in nonverbal cognition in adolescents with Down syndrome.  

PubMed

This study was designed to examine longitudinal change in nonverbal cognitive abilities across adolescence for 20 males with Down syndrome (DS). We used hierarchical linear modeling to examine the rate of change in performance on the subtests of the Leiter-R Brief IQ across four annual time points and to determine the relation between maternal IQ and level and rate of change in performance. Results indicated no significant change in IQ (standard scores) with age in the sample, suggesting IQ stability during adolescence for individuals with DS, although several participants performed at floor level on the standard scores for the Leiter-R, limiting interpretation. Growth scores, however, provide a metric of absolute ability level, allow for the examination of change in Leiter-R performance in all participants, and minimize floor effects. Results from the analysis of growth scores indicated significant gain in absolute nonverbal cognitive ability levels (growth score values) over time for the adolescents with DS, although the growth varied by subdomain. Maternal IQ did not explain variability in cognitive performance or change in that performance over time in our sample of adolescents with DS. PMID:25112795

Channell, Marie Moore; Thurman, Angela John; Kover, Sara Teresa; Abbeduto, Leonard

2014-11-01

224

Regularity of unit length boosts statistical learning in verbal and nonverbal artificial languages.  

PubMed

Humans have remarkable statistical learning abilities for verbal speech-like materials and for nonverbal music-like materials. Statistical learning has been shown with artificial languages (AL) that consist of the concatenation of nonsense word-like units into a continuous stream. These ALs contain no cues to unit boundaries other than the transitional probabilities between events, which are high within a unit and low between units. Most AL studies have used units of regular lengths. In the present study, the ALs were based on the same statistical structures but differed in unit length regularity (i.e., whether they were made out of units of regular vs. irregular lengths) and in materials (i.e., syllables vs. musical timbres), to allow us to investigate the influence of unit length regularity on domain-general statistical learning. In addition to better performance for verbal than for nonverbal materials, the findings revealed an effect of unit length regularity, with better performance for languages with regular- (vs. irregular-) length units. This unit length regularity effect suggests the influence of dynamic attentional processes (as proposed by the dynamic attending theory; Large & Jones (Psychological Review 106: 119-159, 1999)) on domain-general statistical learning. PMID:22890871

Hoch, L; Tyler, M D; Tillmann, B

2013-02-01

225

Quantifying nonverbal communicative behavior in face-to-face human dialogues  

NASA Astrophysics Data System (ADS)

The referred study is based on the assumption that understanding how humans use nonverbal behavior in dialogues can be very useful in the design of more natural-looking animated talking heads. The goal of the study is twofold: (1) to explore how people use specific facial expressions and head movements to serve important dialogue functions, and (2) to show evidence that it is possible to measure and quantify the entity of these movements with the Qualisys MacReflex motion tracking system. Naturally elicited dialogues between humans have been analyzed with focus on the attention on those nonverbal behaviors that serve the very relevant functions of regulating the conversational flux (i.e., turn taking) and producing information about the state of communication (i.e., feedback). The results show that eyebrow raising, head nods, and head shakes are typical signals involved during the exchange of speaking turns, as well as in the production and elicitation of feedback. These movements can be easily measured and quantified, and this measure can be implemented in animated talking heads.

Skhiri, Mustapha; Cerrato, Loredana

2002-11-01

226

Maternal Perceptions of the Importance of Needs and Resources for Children with Asperger Syndrome and Nonverbal Learning Disorders.  

ERIC Educational Resources Information Center

A survey examined the perceptions of 404 mothers on the availability and importance of various resources for their children (ages 4-17) with Asperger syndrome or nonverbal learning disorder. A significant number (20-30%) reported that pragmatics training, social skills training, smaller classes, or a trained aide were not made available. (Contains…

Little, Liza

2003-01-01

227

Gender Differences in Variance and Means on the Naglieri Non-Verbal Ability Test: Data from the Philippines  

ERIC Educational Resources Information Center

Background: Research on gender differences in intelligence has focused mostly on samples from Western countries and empirical evidence on gender differences from Southeast Asia is relatively sparse. Aims: This article presents results on gender differences in variance and means on a non-verbal intelligence test using a national sample of public…

Vista, Alvin; Care, Esther

2011-01-01

228

Evidence of Increased Non-Verbal Behavioral Signs of Pain in Adults with Neurodevelopmental Disorders and Chronic Self-Injury  

ERIC Educational Resources Information Center

The role of pain in relation to self-injurious behavior (SIB) among individuals with intellectual disabilities is not well understood. Some models of SIB are based on altered endogenous opioid system activity which could result in elevated pain thresholds. In this study, non-verbal behavioral signs indicative of pain as measured by the…

Symons, Frank J.; Harper, Vicki N.; McGrath, Patrick J.; Breau, Lynn M.; Bodfish, James W.

2009-01-01

229

Role of Auditory Non-Verbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment  

ERIC Educational Resources Information Center

Background: Sentence repetition performance is attracting increasing interest as a valuable clinical marker for primary (or specific) language impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but non-verbal memory has not yet been considered. Aims: To…

Ebert, Kerry Danahy

2014-01-01

230

The Changing Role Behaviors of Educational Administrators During Role Simulation Training: Perceptions of Verbal and Non-Verbal Interaction.  

ERIC Educational Resources Information Center

Included in a current genre of studies on dyadic interaction (i.e., communication involving only two people), the study reported herein focuses on dyadic verbal, nonverbal, and proxemic behaviors and their meanings. The study is inductive in nature and is, by intent, descriptive and analytic rather than predictive. The subjects for the study were…

Frank, Frederick P.

231

Voluntary and involuntary processes affect the production of verbal and non-verbal signals by the human voice.  

PubMed

We argue that a comprehensive model of human vocal behaviour must address both voluntary and involuntary aspects of articulate speech and non-verbal vocalizations. Within this, plasticity of vocal output should be acknowledged and explained as part of the mature speech production system. PMID:25514954

McGettigan, Carolyn; Scott, Sophie Kerttu

2014-12-01

232

The Effect of Body Lean and Status of an Interviewer on the Non-Verbal Behavior of Japanese Interviewees  

Microsoft Academic Search

This study was a preliminary investigation of non-verbal communication in Japanese subjects. Sixteen males and sixteen females were interviewed by one of two male confederates. The confederates were described and dressed as either high or equal status persons. They assumed either a forward lean or a backward lean during the four minute interview. Tape and video recordings were analyzed across

Michael H. Bond; Daisuke Shiraishi

1974-01-01

233

The Influence of Manifest Strabismus and Stereoscopic Vision on Non-Verbal Abilities of Visually Impaired Children  

ERIC Educational Resources Information Center

This research was conducted in order to examine the influence of manifest strabismus and stereoscopic vision on non-verbal abilities of visually impaired children aged between 7 and 15. The sample included 55 visually impaired children from the 1st to the 6th grade of elementary schools for visually impaired children in Belgrade. RANDOT stereotest…

Gligorovic, Milica; Vucinic, Vesna; Eskirovic, Branka; Jablan, Branka

2011-01-01

234

Adults with Asperger Syndrome with and without a Cognitive Profile Associated with "Non-Verbal Learning Disability." A Brief Report  

ERIC Educational Resources Information Center

Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates…

Nyden, Agneta; Niklasson, Lena; Stahlberg, Ola; Anckarsater, Henrik; Dahlgren-Sandberg, Annika; Wentz, Elisabet; Rastam, Maria

2010-01-01

235

Getting the Message: Intuition and Reflexivity in Professional Interpretations of Non-Verbal Behaviours in People with Profound Learning Disabilities  

ERIC Educational Resources Information Center

This paper describes the current challenges facing nurses and other professionals who care for people with profound and multiple intellectual disabilities. This particularly vulnerable group of service users often rely on a repertoire of non-verbal behaviours to communicate their needs and wishes. These challenges include the requirements of…

Phelvin, Andrew

2013-01-01

236

Exploring the benefits of a computer-based language intervention programme for non-verbal children with autism.   

E-print Network

. When touched in the correct order (e.g. monkey flies), the child is rewarded by an animation depicting the event. The comprehension tests used ‘stills’ from the animations. Six male non-verbal children with autism aged 8-16, recruited from previous...

Howe, Fiona

2008-06-27

237

Measuring Verbal and Non-Verbal Communication in Aphasia: Reliability, Validity, and Sensitivity to Change of the Scenario Test  

ERIC Educational Resources Information Center

Background: This study explores the psychometric qualities of the Scenario Test, a new test to assess daily-life communication in severe aphasia. The test is innovative in that it: (1) examines the effectiveness of verbal and non-verbal communication; and (2) assesses patients' communication in an interactive setting, with a supportive…

van der Meulen, Ineke; van de Sandt-Koenderman, W. Mieke E.; Duivenvoorden, Hugo J.; Ribbers, Gerard M.

2010-01-01

238

Test Review: Wechsler, D., & Naglieri, J.A. (2006). "Wechsler Nonverbal Scale of Ability". San Antonio, TX--Harcourt Assessment  

ERIC Educational Resources Information Center

This article provides a review of the Wechsler Nonverbal Scale of Ability (WNV), a general cognitive ability assessment tool for individuals' aged 4 year 0 months through 21 years 11 months with English language and/or communicative limitations. The test targets a population whose performance on intelligence batteries might be compromised by…

Massa, Idalia; Rivera, Vivina

2009-01-01

239

Investigations into the Instructional Process: VII. Non-Verbal Behavior in Group Work Observational Technique and Typology of Pupils' Work.  

ERIC Educational Resources Information Center

Videotaped group work lessons of an elementary school third grade class provide material for study of the non-verbal aspect of group behavior. A system of activity categories is developed and a typology of pupils' working methods in group study distinguishes types and characteristic forms of activity. The following activity categories are used in…

Martikainen, Marja

240

Linking Childhood Poverty and Cognition: Environmental Mediators of Non-Verbal Executive Control in an Argentine Sample  

ERIC Educational Resources Information Center

Tests of attentional control, working memory, and planning were administered to compare the non-verbal executive control performance of healthy children from different socioeconomic backgrounds. In addition, mediations of several sociodemographic variables, identified in the literature as part of the experience of child poverty, between…

Lipina, Sebastián; Segretin, Soledad; Hermida, Julia; Prats, Lucía; Fracchia, Carolina; Camelo, Jorge López; Colombo, Jorge

2013-01-01

241

Verbal Strategies and Nonverbal Cues in School-Age Children with and without Specific Language Impairment (SLI)  

ERIC Educational Resources Information Center

Background: Considerable evidence suggests that performance across a variety of cognitive tasks is effectively supported by the use of verbal and nonverbal strategies. Studies exploring the usefulness of such strategies in children with specific language impairment (SLI) are scarce and report inconsistent findings. Aims: To examine the effects of…

Eichorn, Naomi; Marton, Klara; Campanelli, Luca; Scheuer, Jessica

2014-01-01

242

Teacher Workspaces  

ERIC Educational Resources Information Center

Well-designed and -equipped teacher workspaces provide the opportunity to improve student achievement at every step of their K-12 education. Shared workspace enhances communication among teachers as they evaluate student performance individually and collectively, and share insights with one another. This paper addresses the key elements found in…

Gordon, Douglas

2010-01-01

243

Teacher Cooperatives  

ERIC Educational Resources Information Center

Twenty years ago, when the late Albert Shanker endorsed the notion of innovative schools operating outside conventional district bureaucracies, his aim was to put teachers at the helm. Today there are nearly 80 teacher-governed charter schools around the country. Although most are legally constituted as worker cooperatives, they better resemble…

Hawkins, Beth

2009-01-01

244

Teacher's Niche  

NSDL National Science Digital Library

This website has information and links to resources for ocean sciences teachers located in North Carolina, South Carolina and Georgia. The resources include professional development opportunities, student opportunities, teaching resources and lessons, and organizations and agencies to connect teachers with ocean science materials.

245

Better Teachers.  

ERIC Educational Resources Information Center

This publication examines an in-service teacher training program in Beirut, Lebanon sponsored by the Unesco Institute of Education and set up by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). The program provides professional training for unqualified Palestine refugee teachers working in schools…

United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.

246

Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development.  

PubMed

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were tested. In all, 15 children with NLD, 15 with RD, and 15 with TD were administered self-report questionnaires to assess different types of anxiety and depression symptoms. Both NLD and RD children reported experiencing more generalized and social anxiety than TD, the NLD children reported more severe anxiety about school and separation than TD, and the children with RD had worse depressive symptoms than those with NLD or TD. PMID:24733818

Mammarella, Irene C; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

2014-04-14

247

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.  

PubMed

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts. PMID:23971493

Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

248

Nonverbal communication in two- and three-year-old children with autism.  

PubMed

The forms, functions, and complexity of nonverbal communication used by very young children with autism were investigated. Fourteen children with autism were matched to 14 children with developmental delays and/or language impairments on the basis of CA, MA, and expressive vocabulary. Subjects participated in a structured communication assessment consisting of 16 situations designed to elicit requesting or commenting behavior. Children with autism requested more often and commented less often than controls. Autistic children were less likely to point, show objects, or use eye gaze to communicate, but were more likely to directly manipulate the examiner's hand. The autistic group also used less complex combinations of behaviors to communicate. Implications for early identification and intervention are discussed. PMID:9455728

Stone, W L; Ousley, O Y; Yoder, P J; Hogan, K L; Hepburn, S L

1997-12-01

249

Mild cognitive impairment: effect of education on the verbal and nonverbal tasks performance decline.  

PubMed

We sought to longitudinally evaluate the potential association of educational level with performance on verbal and nonverbal tasks in individuals with mild cognitive impairment (MCI). We evaluated patients with MCI, age >50 years, no medication intake, absent vascular risk factors, and no lesions on brain magnetic resonance imaging (MRI). Each patient underwent a clinical assessment packet and a series of neuropsychological tests of the language and constructional praxis subtests of Cambridge Cognitive Examination (CAMGOG) and the Boston naming test (BNT), at baseline, 6 months, and 12 months. Educational levels were defined taking into account the total years of education, the school level, and diplomas. MCI patients with low education level showed a stepwise reduction in scores of naming objects (NO; P = 0.009), definition (DF; P = 0.012), language (LT; P = 0.021), constructional praxis (CD; P = 0.022), confrontation naming skills (BXB; P = 0.033), phonemic help (BFB; P = 0.041), and BNT (P = 0.002). Analysis of covariance, controlling for baseline scores, showed that education was associated with NO score (P = 0.002), DF score (P = 0.005), LT (P = 0.008), CD score (P = 0.008), BXB score (44.36 ± 1.84, P = 0.0001), BFB (P = 0.022), and BNT (P = 0.004). Our findings indicate that education appeared to affect verbal and nonverbal task performance in MCI patients. Despite the fact that higher educated patients are more acquainted with the tasks, slower deterioration in consecutive follow-up examinations could be explained by the cognitive reserve theory. The potential association of this protective effect with delayed onset of symptoms deserves further investigation. PMID:23139907

Vadikolias, Konstantinos; Tsiakiri-Vatamidis, Anna; Tripsianis, Grigorios; Tsivgoulis, Georgios; Ioannidis, Panagiotis; Serdari, Aspasia; Heliopoulos, John; Livaditis, Miltos; Piperidou, Charitomeni

2012-09-01

250

Effects of modafinil on non-verbal cognition, task enjoyment and creative thinking in healthy volunteers  

PubMed Central

Background Modafinil, a putative cognitive enhancing drug, has previously been shown to improve performance of healthy volunteers as well as patients with attention deficit disorder and schizophrenia, mainly in tests of executive functions. The aim of this study was to investigate the effects of modafinil on non-verbal cognitive functions in healthy volunteers, with a particular focus on variations of cognitive load, measures of motivational factors and the effects on creative problem-solving. Methods A double-blind placebo-controlled parallel design study evaluated the effect of 200 mg of modafinil (N = 32) or placebo (N = 32) in non-sleep deprived healthy volunteers. Non-verbal tests of divergent and convergent thinking were used to measure creativity. A new measure of task motivation was used, together with more levels of difficulty on neuropsychological tests from the CANTAB battery. Results Improvements under modafinil were seen on spatial working memory, planning and decision making at the most difficult levels, as well as visual pattern recognition memory following delay. Subjective ratings of enjoyment of task performance were significantly greater under modafinil compared with placebo, but mood ratings overall were not affected. The effects of modafinil on creativity were inconsistent and did not reach statistical significance. Conclusions Modafinil reliably enhanced task enjoyment and performance on several cognitive tests of planning and working memory, but did not improve paired associates learning. The findings confirm that modafinil can enhance aspects of highly demanding cognitive performance in non-sleep deprived individuals. This article is part of a Special Issue entitled ‘Cognitive Enhancers’. PMID:22820554

Müller, U.; Rowe, J.B.; Rittman, T.; Lewis, C.; Robbins, T.W.; Sahakian, B.J.

2013-01-01

251

Teacher's Guide  

NSDL National Science Digital Library

Lesson plans and exercises for teachers to use this site and the CD-ROM ?Atomic Archive: Enhanced Edition? in their classrooms. The exercises cover the following subjects: Arms Control, Atomic Physics, Delivery Systems, Fission, Fusion, History and Weapon Effects.

Christopher Griffith

252

An Integrated Analysis of Verbal and Nonverbal Interaction in Conventional and Distance Learning Environments  

ERIC Educational Resources Information Center

As increasing numbers of educational institutions implement distance learning (DL) programs, educators need to know how teaching and learning processes change when teachers and learners are no longer in the same place at the same time. Understanding the theoretical and practical implications of these changes can help teachers to compensate…

Offir, Baruch; Lev, Yossi; Lev, Yael; Barth, Ingrid; Shteinbok, Arkadi

2004-01-01

253

Substitute Teachers  

NSDL National Science Digital Library

Our lives are ones of uncertainty and surprise, yin and yang existences. Some things we can control and others we are powerless to command, even with the best intentions. Teachers are not exempt from emergencies, jury duty, and illness. Luckily, most schools plan for such incidents by having willing substitutes on hand. Teachers need to follow the Scout's motto to "be prepared" and keep the classroom running smoothly and efficiently for students and subs.

Swango, C. J.; Steward, Sally B.

2003-01-01

254

How to Activate Teachers through Teacher Evaluation?  

ERIC Educational Resources Information Center

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

Tuytens, Melissa; Devos, Geert

2014-01-01

255

Nonspecificity and theory of mind: new evidence from a nonverbal false-sign task and children with autism spectrum disorders.  

PubMed

Understanding of false belief has long been considered to be a crucial aspect of "theory of mind" that can be explained by a domain-specific mechanism. We argue against this claim using new evidence from a nonverbal false representation task (false-sign task) with typically developing children and children with autism spectrum disorders (ASD). Experiments 1 and 2 showed that typically developing children (mean age=62.67months) were equivalent in their performance across nonverbal and verbal forms of both the false-belief and false-sign tasks. Results for these two misrepresentation tasks differed from the results of an outdated representation task ("false"-photograph task). Experiment 3 showed that children with ASD had difficulties with the false representation tasks, and this could not be explained by executive functioning or language impairments. These findings support the view that children with ASD might not have a specific theory-of-mind deficit. PMID:24508666

Iao, Lai-Sang; Leekam, Susan R

2014-06-01

256

A pilot study on the efficacy of melodic based communication therapy for eliciting speech in nonverbal children with autism.  

PubMed

The purpose of this study was to compare the efficacy of melodic based communication therapy (MBCT) to traditional speech and language therapy for eliciting speech in nonverbal children with autism. Participants were 12 nonverbal children with autism ages 5 through 7 randomly assigned to either treatment group. Both groups made significant progress after treatment. The MBCT group progressed significantly in number of verbal attempts after weeks 1 through 4 and number of correct words after weeks 1 and 3, while the traditional group progressed significantly after weeks 4 and 5. No significant differences in number of verbal attempts or number of correct words were noted between groups following treatment. A significant number of new words were heard in the home environment for the MBCT group (p = .04). Participants in the MBCT group had more imitative attempts (p = .03). MBCT appears to be a valid form of intervention for children with autism. PMID:23065117

Sandiford, Givona A; Mainess, Karen J; Daher, Noha S

2013-06-01

257

Performance of Healthy, Older Adults on the Tower of London Revised: Associations with Verbal and Nonverbal Abilities  

Microsoft Academic Search

Neuropsychological studies suggest a subclinical impairment in executive function that occurs with normal aging. This is the first study to examine the performance of healthy older adults on the Tower of London-Revised (TOL-R), as well as the relationship between TOL-R performance and verbal and nonverbal abilities. Performance of 63 older adult participants on the TOL-R and two WAIS-III subtests was

Nancy Zook; Marilyn C. Welsh; Vanessa Ewing

2006-01-01

258

Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions  

Microsoft Academic Search

This single subject design study examined two models of intervention: Denver Model (which merges behavioral, developmental,\\u000a and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten\\u000a young, nonverbal children with autism were matched in pairs and randomized to treatment. They received 12 1-h weekly sessions\\u000a of therapy and daily 1-h home intervention delivered by parents. Fidelity criteria

Sally J. Rogers; Deborah Hayden; Susan Hepburn; Renee Charlifue-Smith; Terry Hall; Athena Hayes

2006-01-01

259

Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report  

Microsoft Academic Search

Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ>performance IQ)

Agneta Nydén; Lena Niklasson; Ola Ståhlberg; Henrik Anckarsäter; Annika Dahlgren-Sandberg; Elisabet Wentz; Maria Råstam

2010-01-01

260

Healthy children show gender differences in correlations between nonverbal cognitive ability and brain activation during visual perception.  

PubMed

Humans perceive textual and nontextual information in visual perception, and both depend on language. In childhood education, students exhibit diverse perceptual abilities, such that some students process textual information better and some process nontextual information better. These predispositions involve many factors, including cognitive ability and learning preference. However, the relationship between verbal and nonverbal cognitive abilities and brain activation during visual perception has not yet been examined in children. We used functional magnetic resonance imaging to examine the relationship between nonverbal and verbal cognitive abilities and brain activation during nontextual visual perception in large numbers of children. A significant positive correlation was found between nonverbal cognitive abilities and brain activation in the right temporoparietal junction, which is thought to be related to attention reorienting. This significant positive correlation existed only in boys. These findings suggested that male brain activation differed from female brain activation, and that this depended on individual cognitive processes, even if there was no gender difference in behavioral performance. PMID:24937269

Asano, Kohei; Taki, Yasuyuki; Hashizume, Hiroshi; Sassa, Yuko; Thyreau, Benjamin; Asano, Michiko; Takeuchi, Hikaru; Kawashima, Ryuta

2014-08-01

261

Teacher as Researcher: Teacher Action Research in Teacher Education  

ERIC Educational Resources Information Center

Historically, "teacher action research" and "teacher research" have been terms mostly used at the PK-12 level. Yet, embracing it fully and visibly in the teacher education realm is important because it raises awareness of the critical and transformative aspects of teaching and learning. It allows teacher research to be made visible and validated…

Souto-Manning, Mariana

2012-01-01

262

Teacher Resources  

NSDL National Science Digital Library

This section of the Windows to the Universe web site provides information and resources for teachers including activities about astronomy, earth science, physical science, and NASA; educational links on such topics as biology, earth science, math, mythology, space science, and physics; and Share-a-thon, which allows users to share curriculum and activities with fellow teachers. Users can also search educational standards of Windows to the Universe content pages and access a teacher workbook for use with the Windows to the Universe website. Windows to the Universe is a user-friendly learning system pertaining to the Earth and Space sciences. The objective of this project is to develop an innovative and engaging web site that spans the Earth and Space sciences and includes a rich array of documents, including images, movies, animations, and data sets that explore the Earth and Space sciences and the historical and cultural ties between science, exploration and the human experience.

Johnson, Roberta

2000-07-01

263

Power and status within small groups: An analysis of students' verbal and nonverbal behavior and responses to one another  

NASA Astrophysics Data System (ADS)

The purpose of this research has been to determine the influence of verbal and nonverbal behavior on power and status within small groups. The interactions which took place within five small groups of students in a middle school spatial reasoning elective were analyzed. Verbal responses to requests for help were analyzed using sequential analysis techniques. Results indicated that the identity of the student asking a question or requesting help in some form or another is a better predictor of whether he/she will receive help than the type of questions he/she asks. Nonverbal behavior was analyzed for social gestures, body language, and shifts in possession of tools. Each nonverbal act was coded as either "positive" (encouraging participation) or "negative" (discouraging participation); and, the researchers found that in groups in which there was unequal participation and less "help" provided among peers (according to the verbal analysis results) there tended to be more "negative" nonverbal behavior demonstrated than in groups in which "shared talk time" and "helping behavior" were common characteristics of the norm. The combined results from the analyses of the verbal and nonverbal behavior of students within small groups were then reviewed through the conflict, power, status perspective of small group interactions in order to determine some common characteristics of high functioning (collaborative) and low functioning (non-collaborative) groups. Some common characteristics of the higher functioning groups include: few instances of conflict, shared "talk time" and decision making, inclusive leadership, frequent use of encouraging social gestures and body language, and more sharing of tools than seizing. Some shared traits among the lower functioning groups include: frequent occurrences of interpersonal conflict, a focus on process (rather than content), persuasive or alienating leadership, unequal participation and power, frequent use of discouraging social gestures and body language, and more seizing of tools than sharing. While "functionality" was easily defined, labeling groups according to this characteristic proved to be a more difficult task. Although there was clearly a "highest functioning" and a "lowest functioning" group among the five, the other three groups fell somewhere in between these two, along a continuum of group functioning.

Morris, Lynnae Carol

264

EQUIPping Teachers  

NSDL National Science Digital Library

For many years, publications such as the National Science Education Standards (NRC 1996) and The Science Teacher (TST) have encouraged teachers to focus science classes more heavily on inquiry-based instructional practice. One way to improve our teaching practice is to use a benchmark assessment to obtain a solid point of reference that honestly reflects what we do in the classroom, and then to design a developmental plan to raise the level of performance. The Electronic Quality of Inquiry Protocol (EQUIP) is helpful in providing both a benchmark and a guide to improving the quality of inquiry implemented in our classrooms.

White, Chris; Marshall, Jeff; Horton, Robert

2009-04-01

265

Is Interactional Dissynchrony a Clue to Deception? Insights From Automated Analysis of Nonverbal Visual Cues.  

PubMed

Detecting deception in interpersonal dialog is challenging since deceivers take advantage of the give-and-take of interaction to adapt to any sign of skepticism in an interlocutor's verbal and nonverbal feedback. Human detection accuracy is poor, often with no better than chance performance. In this investigation, we consider whether automated methods can produce better results and if emphasizing the possible disruption in interactional synchrony can signal whether an interactant is truthful or deceptive. We propose a data-driven and unobtrusive framework using visual cues that consists of face tracking, head movement detection, facial expression recognition, and interactional synchrony estimation. Analysis were conducted on 242 video samples from an experiment in which deceivers and truth-tellers interacted with professional interviewers either face-to-face or through computer mediation. Results revealed that the framework is able to automatically track head movements and expressions of both interlocutors to extract normalized meaningful synchrony features and to learn classification models for deception recognition. Further experiments show that these features reliably capture interactional synchrony and efficiently discriminate deception from truth. PMID:24988600

Yu, Xiang; Zhang, Shaoting; Yan, Zhennan; Yang, Fei; Huang, Junzhou; Dunbar, Norah E; Jensen, Matthew L; Burgoon, Judee K; Metaxas, Dimitris N

2014-06-27

266

Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities  

PubMed Central

The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9–12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children’s difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children’s difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions. PMID:25610417

Mammarella, Irene C.; Meneghetti, Chiara; Pazzaglia, Francesca; Cornoldi, Cesare

2015-01-01

267

Recognition, expression, and understanding facial expressions of emotion in adolescents with nonverbal and general learning disabilities.  

PubMed

Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD subtypes. This study examined abilities of adolescents with NVLD, with general learning disabilities (GLD), and without LD to recognize, express, and understand facial expressions of emotion. Adolescents were grouped into those with NVLD, with GLD, and without LD using the Wechsler Intelligence Scale for Children-Third Edition (short form) and Wide Range Achievement Test-Third Edition. The adolescents completed neuropsychological, recognition, expression, and understanding measures. It is intriguing that the GLD group was significantly less accurate at recognizing and understanding facial expressions compared with the NVLD and NLD groups, who did not differ. Implications are explored with regard to the need to consider possible deficits in recognition and understanding of emotion in adolescents with LD in schools. PMID:19843659

Bloom, Elana; Heath, Nancy

2010-01-01

268

Rehabilitation of verbal memory by means of preserved nonverbal memory abilities after epilepsy surgery  

PubMed Central

We present a patient with epilepsy who underwent left anterior temporal cortex resection, sparing the hippocampus, to stop drug-refractory seizures. Given that one year after surgery the patient showed verbal memory difficulties, we proposed a short (twelve weeks) and intensive (two times a week) training based on visual imagery strategies as the nonverbal memory abilities were preserved. Neuropsychological and fMRI assessments were performed before and after rehabilitation to evaluate the cognitive progress and cerebral modifications induced by this rehabilitation program. Our results showed that the rehabilitation program improved both scores for verbal memory and the everyday quality of life. Changes in cerebral activity highlighted by fMRI suggest that the program might have facilitated the development of compensatory strategies, as reflected by the shift of activation from the anterior to the posterior cerebral network during a verbal memory task. One year after the rehabilitation program, the patient reported using mental imagery in everyday life for routine and professional activities. Although supplementary evidence is necessary to increase the robustness of these findings, this case report suggests that an efficient rehabilitation program is feasible and (a) should be based on the individual cognitive profile and on the preserved cognitive abilities, (b) can be short but intensive, (c) can be applied even months after the lesion occurrence, and (d) can induce a positive effect which may be sustainable over time.

Mosca, C.; Zoubrinetzy, R.; Baciu, M.; Aguilar, L.; Minotti, L.; Kahane, P.; Perrone-Bertolotti, M.

2014-01-01

269

Nonverbal spatially selective attention in 4- and 5-year-old children.  

PubMed

Under some conditions 4- and 5-year-old children can differentially process sounds from attended and unattended locations. In fact, the latency of spatially selective attention effects on auditory processing as measured with event-related potentials (ERPs) is quite similar in young children and adults. However, it is not clear if developmental differences in the polarity, distribution, and duration of attention effects are best attributed to acoustic characteristics, availability of non-spatial attention cues, task demands, or domain. In the current study adults and children were instructed to attend to one of two simultaneously presented soundscapes (e.g., city sounds or night sounds) to detect targets (e.g., car horn or owl hoot) in the attended channel only. Probes presented from the same location as the attended soundscape elicited a larger negativity by 80 ms after onset in both adults and children. This initial negative difference (Nd) was followed by a larger positivity for attended probes in adults and another negativity for attended probes in children. The results indicate that the neural systems by which attention modulates early auditory processing are available for young children even when presented with nonverbal sounds. They also suggest important interactions between attention, acoustic characteristics, and maturity on auditory evoked potentials. PMID:22516369

Sanders, Lisa D; Zobel, Benjamin H

2012-07-01

270

Teaching the Teachers: Physical Science for the Non-Scientific  

NASA Astrophysics Data System (ADS)

The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.

Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

2004-12-01

271

Teacher workshops  

NASA Technical Reports Server (NTRS)

Education specialists with the NASA Educator Resource Center conduct a wide variety of workshops throughout the year to aid teachers and educators in coming up with new ideas to inspire their students and also in aiding in the integration of technology into their classrooms.

1993-01-01

272

Teachers Guide.  

ERIC Educational Resources Information Center

This guide provides teachers with copies of the materials given to students participating in the oceanography program of the Orange County Floating Laboratory Program and provides information concerning colleges and universities offering courses in oceanography and marine science, source of films, and sources of publications concerning the Navy's…

Linsky, Ronald B.; Schnitger, Ronald L.

273

Teacher Leadership.  

ERIC Educational Resources Information Center

Ways in which teachers and principals respond to changing leadership roles and some practical steps that principals can take to support leadership are discussed in this article review. It focuses on five papers that explore educators' roles, offering advice on how to respond to changing expectations. "When is New: A Plan of Action" (A. W. Hart)…

Lashway, Larry

1998-01-01

274

Attitudes of Teacher Education Students toward Teachers.  

ERIC Educational Resources Information Center

Cognitive dissonance theory implies that teacher education students will optimally internalize and most fully use pedagogical learnings compatible with their attitude systems. In order to determine the self-reported attitudes of teacher education students toward teachers, a pilot-study sample of graduate students reacted to four teacher-types…

Miller, A. H.; And Others

275

TEACHER TRAINING, TEACHER QUALITY AND STUDENT ACHIEVEMENT  

Microsoft Academic Search

We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address all of these limitations by estimating models with student,

Douglas N. Harris; Tim R. Sass

2007-01-01

276

Male Teacher Shortage: Black Teachers' Perspectives  

ERIC Educational Resources Information Center

In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role…

Martino, Wayne; Rezai-Rashti, Goli M.

2010-01-01

277

Teacher Appraisal System. Teacher Orientation Manual.  

ERIC Educational Resources Information Center

This teacher orientation manual has been developed as a comprehensive resource for teachers in Texas to facilitate a greater knowledge and understanding of the Texas Teacher Appraisal System (TTAS), designed as a developmental tool for the improvement of instruction, and the encouragement of professional growth. Through this system, teachers

Texas Education Agency, Austin.

278

Male teacher shortage: black teachers’ perspectives  

Microsoft Academic Search

In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role models. The study concludes that

Wayne Martino

2010-01-01

279

Early Maternal Withdrawal and Nonverbal Childhood IQ as Precursors for Substance Use Disorder in Young Adulthood: Results of a 20-Year Prospective Study  

PubMed Central

The relation between early mother–infant interaction and later socio-emotional development has been well established. The present study addresses the more recent interest in the impact of maternal caregiving on cognitive development and their role in decision-making in young adulthood. Using data from a prospective longitudinal study on attachment, prediction from early mother–infant interactions at age 18 months and from verbal and nonverbal cognitive skill at age 5 were examined as predictors of a substance use disorder (abuse/dependence) in young adulthood (age 20) on the Structured Clinical Interview for DSM-IV (SCID). Results reveal that the mother’s withdrawal from interaction with the infant at age 18 months, coded using the AMBIANCE coding system (Atypical Maternal Behavior Instrument for Assessment and Classification), was associated with the child’s lower nonverbal cognitive scores but not verbal cognitive scores at age 5. In addition, maternal withdrawal at 18 months predicted a clinical diagnosis of substance use disorder (alcohol/cannabis) at age 20. Finally, nonverbal reasoning at age 5 mediated the relationship between early maternal withdrawal and substance use disorder (alcohol/cannabis) in young adulthood. Findings indicate the need for further work examining how early maternal withdrawal affects nonverbal cognitive development by school entry, and how these nonverbal deficits further contribute to maladaptive coping strategies such as substance use by young adulthood. PMID:25473440

Pechtel, Pia; Woodman, Ashley; Lyons-Ruth, Karlen

2014-01-01

280

Teacher to Teacher: Bullying Prevention  

ERIC Educational Resources Information Center

The thought of children barely old enough to read singling out and tormenting other youngsters is disturbing and uncomfortable to contemplate. Yet researchers have found that bullying begins among preschool children and peaks in grades six through eight. It is a reality of which elementary school teachers are acutely aware and one that no school…

Feldman, Sandra

2004-01-01

281

Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory.  

PubMed

Differing etiological explanations have been proposed to account for poor comprehenders' difficulties with reading comprehension, with some researchers emphasizing working memory deficits and others arguing for oral language weaknesses playing a key causal role. The authors contrasted these two theoretical accounts using data obtained from direct measures of working memory and from teacher ratings of poor comprehenders' behavior in the classroom. At the group level, poor comprehenders showed weaknesses on verbal but not nonverbal working memory tasks, in keeping with the "language account." However, they also showed evidence of elevated levels of problem behaviors specifically associated with working memory deficits. Further analysis revealed that these group differences in working-memory-related problem behaviors were carried by a small subgroup of poor comprehenders who also displayed domain-general (verbal and nonverbal) working memory problems, argued to be reflective of "genuine" underlying working memory deficits. PMID:22907886

Pimperton, Hannah; Nation, Kate

2014-01-01

282

Assessing theory of mind nonverbally in those with intellectual disability and ASD: the penny hiding game.  

PubMed

Individuals with autism spectrum disorder (ASD) and low intellectual/language abilities are often omitted from experimental studies because of the challenges of testing these individuals. It is vital to develop appropriate and accessible tasks so that this significant part of the spectrum is not neglected. The theory of mind (ToM) has been extensively assessed in ASD, predominantly in relatively high-functioning individuals with reasonable language skills. This study aims to assess the ToM abilities of a sample of 132 participants with intellectual disability (ID) with and without ASD, matched in verbal mental age (VMA) and chronological age, using a naturalistic and nonverbal deception task: the Penny Hiding Game (PHG). The relationship between performance on the PHG and everyday adaptation was also studied. The PHG proved accessible to most participants, suggesting its suitability for use with individuals with low cognitive skills, attentional problems, and limited language. The ASD + ID group showed significantly more PHG errors, and fewer tricks, than the ID group. PHG performance correlated with Vineland adaptation scores for both groups. VMA was a major predictor of passing the task in both groups, and participants with ASD + ID required, on average, 2 years higher VMA than those with ID only, to achieve the same level of PHG success. VMA moderated the association between PHG performance and real-life social skills for the ASD + ID more than the ID group, suggesting that severely impaired individuals with ASD may rely on verbal ability to overcome their social difficulties, whereas individuals with ID alone may use more intuitive social understanding both in the PHG and everyday situations. PMID:25258194

San José Cáceres, Antonia; Keren, Noa; Booth, Rhonda; Happé, Francesca

2014-10-01

283

Non-verbal communication: evaluation of a computer-assisted learning package.  

PubMed

A computer-assisted learning (CAL) package was developed on non-verbal communication. Its effectiveness was evaluated by comparing learning based on use of the package with that based on a didactic lecture covering the same topic. A class of 151 first-year medical students was divided into two groups, balanced for gender and home/overseas students. One group was asked to use the CAL package, the other group attended the lecture. Knowledge was assessed one week later by a written test, and reactions to using the CAL package were obtained via a questionnaire. Each group was then allowed and encouraged to use the other resource and then asked about their preferences for type of resource at the end of term. Mean score on the knowledge test was reliably better in the CAL group. In addition, scores increased as the time spent using the CAL package increased: this relationship was highly significant. Use of the CAL package varied from 15 to 120 minutes (median 45). Users reported that it was easy to operate, was an adequate or good resource for learning about the subject, and was a good or reasonable use of their time. After using both types of learning resource half the students judged the CAL package more useful for learning about the subject, and half preferred it to the lecture (the other half had the opposite judgement and preference). This study provides evidence that a CAL package can effectively substitute for traditional didactic teaching in a medical school. Good quality CAL, however, requires substantial resources and high calibre staff to develop and maintain it. PMID:8208153

Garrud, P; Chapman, I R; Gordon, S A; Herbert, M

1993-11-01

284

Supporting Beginning Science Teachers  

ERIC Educational Resources Information Center

The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors found the support offered knowingly and unknowingly by the teacher next door was a…

Luft, Julie A.; Bang, EunJin; Roehrig, Gillian H.

2007-01-01

285

Understanding Teacher Development.  

ERIC Educational Resources Information Center

The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11…

Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.

286

Teachers as Learners  

ERIC Educational Resources Information Center

In "Teachers as Learners", a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning. Arguing that serious and sustained teacher learning is a necessary condition for ambitious student learning, she examines closely how teachers acquire, generate, and use knowledge about teaching…

Feiman-Nemser, Sharon

2012-01-01

287

A brain-computer interface for potential non-verbal facial communication based on EEG signals related to specific emotions  

PubMed Central

Unlike assistive technology for verbal communication, the brain-machine or brain-computer interface (BMI/BCI) has not been established as a non-verbal communication tool for amyotrophic lateral sclerosis (ALS) patients. Face-to-face communication enables access to rich emotional information, but individuals suffering from neurological disorders, such as ALS and autism, may not express their emotions or communicate their negative feelings. Although emotions may be inferred by looking at facial expressions, emotional prediction for neutral faces necessitates advanced judgment. The process that underlies brain neuronal responses to neutral faces and causes emotional changes remains unknown. To address this problem, therefore, this study attempted to decode conditioned emotional reactions to neutral face stimuli. This direction was motivated by the assumption that if electroencephalogram (EEG) signals can be used to detect patients' emotional responses to specific inexpressive faces, the results could be incorporated into the design and development of BMI/BCI-based non-verbal communication tools. To these ends, this study investigated how a neutral face associated with a negative emotion modulates rapid central responses in face processing and then identified cortical activities. The conditioned neutral face-triggered event-related potentials that originated from the posterior temporal lobe statistically significantly changed during late face processing (600–700 ms) after stimulus, rather than in early face processing activities, such as P1 and N170 responses. Source localization revealed that the conditioned neutral faces increased activity in the right fusiform gyrus (FG). This study also developed an efficient method for detecting implicit negative emotional responses to specific faces by using EEG signals. A classification method based on a support vector machine enables the easy classification of neutral faces that trigger specific individual emotions. In accordance with this classification, a face on a computer morphs into a sad or displeased countenance. The proposed method could be incorporated as a part of non-verbal communication tools to enable emotional expression. PMID:25206321

Kashihara, Koji

2014-01-01

288

Exploring emotional climate in preservice science teacher education  

NASA Astrophysics Data System (ADS)

Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC.

Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant

2013-09-01

289

Cultural Meaning and Nonverbal Behavior and the Teaching of German: A Progress Report.  

ERIC Educational Resources Information Center

Scholars and teachers are increasingly realizing that language consists of more than the additive nature of learned morphological, syntactical, and lexical items. This paper describes the pragmatic implications of linguistic strings, based on research and interviews with native speakers of American English and standard German. (20 references)…

Rings, Lana

1992-01-01

290

Ten Tips for Teachers  

ERIC Educational Resources Information Center

In this article, the author shares some tips for teachers. His tips are as follows: (1) a teacher should forget his or her education; (2) a teacher should forget the theory (3) a teacher should remember that he or she is a translator, not an originator; (4) a teacher should respect his or her students; (5) a teacher should be true to his or her…

Mahon, Robert Lee

2005-01-01

291

Becoming a Teacher: The experiences  

E-print Network

, qualified to teach through Initial Teacher Training (ITT), and the subjects they currently teachBecoming a Teacher: The experiences of STEM teachers March 2010 #12;09ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooo Becoming a Teacher: The experiences of STEM teachers March

Rambaut, Andrew

292

PBS Teachers  

NSDL National Science Digital Library

The PBS (Public Broadcasting Service) Teachers web site provides access to thousands of lesson plans, teaching activities, videos, and interactive games and simulations for all levels of instruction, Pre-K to 12. These resources are correlated to state, national, and Canadian educational standards and are tied to PBS' on-air and online programming (NOVA, Nature, and others). They are organized by topic (math, science and technology, social studies, and others). Within each topic area the resources are searchable by grade level and subtopic. Other materials include links to blogs on educational topics, news articles and event announcements, a frequently-asked-questions feature, and information on PBS' professional development program, Teacherline.

2002-01-01

293

Frontal brain deactivation during a non-verbal cognitive judgement bias test in sheep.  

PubMed

Animal welfare concerns have raised an interest in animal affective states. These states also play an important role in the proximate control of behaviour. Due to their potential to modulate short-term emotional reactions, one specific focus is on long-term affective states, that is, mood. These states can be assessed by using non-verbal cognitive judgement bias paradigms. Here, we conducted a spatial variant of such a test on 24 focal animals that were kept under either unpredictable, stimulus-poor or predictable, stimulus-rich housing conditions to induce differential mood states. Based on functional near-infrared spectroscopy, we measured haemodynamic frontal brain reactions during 10s in which the sheep could observe the configuration of the cognitive judgement bias trial before indicating their assessment based on the go/no-go reaction. We used (generalised) mixed-effects models to evaluate the data. Sheep from the unpredictable, stimulus-poor housing conditions took longer and were less likely to reach the learning criterion and reacted slightly more optimistically in the cognitive judgement bias test than sheep from the predictable, stimulus-rich housing conditions. A frontal cortical increase in deoxy-haemoglobin [HHb] and a decrease in oxy-haemoglobin [O2Hb] were observed during the visual assessment of the test situation by the sheep, indicating a frontal cortical brain deactivation. This deactivation was more pronounced with the negativity of the test situation, which was reflected by the provenance of the sheep from the unpredictable, stimulus-poor housing conditions, the proximity of the cue to the negatively reinforced cue location, or the absence of a go reaction in the trial. It seems that (1) sheep from the unpredictable, stimulus-poor in comparison to sheep from the predictable, stimulus-rich housing conditions dealt less easily with the test conditions rich in stimuli, that (2) long-term housing conditions seemingly did not influence mood-which may be related to the difficulty of tracking a constant long-term state in the brain-and that (3) visual assessment of an emotional stimulus leads to frontal brain deactivation in sheep, specifically if that stimulus is negative. PMID:25506630

Guldimann, Kathrin; Vögeli, Sabine; Wolf, Martin; Wechsler, Beat; Gygax, Lorenz

2015-02-01

294

Physician Cross-Cultural Nonverbal Communication Skills, Patient Satisfaction and Health Outcomes in the Physician-Patient Relationship  

PubMed Central

Recent empirical findings document the role of nonverbal communication in cross-cultural interactions. As ethnic minority health disparities in the United States continue to persist, physician competence in this area is important. We examine physicians' abilities to decode nonverbal emotions across cultures, our hypothesis being that there is a relationship between physicians' skill in this area and their patients' satisfaction and outcomes. First part tested Caucasian and South Asian physicians' cross-cultural emotional recognition ability. Physicians completed a fully balanced forced multiple-choice test of decoding accuracy judging emotions based on facial expressions and vocal tones. In the second part, patients reported on satisfaction and health outcomes with their physicians using a survey. Scores from the patient survey were correlated with scores from the physician decoding accuracy test. Physicians, regardless of their ethnicity, were more accurate at rating Caucasian faces and vocal tones. South Asian physicians were no better at decoding the facial expressions or vocal tones of South Asian patients, who were also less likely to be satisfied with the quality of care provided by their physicians and to adhere to their physicians' recommendations. Implications include the development of cultural sensitivity training programs in medical schools, continuing medical education and public health programs. PMID:22792459

Coelho, Ken Russell; Galan, Chardee

2012-01-01

295

The relationship between verbal and nonverbal auditory signal processing in conduction aphasia: behavioral and anatomical evidence for common decoding mechanisms.  

PubMed

The processing of nonverbal auditory stimuli has not yet been sufficiently investigated in patients with aphasia. On the basis of a duration discrimination task, we examined whether patients with left-sided cerebrovascular lesions were able to perceive time differences in the scale of approximately 150 ms. Further linguistic and memory-related tasks were used to characterize more exactly the relationships in the performances between auditory nonverbal task and selective linguistic or mnemonic disturbances. All examined conduction aphasics showed increased thresholds in the duration discrimination task. The low thresholds on this task were in a strong correlative relation to the reduced performances in repetition and working memory task. This was interpreted as an indication of a pronounced disturbance in integrating auditory verbal information into a long-term window (sampling disturbance) resulting in an additional load of working memory. In order to determine the lesion topography of patients with sampling disturbances, the anatomical and psychophysical data were correlated on the basis of a voxelwise statistical approach. It was found that tissue damage extending through the insula, the posterior superior temporal gyrus, and the supramarginal gyrus causes impairments in sequencing of time-sensitive information. PMID:24679121

Sidiropoulos, Kyriakos; de Bleser, Ria; Ablinger, Irene; Ackermann, Hermann

2015-06-01

296

Single-subject analyses of magnetoencephalographic evoked responses to the acoustic properties of affective non-verbal vocalizations  

PubMed Central

Magneto-encephalography (MEG) was used to examine the cerebral response to affective non-verbal vocalizations (ANVs) at the single-subject level. Stimuli consisted of non-verbal affect bursts from the Montreal Affective Voices morphed to parametrically vary acoustical structure and perceived emotional properties. Scalp magnetic fields were recorded in three participants while they performed a 3-alternative forced choice emotion categorization task (Anger, Fear, Pleasure). Each participant performed more than 6000 trials to allow single-subject level statistical analyses using a new toolbox which implements the general linear model (GLM) on stimulus-specific responses (LIMO-EEG). For each participant we estimated “simple” models [including just one affective regressor (Arousal or Valence)] as well as “combined” models (including acoustical regressors). Results from the “simple” models revealed in every participant the significant early effects (as early as ~100 ms after onset) of Valence and Arousal already reported at the group-level in previous work. However, the “combined” models showed that few effects of Arousal remained after removing the acoustically-explained variance, whereas significant effects of Valence remained especially at late stages. This study demonstrates (i) that single-subject analyses replicate the results observed at early stages by group-level studies and (ii) the feasibility of GLM-based analysis of MEG data. It also suggests that early modulation of MEG amplitude by affective stimuli partly reflects their acoustical properties. PMID:25565951

Salvia, Emilie; Bestelmeyer, Patricia E. G.; Kotz, Sonja A.; Rousselet, Guillaume A.; Pernet, Cyril R.; Gross, Joachim; Belin, Pascal

2014-01-01

297

Single-subject analyses of magnetoencephalographic evoked responses to the acoustic properties of affective non-verbal vocalizations.  

PubMed

Magneto-encephalography (MEG) was used to examine the cerebral response to affective non-verbal vocalizations (ANVs) at the single-subject level. Stimuli consisted of non-verbal affect bursts from the Montreal Affective Voices morphed to parametrically vary acoustical structure and perceived emotional properties. Scalp magnetic fields were recorded in three participants while they performed a 3-alternative forced choice emotion categorization task (Anger, Fear, Pleasure). Each participant performed more than 6000 trials to allow single-subject level statistical analyses using a new toolbox which implements the general linear model (GLM) on stimulus-specific responses (LIMO-EEG). For each participant we estimated "simple" models [including just one affective regressor (Arousal or Valence)] as well as "combined" models (including acoustical regressors). Results from the "simple" models revealed in every participant the significant early effects (as early as ~100 ms after onset) of Valence and Arousal already reported at the group-level in previous work. However, the "combined" models showed that few effects of Arousal remained after removing the acoustically-explained variance, whereas significant effects of Valence remained especially at late stages. This study demonstrates (i) that single-subject analyses replicate the results observed at early stages by group-level studies and (ii) the feasibility of GLM-based analysis of MEG data. It also suggests that early modulation of MEG amplitude by affective stimuli partly reflects their acoustical properties. PMID:25565951

Salvia, Emilie; Bestelmeyer, Patricia E G; Kotz, Sonja A; Rousselet, Guillaume A; Pernet, Cyril R; Gross, Joachim; Belin, Pascal

2014-01-01

298

A Successful Program of Teachers Assisting Teachers.  

ERIC Educational Resources Information Center

The Teacher Advisor Project of the Marin County (California) Office of Education provides training to teachers who will act as advisors and facilitators for their colleagues. This article describes the five roles assumed by these advisors and discusses issues affecting the success of projects like the Teacher Advisor Project. (PGD)

Kent, Karen M.

1985-01-01

299

Teacher to Teacher Master of Arts  

E-print Network

Teacher to Teacher Master of Arts Concentration: Teaching English to Speakers of Other Languages for the Induction Teacher (3) EDEP 670: Teaching Internship (6) Concentration (21 credits of required study) EDOL. Completion of intensive language training by the Peace Corps, Foreign Service Institute, or Defense Language

300

Stereotyping: "Teacher" and "Good Teacher" Characteristics.  

ERIC Educational Resources Information Center

This study of teacher characteristics investigated: (1) whether students construct a stereotype from the term "teacher" (a nonmodified concept); (2) the differences between this and a stereotype for "good teacher" (a modified concept); and (3) stereotype characteristics in the students' vocabulary. Three hundred high school students from five Salt…

Wright, Claudia

301

Improving Teacher Education Programs  

ERIC Educational Resources Information Center

In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult…

Harding, Kelly; Parsons, Jim

2011-01-01

302

Best of Teacher-to-Teacher: The Ultimate Beginner's Guide. NEA Teacher-to-Teacher Books.  

ERIC Educational Resources Information Center

In this book, beginning teachers from around the country share their favorite chapters from the National Education Association's "Teacher-to-Teacher" books. Each story illustrates step-by-step how teachers tackle a specific restructuring challenge, describing what worked and what did not work in the process. Each chapter includes diagrams,…

National Education Association, Washington, DC.

303

Technology Enhanced Teacher Evaluation  

ERIC Educational Resources Information Center

The purpose of this research and development study was to design and develop an affordable, computer-based, pre-service teacher assessment and reporting system to allow teacher education institutions and supervising teachers to efficiently enter evaluation criteria, record pre-service teacher evaluations, and generate evaluation reports. The…

Teter, Richard B.

2010-01-01

304

Essays on Teacher Mobility  

ERIC Educational Resources Information Center

The allocation of quality teachers across schools is of interest because of both the importance and costliness of teachers as inputs in the education production process. Furthermore, because teachers have preferences over their workplace characteristics, this allocation across schools is nonrandom. This research examines teacher mobility within…

Cook, Jeremy A.

2012-01-01

305

Implementing Teacher Work Sampling  

ERIC Educational Resources Information Center

This article describes how the teacher work sample methodology of the Renaissance Partnership for Improving Teacher Quality was implemented within the teacher education program at a small liberal arts college. Resulting program improvements are described, as well as on-going challenges. The adapted teacher work sample prompt and scoring rubric are…

Kinne, Lenore J.; Watson, Dwight C.

2005-01-01

306

Being Teachers. Beginnings Workshop.  

ERIC Educational Resources Information Center

Contains four presentations on teacher professional and personal growth: "The Elephant's Child as Caregiver," (Elizabeth Jones) on the importance of curiosity; and interviews with several teachers--(1) "Teachers and Then Some: Profiles of Three Teachers"; (2) "Becoming Planners: Finding Time and Insight"; and (4) "Backing Away Helpfully: Some…

Wolf, Dennie; Jones, Elizabeth

1998-01-01

307

Inservicing the Teachers.  

ERIC Educational Resources Information Center

Compares many teacher inservice programs to the artificial insemination of cows--decisions are made without teacher participation, teachers do not get to join in the act, and no one has much fun. Suggests that teachers be allowed to set their own goals and control their own learning. (Author/WD)

Sharma, Toni

1982-01-01

308

Teacher education in Canada  

Microsoft Academic Search

Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring activities, and an outline of some issues and factors facing and influencing these

Shirley Van Nuland

2011-01-01

309

Teacher Education in Canada  

ERIC Educational Resources Information Center

Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…

Van Nuland, Shirley

2011-01-01

310

Dimensions of Teacher Effectiveness  

ERIC Educational Resources Information Center

Describes a study of teacher effectiveness in college departments of sociology, anthropology, and social work. Five types of teacher effectiveness were found to be potentially useful for student, faculty, and administrative purposes. They include teacher task responsiveness, respect for students, teacher capability, student development, and…

Wimberly, Ronald C.; And Others

1978-01-01

311

Helping Teachers become Leaders  

ERIC Educational Resources Information Center

For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting…

Phelps, Patricia H.

2008-01-01

312

Item Fairness of the Nonverbal Subtests of the Stanford-Binet Intelligence Test, Fifth Edition, in a Latina/o Sample  

ERIC Educational Resources Information Center

Every widely used psychological assessment instrument is under scrutiny in terms of cultural fairness. The expectation of the reduced-language (Nonverbal) section of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5; Roid, 2003) is that language ought not to be a modifying factor in terms of final score. The purpose of the present study…

Harlow, Simone C.

2011-01-01

313

Differences in the Performance of Children with Specific Language Impairment and Their Typically Developing Peers on Nonverbal Cognitive Tests: A Meta-Analysis  

ERIC Educational Resources Information Center

Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive test performance of children with specific language impairment (SLI) and their typically developing (TD) peers. Method: The meta-analysis included studies (a) that were published between 1995 and 2012 of children with SLI who were age matched (and not…

Gallinat, Erica; Spaulding, Tammie J.

2014-01-01

314

A Comparison of Preschool Children's Performance on the Kaufman-Assessment Battery for Children Nonverbal Scale and the Wechsler Preschool and Primary Scale of Intelligence Performance Scale  

Microsoft Academic Search

The relationship between the Kaufman Assessment Battery for Children (K-ABC) Nonverbal Scale and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Performance Scale was examined for a sample of 48 preschool age children. The children were grouped according to their level of language development. One group consisted of normal children with no language delays. The second group was composed

H. L. Wade; Koressa Kutsick; Booney Vance

1988-01-01

315

Teaching Approach for Developing Nonverbal Communication Skills in Students with Social Perception Deficits. Part I. The Basic Approach and Body Language Clues.  

ERIC Educational Resources Information Center

An approach to ameliorate social perception deficits in learning disabled children is described. Based on task analysis and diagnosis and prescription, the approach is seen to cover four stages in teaching nonverbal communication skills: discrimination of specific social cues (body language), understanding of the social meanings of such cues,…

Minskoff, Esther H.

1980-01-01

316

Brief Report: Concurrent Validity of the Leiter-R and KBIT-2 Scales of Nonverbal Intelligence for Children with Autism and Language Impairments  

ERIC Educational Resources Information Center

The concurrent validity of the KBIT-2 Nonverbal IQ and Leiter-R Brief IQ was evaluated for two groups of children: those with high functioning autism and those with language impairments without autism. Fifty-three children between the ages of 4 and 13 years of age participated in the study. The correlation between the scales was large (r = 0.62)…

Scattone, Dorothy; Raggio, Donald J.; May, Warren

2012-01-01

317

The Effect of Music vs. Nonmusic Paired with Gestures on Spontaneous Verbal and Nonverbal Communication Skills of Children with Autism Ages 1-5  

Microsoft Academic Search

The purpose of this study was to determine if music vs. nonmusic paired with gestures increased the spontaneous verbal and nonverbal communication in children with autism between the ages 1-5. There was an experimental, music, n=5 group and a control, no music, group n=5. Data were graphically analyzed. The figures showed an increase in verbal responses for the music group.

Kimberly Janese Farmer

2003-01-01

318

Auditory-Motor Mapping Training as an Intervention to Facilitate Speech Output in Non-Verbal Children with Autism: A Proof of Concept Study  

Microsoft Academic Search

Although up to 25% of children with autism are non-verbal, there are very few interventions that can reliably produce significant improvements in speech output. Recently, a novel intervention called Auditory-Motor Mapping Training (AMMT) has been developed, which aims to promote speech production directly by training the association between sounds and articulatory actions using intonation and bimanual motor activities. AMMT capitalizes

Catherine Y. Wan; Loes Bazen; Rebecca Baars; Amanda Libenson; Lauryn Zipse; Jennifer Zuk; Andrea Norton; Gottfried Schlaug; Olivier Baud

2011-01-01

319

Study of the Relationship Between the Performance of Indian Youth on the Chicago Non-Verbal and the Wide Range Achievement Test.  

ERIC Educational Resources Information Center

The investigation examined the "Wide Range Achievement Test" (WRAT) and its subtests (spelling, reading, and arithmetic), as well as possible differences attributable to the factors of sex, with the "Chicago Non-Verbal" (CNV) as a criterion variable. The 1970 study encompassed 72 Indian students (with a mean chronological age of 13.2 for boys and…

Hollingshead, Maybelle Clayton; Clayton, Charles

320

Study of the Relationship Between the Performance of Indian Youth on the Wechsler Intelligence Scale for Children and the Chicago Non-Verbal.  

ERIC Educational Resources Information Center

Designed to investigate the performance of American Indian youth on the "Wechsler Intelligence Scale for Children" (WISC) compared to the "Chicago Non-Verbal" (CNV) for the purpose of establishing validity and reliability of the measurement and appraisal tools, this study analyzed test data from 71 Indian youth (aged 11 to 15) attending the…

Hollingshead, Maybelle Clayton; Clayton, Charles

321

Verbal and non-verbal behavior immediately prior to aggression by mentally disordered people: enhancing the assessment of risk.  

PubMed

In this study we seek to enhance the assessment of imminent violence risk by providing empirical data on the types of verbal and non-verbal behaviour exhibited by 31 psychiatric inpatients immediately prior to assaulting a staff member, and 31 non-aggressive controls. Verbal abuse, high overall activity level and standing uncomfortably close to the intended victim were the most common behaviours immediately prior to the assault, but most preassault behaviours were also exhibited when patients were not assaulting staff. In the 3 days prior to the assault, aggressive patients differed from non-aggressors in terms of verbal abuse, abnormal activity level (P < 0.05), threatening gestures and threatening stance (P < 0.01). Only one patient was aggressive in the absence of any predictive behaviours. We conclude that most patients exhibit easily identifiable signs of imminent aggression, but that many of these signs occur in the absence of aggression. PMID:8696797

Whittington, R; Patterson, P

1996-01-01

322

Supporting Beginning Science Teachers  

NSDL National Science Digital Library

The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors' found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006). Experienced science teachers can use the research-based strategies presented in this article to assist beginning science teachers.

Bang, Eunjin; Roehrig, Gillian H.; Luft, Julie A.

2007-07-01

323

Supporting Beginning Science Teachers  

NSDL National Science Digital Library

The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006). Experienced science teachers can use the research-based strategies presented in this article to assist beginning science teachers.

Luft, Julie; Bang, Eunjin; Roehrig, Gillian

2009-01-05

324

Behavioral and physiologic indicators of pain in nonverbal patients with a traumatic brain injury: an integrative review.  

PubMed

The use of behavioral and physiologic indicators is recommended for pain assessment in nonverbal patients. Traumatic brain injuries (TBI) can lead to neurologic changes and affect the way patients respond to pain. As such, commonly used indicators of pain may not apply to TBI patients. This study aimed to review the literature about behavioral/physiologic indicators of pain in nonverbal TBI patients. An integrative review method was used. Medline (from 1948 to June 2011), Cinahl, and Cochrane databases were searched using any combination of the terms brain injury, behavioral indicators, behavioral scale, physiologic indicators, pain, pain assessment, and pain measurement. All articles reporting expert opinion or original data about the validity of behavioral and/or physiologic indicators of pain in TBI patients were considered. For each article included, the quality of findings/clinical recommendations was graded independently by two raters using SORT taxonomy. Eight papers were reviewed. Overall, TBI patients seemed to present a wider range of behavioral reactions to pain than other adult populations. In addition to the commonly observed grimace, agitation, and increased muscle tension, 14%-72% of TBI patients showed raising eyebrows, opening eyes, weeping eyes, and absence of muscle tension when exposed to pain. Those atypical reactions appeared to be present only in the acute phase of TBIs recovery. Similarly to other populations, vital signs were identified as potential indicators of pain in TBI patients. Further research studying TBI patients and considering changes in level of consciousness, location/severity of brain injury, and administration of analgesic/sedative is needed. Until then, nurses should follow the current clinical recommendations. PMID:24882028

Arbour, Caroline; Gélinas, Céline

2014-06-01

325

Teacher's Mind Resources: Teacher's Transforming Education  

NSDL National Science Digital Library

Proposing a teacher-based approach to educational reform, the Teacher's Mind Resources site is built around a recently published study of education, entitled Teaching in Mind: How Teacher Thinking Shapes Education. While largely promotional, the site offers a great deal of perspective into the current analysis of reformist trends and initiatives to stand on its own as a valuable source of insight and inspiration to educators at every level. Philosophically, the site's author is convinced that popular efforts to apply "universal" educational standards are meaningless - if they fail to take into account what each teacher brings to the class as an individual. Thus, it focuses on the teacher's mind as a unique tool destined to interpret every mandated standard differently and uniquely. Offering forums, media, and recently published research in the area, the Teacher's Mind site looks both to inform and engage all users.

326

Radiation for Students and Teachers  

MedlinePLUS

... Public Reporters Librarians Students/Teachers PROGRAMS TOPICS REFERENCES Radiation Information for Students and Teachers Students/Teachers Main ... RadTown USA Careers People and Discoveries History of Radiation Protection Understanding Radiation Related Links Student Teacher Publications ...

327

Self-Actualization of Teachers and Teacher-Student Rapport.  

ERIC Educational Resources Information Center

A study to determine possible relationships between selected teacher characteristics and self-actualization of home economics teachers (Personal Orientation Inventory) and to measure teacher-student rapport (Student Estimate of Teacher Concern) found no significant difference in teacher-student rapport between two groups of teachers differing in…

Zimmerman, Karen W.; Scruggs, M. Marguerite

1978-01-01

328

Teacher Involvement in Pre-Service Teacher Education  

ERIC Educational Resources Information Center

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…

Mason, Kevin O.

2013-01-01

329

Gender, tenure status, teacher efficacy, perfectionism and teacher burnout  

Microsoft Academic Search

Teacher burnout has been identified as a serious issue within the public school teacher population. The consequences of teacher burnout are witnessed on the student, teacher, and societal level.^ While the correlates and consequences of teacher burnout have been studied, few investigations have examined combinations of demographic and interpersonal variables in predicting teacher burnout. The study was designed to examine

Victoria Comerchero; Abigail Harris; Karen E. Brobst; Akane Zusho

2008-01-01

330

Animated pedagogical agents: How the presence and nonverbal communication of a virtual instructor affect perceptions and learning outcomes in a computer-based environment about basic physics concepts  

NASA Astrophysics Data System (ADS)

One important but under-researched area of instructional technology concerns the effects of animated pedagogical agents (APAs), or lifelike characters designed to enhance learning in computer-based environments. This research sought to broaden what is currently known about APAs' instructional value by investigating the effects of agents' visual presence and nonverbal communication. A theoretical framework based on APA literature published in the past decade guided the design of the study. This framework sets forth that APAs impact learning through their presence and communication. The communication displayed by an APA involves two distinct kinds of nonverbal cues: cognitive (hand and arm gestures) and affective (facial expressions). It was predicted that the presence of an agent would enhance learning and that nonverbal communication would amplify these effects. The research utilized a between-subjects experimental design. Participants were randomly assigned to treatment conditions in a controlled lab setting, and group means were compared with a MANCOVA. Participants received (1) a non-animated agent, (2) an agent with hand and arm gestures, (3) an agent with facial expressions, or (4) a fully animated agent. The agent appeared in a virtual learning environment focused on Kepler's laws of planetary motion. A control group did not receive the visual presence of an agent. Two effects were studied: participants' perceptions and their learning outcomes. Perceptions were measured with an attitudinal survey with five subscales. Learning outcomes were measured with an open-ended recall test, a multiple choice comprehension test, and an open-ended transfer test. Learners presented with an agent with affective nonverbal communication comprehended less than learners exposed to a non-animated agent. No significant differences were observed when a group exposed to a fully animated agent was compared to a group with a non-animated agent. Adding both nonverbal communication channels mitigated the disadvantages of adding just one kind of nonverbal cue. No statistically significant differences were observed on measures of recall or transfer, or on the attitudinal survey. The research supports the notion that invoking a human-like presence in a virtual learning environment prompts strong expectations about the character's realism. When these expectations are not met, learning is hindered.

Frechette, M. Casey

331

The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia  

NASA Astrophysics Data System (ADS)

Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. This article describes the development and validation of a questionnaire, the Teacher Communication Behavior Questionnaire (TCBQ) (see pp. 723-726), which assesses student perceptions of the following five important teacher behaviors: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was administered to 1202 students from 30 classes in Taiwan and to 301 students from 12 classes in Australia. The reliability and factorial validity of the TCBQ were found to be satisfactory for both the Taiwanese and Australian data. To further validate the questionnaire and understand the differences in teacher behavior according to the perceptions of students from the two countries, a qualitative approach was used. Students were interviewed (two from each of five classes) in both Taiwan and Australia. The interview questions focused on these students' responses to selected questionnaire items. The results obtained from the interviews supported and helped explain the quantitative results. In an application of the TCBQ in both countries, students' perceptions on four of the scales of the TCBQ were associated with their attitudes to their science classes.

She, Hsiao-Ching; Fisher, Darrell

2000-11-01

332

ChemTeacher  

NSDL National Science Digital Library

ChemTeacher compiles resources such as articles, worksheets, activities, demonstrations and videos for use by secondary school teachers and students. Resources are linked to common chemistry topics and are searchable by science standards.

2012-10-11

333

ChemTeacher: Stoichiometry  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Stoichiometry page includes resources for teaching students about stoichiometry.

2011-01-01

334

ChemTeacher: Electron  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Electron page includes resources for teaching students about electrons.

2011-01-01

335

ChemTeacher: Isotopes  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Isotopes page includes resources for teaching students about the structure and uses of isotopes.

2011-01-01

336

ChemTeacher: Electronegativity  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Electronegativity page includes resources for teaching students about electronegativity.

2011-01-01

337

ChemTeacher: Titration  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Titration page includes resources for teaching students about the theory and applications of titrations.

2012-07-24

338

ChemTeacher: Neutron  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Neutron page includes resources for teaching students about neutrons.

2012-07-19

339

Preparing Teachers for Instruction  

ERIC Educational Resources Information Center

Reviews effective ways to provide preservice and inservice education for elementary school and secondary school teachers regarding aerospace education. Concludes that aerospace education has a relatively low priority in most teacher education programs. (CS)

Crum, J. Wesley

1977-01-01

340

ChemTeacher: Proton  

NSDL National Science Digital Library

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Proton page includes resources for teaching students about protons.

2011-01-01

341

English Teacher Education as Literacy Teacher Education  

ERIC Educational Resources Information Center

This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture…

Mayher, John S.

2012-01-01

342

Teacher Center Responses to Teacher Needs.  

ERIC Educational Resources Information Center

The intention of this article is to view specific means of meeting teacher needs through Maslow's multiple-factor theory of self-actualization. Under each of Maslow's five headings, a brief explanation of the use of the term and examples of teacher center services fitting under that heading are discussed. (Author)

Riley, Roberta D.; Mort, Ken

1981-01-01

343

Globalization and Teacher Education  

ERIC Educational Resources Information Center

Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

Flinders, David J.

2009-01-01

344

Leveraging the Business Teacher  

ERIC Educational Resources Information Center

Technology is a part of most teacher education programs, but once teachers are in the classroom, they often discover it is difficult to find time to learn new things. Technology changes so fast that it is hard to keep up. Especially for elementary-level teachers, this problem simply means that it is difficult or impossible to efficiently integrate…

Bledsoe, Melissa

2006-01-01

345

Performance Pay for Teachers  

ERIC Educational Resources Information Center

During the past few years, interest in shifting at least a portion of what teachers are paid away from a reliance on a traditional salary schedule to one that incorporates a pay for performance component has reached a new high. Proponents of the approach view it as a way to improve teacher quality by both motivating teachers and--through higher…

Protheroe, Nancy

2011-01-01

346

Teacher Institute Podcasts  

NSDL National Science Digital Library

Podcasts for science teachers, by science teachers. In each five-minute episode, you will learn about hands-on activities, science facts, science history, pedagogy tips for new teachers, or other ideas for your science classroom. The clips are available for download as mp3 files.

2009-03-18

347

Teacher Leadership for Change  

ERIC Educational Resources Information Center

This is the story of a teacher leader who helped lead change in an urban elementary school by creating a new culture of support for beginning teachers. Specifically, she led focused, collaborative inquiry around discussion-based teaching to improve teaching effectiveness, and she created a school-wide coalition of support for beginning teachers to…

Brondyk, Susan; Stanulis, Randi

2014-01-01

348

Thoughts on Teacher Mentoring  

ERIC Educational Resources Information Center

Teacher mentoring programs have existed for only about a generation, but they are making a difference in the lives of young, not so young, and beginning or transitioning teachers. The prevailing financial crunch, increasing student enrollments, and escalating rates of teacher retirements are among current challenges facing all school systems.…

Lataille, Louise M.

2005-01-01

349

Teachers and Eros  

ERIC Educational Resources Information Center

In this article, the author links the force of Eros to the teacher's world to suggest that, if the teacher is the keeper of the student's heart and mind, then a teacher's open-mindedness made from a willingness to be affected by the lives of others is the best pedagogical resource, and the most difficult to sustain. The author's thoughts on Eros…

Britzman, Deborah P.

2010-01-01

350

Enhanced Teacher Training Program  

ERIC Educational Resources Information Center

Teacher preparation and preparedness have been the focus of much research connecting quality teaching and learning, retention, and teacher satisfaction (Halsey, 2005; Hayes, Mills, Christie, & Lingard, 2006; MCEETYA, 2006). The successful recruitment and retention of teachers to rural and remote schools Australia-wide has been problematic for…

Harrington, Ingrid

2013-01-01

351

Teacher Education for Tomorrow  

ERIC Educational Resources Information Center

The National Council for the Accreditation of Teacher Education (NCATE) has launched a process to transform how teachers are prepared to meet the "urgent needs" of America's public schools. NCATE's Blue Ribbon Panel on clinical preparation is developing both principles and actions needed to ensure that the next generation of teachers embodies…

Berry, Barnett

2010-01-01

352

Urban Mathematics Teacher Retention  

ERIC Educational Resources Information Center

Mathematics teachers are both more difficult to attract and more difficult to retain than social sciences teachers. This fact is not unique to the United States; it is reported as being a problem in Europe as well (Howson, 2002). In the United States, however, the problem is particularly preoccupying. Because of the chronic teacher shortages and…

Hamdan, Kamal

2010-01-01

353

Contract Teachers in India  

ERIC Educational Resources Information Center

In this paper, we use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. We find that contract teachers are associated with higher effort than civil service teachers with permanent tenures, before as well as after…

Goyal, Sangeeta; Pandey, Priyanka

2013-01-01

354

Maximizing Uncertified Teachers' Potential  

ERIC Educational Resources Information Center

New teachers, especially those who are not certified in education, need support to succeed at teaching and remain in the profession. Because there is a growing national shortage of science teachers, many school districts are forced to hire teachers who have science degrees but little training in education or experience teaching. Research shows…

Sterling, Donna R.; Frazier, Wendy M.

2010-01-01

355

Physics for Elementary Teachers  

Microsoft Academic Search

Physics for Elementary Teachers (PET) is a new one- semester curriculum for inservice teachers. The learning goals include improving teacher knowledge of physics, understanding of the nature of science, and awareness of their learning. Content is consistent with elementary school curriculum and is organized around central themes of interactions, energy, forces and explanations. The goals are accomplished using guided inquiry

Michael Svec

356

Enhancing Democracy for Teachers  

ERIC Educational Resources Information Center

In the face of the century-old call for democracy in education by John Dewey, this paper explores how and why teachers have been systemically removed from efficacy within the educational system in which they live and work. The paper examines historical trends that work to limit teachers' institutional power and become obstacles to teacher voice.…

Nichols, Shannon; Parsons, Jim

2010-01-01

357

Assessment of Teacher Motivation  

ERIC Educational Resources Information Center

The aim of this study is to contribute to the achievement of educational goals by determining teachers' levels of motivation. With this aim in mind, the opinions of 386 teachers employed in primary schools in Tokat province were sought. According to the findings of the study, the teachers stated that their needs were not fulfilled according to…

Gokce, Feyyat

2010-01-01

358

Nonverbal communication of patients with borderline personality disorder during clinical interviews: a double-blind placebo-controlled study using intranasal oxytocin.  

PubMed

Interpersonal dysfunction is central to borderline personality disorder (BPD). Recent research has focused on the role of oxytocin (OT) in BPD, with mixed results regarding the processing of social information. Fifteen BPD patients and 15 controls participated in two clinical interviews, one under OT and one under placebo, which were randomly conducted 1 week apart in a double-blind fashion. Nonverbal behavior was evaluated using the Ethological Coding System for Interviews. Childhood trauma was examined using the Childhood Trauma Questionnaire. The patients with BPD showed less affiliative behavior than the controls. Notably, the controls, but not the patients, displayed more affiliation when OT was given at T1 compared with OT given at T2. OT was also associated with less flight behavior in both groups when given at T1 compared with placebo. OT responses were unrelated to the patients' history of childhood trauma. The present findings are informative with respect to patients' nonverbal prosocial behavior in clinical settings. PMID:25594788

Brüne, Martin; Kolb, Meike; Ebert, Andreas; Roser, Patrik; Edel, Marc-Andreas

2015-02-01

359

Adverse Life Events and Emotional and Behavioral Problems in Adolescence: The Role of Non-verbal Cognitive Ability and Negative Cognitive Errors  

Microsoft Academic Search

The aim of this study was to test whether negative cognitive errors (overgeneralizing, catastrophizing, selective abstraction,\\u000a and personalizing) mediate the moderator effect of non-verbal cognitive ability on the association between adverse life events\\u000a (life stress) and emotional and behavioral problems in adolescence. The sample consisted of 430 children (aged 11–15 years)\\u000a from three state secondary schools in disadvantaged areas in one

Eirini Flouri; Constantina Panourgia

2011-01-01

360

Perspectives: Mentoring New Teachers  

NSDL National Science Digital Library

Beginning teachers have much to learn about teaching (Odell 1990), including navigating their own classrooms and learning new school procedures and policies. Mentors can assist beginning teachers in making the difficult transition from student to teacher. Smith and Ingersoll (2004) examined data from a national survey and found that beginning teachers who had the support of mentors and well-planned induction programs experienced increased job satisfaction and self-efficacy. This month's column describes how experienced teachers can be effective mentors and the benefits of a mentor-mentee relationship that can obtained as a result.

Deborah L. Hanuscin

2008-07-01

361

Mentor Teacher Department of Curriculum Studies  

E-print Network

.............................................................................. 2 TEACHER PERFORMANCE EXPECTATIONS (TPEMentor Teacher Handbook Department of Curriculum Studies and Secondary Education SCHOOL............................................................ 12 ROLES AND RESPONSIBILITIES OF STUDENT TEACHERS, MENTOR TEACHERS AND UNIVERSITY SUPERVISORS

Ravikumar, B.

362

Teachers Teaching Teachers (T3). Volume 6, Number 1  

ERIC Educational Resources Information Center

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Collective Responsibility Makes All Teachers the Best (Stephanie Hirsh); (2) Tools: How Our School Measures up/Exploring Our…

Armstrong, Anthony, Ed.

2010-01-01

363

Teacher Educator Identity Development of the Nontraditional Teacher Educator  

ERIC Educational Resources Information Center

The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…

Newberry, Melissa

2014-01-01

364

Teachers Teaching Teachers (T3). Volume 6, Number 3  

ERIC Educational Resources Information Center

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Teaching English Language Learners: Mainstream Teachers Make a Stellar Journey as a Team to Transform Classroom Practices (Elsa M.…

Armstrong, Anthony, Ed.

2010-01-01

365

Reel Teachers: References for Reflection for Real Teachers  

ERIC Educational Resources Information Center

Movies with teachers as main characters provide a powerful medium of instruction in the teacher-education classroom. The authors describe a graduate course for practicing teachers, "The Portrayal of Teachers in Film," in which such movies stimulate the examination of trends in the portrayal of teachers and serve as springboards for the exploration…

Shaw, Carla Cooper; Nederhouser, Deborah Dobbin

2005-01-01

366

Defining Teacher Educator through the Eyes of Classroom Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to analyze a sample of classroom teachers' definitions of the term "teacher educator" and determine whether they considered themselves to be teacher educators. The extent that classroom teachers' definitions of a teacher educator were influenced by involvement in a university-public school partnership was also…

Korth, Byran B.; Erickson, Lynnette; Hall, Kendra M.

2009-01-01

367

Developing Learning Teachers: A Curriculum for Teacher Education  

ERIC Educational Resources Information Center

A major premise of Trinity University's teacher education program is that good teachers are "students"--of children and childhood, learners and learning, curriculum and pedagogy. To help teacher candidates learn how to think, know, and act like teachers, inquiry is folded into every stage of the teacher preparation program. In this article we…

Norman, Patricia; Breidenstein, Angela

2003-01-01

368

When Preservice Teachers Struggle or Fail: Mentor Teachers' Perspectives  

ERIC Educational Resources Information Center

The activity of working with a preservice teacher during an internship is a complex and intensive one representing a huge investment on the part of mentor teachers. Given this, it is not surprising that the effects on mentor teachers when their preservice teachers struggle or fail would be complex. We began to question how preservice teacher

Siebert, Cathy J.; Clark, Amy; Kilbridge, Amy; Peterson, Heather

2006-01-01

369

Teaching with Technology. NEA Teacher-to-Teacher Books.  

ERIC Educational Resources Information Center

NEA Teacher-to-Teacher Books are designed to promote team building, to enhance collegial leadership, and to give all K-12 teachers ideas and strategies for improving student learning. This book describes the personal odysseys of six teachers who have used technology to transform their teaching. Each story illustrates step-by-step how the teachers

National Education Association, Washington, DC.

370

The Teacher Quality Index: A Protocol for Teacher Selection  

ERIC Educational Resources Information Center

Turn your teacher hiring process into a research-based protocol that is more apt to select teachers who will increase student achievement. Using the teacher quality indicators from the ASCD best-selling book "Qualities of Effective Teachers, 2nd Edition," the authors take the guesswork out of teacher hiring with a systematic structure and steps…

Stronge, James H.; Hindman, Jennifer L.

2006-01-01

371

Helping Teachers Integrate Internet Resources into the Curriculum.  

ERIC Educational Resources Information Center

Discusses educational benefits of the Internet and what schools are doing to integrate technology into the middle- and high-school curriculum. Reviews pitfalls of technology integration, initiation and implementation tips for administrators, program-evaluation strategies, and censorship issues. The Internet brings immediacy and individualization…

Land, Michael

1997-01-01

372

Second-career teachers  

NASA Astrophysics Data System (ADS)

Last month we saw that the age distribution for high school physics teachers skewed older than that of all teachers. We also noted that, even though they are older, at least three-fourths of the high school physics teachers indicated that they planned to teach high school for at least six more years. The figure shows the age and years of teaching experience for high school physics teachers. We see that almost 12% of the teachers who are 50 years old or older have five years or fewer of teaching experience. Thus, these are likely second-career teachers. The typical age range for second-career teachers is 33 to 59. However, the younger second-career teachers are more difficult to isolate because the average duration of the previous career is one and one-half to three years. In the December issue, we will look at teaching activities physics teachers use in the classroom, Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

2012-11-01

373

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on children’s mathematical abilities  

PubMed Central

It is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4–6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children’s performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability. PMID:24847306

Pina, Violeta; Fuentes, Luis J.; Castillo, Alejandro; Diamantopoulou, Sofia

2014-01-01

374

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on children's mathematical abilities.  

PubMed

It is assumed that children's performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4-6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children's performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability. PMID:24847306

Pina, Violeta; Fuentes, Luis J; Castillo, Alejandro; Diamantopoulou, Sofia

2014-01-01

375

Information Literacy for Teachers and Teacher Educators  

E-print Network

Describes a three-dimensional approach to approaching information literacy instruction for pre-service teachers through a case study of library-faculty collaboration at Washington State University....

Shinew, Dawn; Walter, Scott

2005-02-04

376

Can Teachers Really Be Leaders?  

ERIC Educational Resources Information Center

This is a wonderfully provocative question that might be answered simply: Yes, teachers can be leaders! Much more complicated and interesting, though, are the specifics of how teachers become leaders and the different ways teachers lead. Before considering how teachers become leaders, there is a need to understand the context within which teachers

Lieberman, Ann

2011-01-01

377

Teacher Competence as a Basis for Teacher Education: Comparing Views of Teachers and Teacher Educators in Five Western Balkan Countries  

ERIC Educational Resources Information Center

Orientation of teacher preparation toward the development of competence has recently been suggested as a worthwhile direction of change in teacher education in the Western Balkan countries. In this study, 2,354 teachers, teacher educators, and student teachers from Bosnia and Herzegovina, Croatia, Macedonia, Montenegro, and Serbia responded to a…

Pantic, Natasa; Wubbels, Theo; Mainhard, Tim

2011-01-01

378

The Culturally Responsive Teacher Educator  

ERIC Educational Resources Information Center

Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators'…

Gist, Conra D.

2014-01-01

379

Exploring into Teacher's Specialized Practicality  

ERIC Educational Resources Information Center

Teacher specialization is a subject with very strong practicality as regards its essence. This paper analyzes the main problems of the existing teacher professionalism, poses and argues the 3 hypotheses of teacher professionalism. Around the reality of teacher professionalism, the author brings forward and establishes a new teacher evaluation…

Tian, Lian-jin

2010-01-01

380

Making a Difference: Measuring the Effectiveness of Mississippi Teacher Corps Teachers as Compared to Non-Mississippi Teacher Corps Teachers  

ERIC Educational Resources Information Center

The Mississippi Teacher Corps (MTC) was founded in 1989. Over the past 23 years more than 500 MTC participants have taught in critical-needs schools in Mississippi. The purpose of this study was to examine the effectiveness of Mississippi Teacher Corps teachers as compared to non-Mississippi Teacher Corps teachers. The method of research was a…

Guest, James Benjamin

2012-01-01

381

dyslexic trainees and teachers Dyslexia and the dyslexic teacher ...........................................................4  

E-print Network

1 Supporting dyslexic trainees and teachers #12;2 Contents Dyslexia and the dyslexic teacher ...........................................................4 How dyslexia might affect the trainee teacher.............................................4 A definition of dyslexia.............................................................................4 Possible

Molinari, Marc

382

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers  

ERIC Educational Resources Information Center

The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh- and eighth-grade teachers and…

Bordelon, Thomas D.; Phillips, Iris; Parkison, Paul T.; Thomas, Jeff; Howell, Corinne

2012-01-01

383

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers  

Microsoft Academic Search

The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh- and eighth-grade teachers and their students in a middle school located in

Thomas D. Bordelon; Iris Phillips; Paul T. Parkison; Jeff Thomas; Corinne Howell

2012-01-01

384

Physics for Elementary Teachers  

NSDL National Science Digital Library

Physics for Elementary Teachers (PET) is a curriculum designed to develop lessons for new elementary teachers and teacher candidates. The curriculum is made of seven cycles which are divided into several activities. Each activity follows the same format of understanding physics content, understanding the nature of science, understanding student predictions and ideas, and learning about learning. Each activity can also be included into any elementary, middle, or high school science/physics curriculum.

Goldberg, Fred

2007-05-21

385

National Teacher Training Institute  

NSDL National Science Digital Library

This is the portal for NTTI (the National Teacher Training Institute), an organization established to train teachers in the use of emerging technologies. NTTI was founded by WNET-TV, New York, to help teachers use video as a meaningful tool in the classroom. It consists of 15 regional institutes where master teachers are trained to conduct Institute workshops and create standards-based multimedia lessons. Resources available on the web site include a database of lesson plans, tips on internet utilization strategies, and listings of upcoming workshops.

2009-08-18

386

Grading the teacher  

NASA Astrophysics Data System (ADS)

Several fads ago there was a movement to grade teachers in terms of their competency — competency-based testing. Everyone knows that there are good teachers and there are bad teachers. The trouble is, it's hard to define the categories. It's like the Supreme Court justice who couldn't define pornography, but knew it when he saw it. In New York State, prospective teachers must take tests in both pedagogy and subject material. That seems reasonable. There ought to be some minimum standards, so I thought that I would try my hand at setting up such requirements.

Swartz, Clifford E.

2000-04-01

387

Literacy knowledge among teachers.  

E-print Network

??A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials,… (more)

Love, Amy F. Conner.

2010-01-01

388

Course on Instruments Updates Teachers.  

ERIC Educational Resources Information Center

Describes a course in chemical instrumentation for high school chemistry teachers, paid for by Union Carbide. Teachers used spectrophotometer, nuclear magnetic resonance spectrometer, atomic absorption spectrograph, gas chromatograph, liquid chromatograph and infrared spectrophotometer. Also describes other teacher education seminars. (JM)

Chemical and Engineering News, 1986

1986-01-01

389

Asperger syndrome and nonverbal learning difficulties in adult males: self- and parent-reported autism, attention and executive problems.  

PubMed

A specific overlap between Asperger syndrome (AS) and nonverbal learning difficulties (NLD) has been proposed, based on the observation that, as a group, people with AS tend to have significantly higher verbal IQ (VIQ) than performance IQ (PIQ), one of the core features of NLD. The primary aim was to assess the longer term outcome of NLD-broken down into persistent and transient forms. The present study of 68 individuals was performed in the context of a larger prospective longitudinal study to late adolescence/early adult life of 100 boys with AS. Using self- and parent-report measures, we studied the longer term outcome of the NLD (defined as VIQ > PIQ by 15 points) as regards social communication, repetitive behaviour, attention, and executive function (EF) was studied. Three subgroups were identified: (1) Persistent NLD (P-NLD), (2) Childhood "only" NLD (CO-NLD) and (3) Never NLD (NO-NLD). The P-NLD group had the worst outcome overall. The CO-NLD group had better reported EF scores than the two other AS subgroups. There were no differences between the subgroups regarding social communication, repetitive behaviour, or attentional skills. Low PIQ increased the risk of ADHD symptoms. In the context of AS in males, P-NLD carries a relatively poor outcome, particularly with regard to self-reported EF. However, CO-NLD appears to entail a significantly better outcome. The results underscore the importance of analysing the cognitive profile both at diagnosis and after several years, so as to be able to formulate a realistic prognosis. PMID:25399237

Hagberg, Bibbi; Billstedt, Eva; Nydén, Agneta; Gillberg, Christopher

2014-11-16

390

Dewey's Challenge to Teachers  

ERIC Educational Resources Information Center

Given the serious social problems confronting Americans and others worldwide, the authors propose that Dewey's 1932 challenge to teachers is worthy of reconsideration by educators at all levels. In times similar to our own, Dewey challenged teachers to cultivate students' capacities to identify their happiness with what they can do to improve the…

Fishman, Stephen M.; McCarthy, Lucille

2010-01-01

391

Aquaculture. Teacher Edition.  

ERIC Educational Resources Information Center

This color-coded guide was developed to assist teachers in helping interested students plan, build, stock, and run aquaculture facilities of varied sizes. The guide contains 15 instructional units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements,…

Walker, Susan S.

392

Inventing Teacher-Writers  

ERIC Educational Resources Information Center

K-12 teachers are often encouraged to develop their own writing projects and practices, in order to enrich their writing pedagogy and share knowledge with other educators. Yet, in pursuing their own writing, teachers face a number of constraints, not the least of which is limited time. These constraints may be particularly salient for beginning…

Dawson, Christine

2011-01-01

393

Rethinking Teacher Recruitment.  

ERIC Educational Resources Information Center

Traditional remedies for attracting competent people to teaching will probably fail. Along with the usual recruitment of career teachers, the field should attempt to recruit undergraduates in the liberal arts and sciences whose long-term career goals are undecided, thus forming a domestic educational peace corps composed of short-term teachers.…

Wimpelberg, Robert K.; King, Jean A.

1983-01-01

394

Getting Along with Teachers  

MedlinePLUS

... Sure, it's good to get along with your teacher because it makes that time you spend in the classroom more pleasant. And ... a parent, guidance counselor, or both. Give it time. You may not feel immediately comfortable with your teacher, but that may change as you get to ...

395

Evolution. Teacher's Guide.  

ERIC Educational Resources Information Center

This teacher's guide was developed to assist teachers in the use of multimedia resources for the Public Broadcasting System (PBS) program, "Evolution." Each unit uses an inquiry-based approach to meet the National Science Education Standards. Units include: (1) "What is the Nature of Science?"; (2) "Who Was Charles Darwin?"; (3) "What is the…

Bershad, Carol

396

Teacher Training: What's Needed  

ERIC Educational Resources Information Center

This article offers insight into teacher training that needs to be occurring in the preparation of teachers. The focus is on the preparation practices and one Canadian institution is used to forward concerns. The institution is left anonymous as the intent is not to critique this particular institution but to bring attention to a more general…

Jefferson, Anne L.

2009-01-01

397

Teacher in Inner Space.  

ERIC Educational Resources Information Center

Reviews the Teacher-in-Inner-Space (TIS) program of the Hawaii Science Teachers Association (HaSTA). Discusses the selection of winners and runners-up. Describes the dive made on June 9, 1986 in cooperation with the Hawaii Undersea Research Laboratory (HURL). Lists the three goals of the TIS project. (CW)

Klemm, E. Barbara

1988-01-01

398

The Liberal Teacher  

ERIC Educational Resources Information Center

Identifies qualities of an ideal liberal teacher, including capability of giving a liberal education, living well, exhibiting orderly habits, possessing humane values, and believing in the power of the mind. Difficulties in becoming a good teacher are discussed. Available from: College of Education, Iowa State University, Ames, Iowa 50011.…

Highet, Gilbert

1976-01-01

399

Teacher in the Sky.  

ERIC Educational Resources Information Center

Most distance-education programs involve getting students in small, rural schools, or schools with limited resources, hooked up with teachers in large districts or in community colleges and universities. Schools need to keep a close eye on possible implementation problems and document results. Sidebars list six suggestions for distance teachers

Black, Susan

1998-01-01

400

Consistency in Teachers' Judgments  

ERIC Educational Resources Information Center

Professional teachers at first stage of secondary school were asked to assess the relative weights of five dimensions that in Italy must be considered when the final grades of students are decided. The teachers were also asked to give an overall evaluation of two samples of "typical" (i.e., students who record similar performances on all the…

Canal, Luisa; Bonini, Nicolao; Micciolo, Rocco; Tentori, Katya

2012-01-01

401

Managing Serious Teacher Misbehaviour  

ERIC Educational Resources Information Center

This article presents findings from a study of five head teachers who were responsible for the management of serious teacher misbehaviour (TMB) in England. In cases that included the downloading of extreme pornography on a school laptop and a sexual relationship with a pupil, the multiple impacts of TMB were potentially devastating to the…

Page, Damien

2014-01-01

402

The Inspirational Teacher  

ERIC Educational Resources Information Center

The authors discuss the sequential nature of becoming a teacher of the highest caliber, an "inspirational" teacher, by creating a personal mission statement, classroom mission statement, modeling, respecting listening and building relationships. The first level of inspirational teaching is the creation of a personal mission statement. Great…

McGuey, Gary; Moore, Lonnie

2007-01-01

403

LINGUISTIC PREPARATION OF TEACHERS.  

ERIC Educational Resources Information Center

FOREIGN LANGUAGE TEACHERS SHOULD HAVE TRAINING IN AUDIOLINGUAL COMPETENCIES, LINGUISTICS, COMPOSITION, CONVERSATION, CIVILIZATION, AND CULTURE. ONLY THOSE WHO TEACH ADVANCED COURSES NEED A STRONG BACKGROUND IN LITERATURE AND STYLE, BUT TEACHERS AT ALL LEVELS, AND ESPECIALLY THOSE WHO INSTRUCT ELEMENTARY SCHOOL PUPILS, NEED TRAINING IN ARTICULATORY…

MERRIMAN, DERALD

404

Teachers Reference: Introduction  

NSDL National Science Digital Library

This is the introduction to the teacher's reference designed to accompany the book 'Stone Wall Secrets'. It compares the roles of teachers to that of the mentor in the book (Grampa) and states some of the reference's intended goals, as well as describing the primary content of the reference (text annotations), their arrangements, and their uses.

405

Teachers Who Care  

NSDL National Science Digital Library

This article is one of a series that grew out of the question: Just what does educational research have to say to science teachers? In the case of the topic dealt with here, however--the effects of caring teachers on student learning--the question might bet

Mary Budd Rowe

2000-01-01

406

Ohio EPA Teachers Kit.  

ERIC Educational Resources Information Center

In an effort to provide teachers in Ohio with assistance in environmental education, the Ohio Environmental Protection Agency (EPA) has produced this teachers kit. It is designed to describe what the Ohio EPA is doing to protect Ohio's air, land, and water. The background information provides an historical account of some of the events that have…

Ohio State Environmental Protection Agency, Columbus.

407

Children as Art Teachers  

ERIC Educational Resources Information Center

A goal of art learning is always independence, for everyone to become their own art teacher. Teaching for artistic independence can never start too early. As art teachers, children acquire confidence in their art, and in coming to school as artists. Children should be considered artists in residence and visiting artists in schools. It makes sense…

Szekely, George

2011-01-01

408

Teachers in Class  

ERIC Educational Resources Information Center

In this article, I argue for a closer read of the daily "class work" of teachers, as posited by Reay, 1998. In developing exploratory class portraits of four teachers who occupy distinctive social positions (two from working-class homes now teaching upper-middle-class children and two from upper-middle-class homes now teaching poor children), I…

Van Galen, Jane

2008-01-01

409

At Risk Teachers.  

ERIC Educational Resources Information Center

This paper examines research on risk factors affecting teachers, noting that teachers encounter daily challenges and stresses in working with today's students. Risk is difficult to define. Consequences of risk can include stress and burnout, absenteeism, and attrition. Research shows that everyday events, even positive ones, cause stress, and…

Hammond, Ormond W.; Onikama, Denise L.

410

RAP Coaching with Teachers  

ERIC Educational Resources Information Center

Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

2012-01-01

411

Meet the Teacher  

ERIC Educational Resources Information Center

This article describes how to create the life-size teacher portraits that are displayed during an annual "Meet the Teacher" event held to introduce students and families to the facility and staff of the Apple Glen Elementary School in Bentonville, Arkansas. Several months prior to this event, students are asked to closely observe their classroom…

Kirker, Sara Schmickle

2008-01-01

412

Workplace Teacher Orientation Manual.  

ERIC Educational Resources Information Center

This guide contains information and forms for teachers to use in a workplace literacy class. The following are covered: (1) workplace learning objective reports; (2) lesson plans; (3) anecdotal records; (4) observations and visits; (5) end of class summary; and (6) necessary specific items. A teacher checklist for beginning to conduct a National…

Clipsham, Ellen; Gee, Mary Kay

413

Teachers for Multicultural Education.  

ERIC Educational Resources Information Center

Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…

Rivlin, Harry N.; Gold, Milton J.

414

The Responsive Reading Teacher  

ERIC Educational Resources Information Center

This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers' mindsets towards the needs of 21st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers'…

Latham, Gloria

2013-01-01

415

Culturally Proficient Teachers  

ERIC Educational Resources Information Center

As teachers look upon the faces of the children sitting in their desks, they will see children that have different needs than the children ten years ago. Significant demographic changes within our schools has created an awareness that solicits teachers to reflect on who is sitting before them and how to instruct to meet all students educational…

Piowlski, Lori

2013-01-01

416

Children, Teachers and Literature.  

ERIC Educational Resources Information Center

In this collection of papers, the authors develop a set of premises regarding the need for elementary teachers to be trained in the discipline of literature. Sections discuss (1) the importance of literature in providing children with mythic touchstones by which to conceptualize and order experience, (2) the need to train elementary teachers to…

Anderson, William; Groff, Patrick

417

Teacher Unions 101  

ERIC Educational Resources Information Center

Teacher unions are hard to miss in the news lately. Newspapers, blogs, social media posts, magazine articles, and political speeches abound with talk of them. Teacher unions are a hot topic and one that probably was not covered in college classes. The noisy back-and-forth among partisans can be both mind-numbing and confusing, often creating a…

Koppich, Julia E.

2012-01-01

418

Occupational Stress among Teachers.  

ERIC Educational Resources Information Center

Two studies were conducted to investigate the degree to which occupational stress among teachers could be attributed to personal characteristics of the individuals themselves. The first study developed dispositional stress scales. The second examined correlations between these scales, occupational stress scales, and teachers' attitudes toward…

Albertson, Larry M.; Kagan, Dona M.

1987-01-01

419

Teaching Teachers Conservation.  

ERIC Educational Resources Information Center

Describes a two-week summer course for elementary and secondary teachers on soil and water conservation taught in Wisconsin. Discusses the efforts to recruit teachers for the course, the course content, the field trips, and the evaluation procedures. Stresses the cooperation between educators and conservation agencies in developing the course. (TW)

Meyers, N. L.; And Others

1987-01-01

420

Why Teacher Voice Matters  

ERIC Educational Resources Information Center

Kahlenberg and Potter report on research that shows when teachers are engaged in school decisions and collaborate with administrators and each other, school climate improves. The authors add, this promotes a better learning environment for students, which raises student achievement, and a better working environment for teachers, which reduces…

Kahlenberg, Richard D.; Potter, Halley

2014-01-01

421

Teacher Paperwork Survey.  

ERIC Educational Resources Information Center

A survey of experienced teachers sought to determine the extent to which they felt they were required to do more paperwork than before the passage of Georgia's Quality Basic Education Act of 1985 (QBE), whether they felt burdened by it, and who they felt is responsible for requiring it. It also gathered information on teachers' specific paperwork…

Moughon, Anne; Gay, Karen

422

Disrupting Teacher Education  

ERIC Educational Resources Information Center

Teachers are increasingly recognized as the most important in-school factor in student achievement, yet the quality of the country's K-12 teaching force is not up to snuff. Much of the blame has been placed on education schools, which have come under fire for failing to produce enough high-performing teachers. Both initial certification…

Liu, Meredith

2013-01-01

423

Anthropology. Teacher's Resource Packet.  

ERIC Educational Resources Information Center

This document is a collection of materials developed for the Smithsonian Institution/George Washington University Anthropology for Teachers Program. The program was established to encourage junior and senior high school teachers to integrate anthropology into their social studies and science classes. The materials include several bibliographies:…

Smithsonian Institution, Washington, DC. Museum of Natural History.

424

Moral Teachers, Moral Students.  

ERIC Educational Resources Information Center

Argues that schools will largely fail in their efforts to improve the moral and emotional growth of students if they do not attend to the moral and ethical development of teachers, especially urban teachers, who suffer from depression and disillusionment, the two primary causes of which are isolation and stress induced by problem students.…

Weissbourd, Rick

2003-01-01

425

Reforming Again: Now Teachers  

ERIC Educational Resources Information Center

Background: Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the…

Marx, Ronald W.

2014-01-01

426

Modulation of neuroendocrine response and non-verbal behavior during psychosocial stress in healthy volunteers by the glutamate release-inhibiting drug lamotrigine.  

PubMed

The present work was aimed at verifying the following hypotheses: (a) lamotrigine, a drug used to treat mood disorders, affects regulation of stress hormone release in humans, and (b) non-verbal behavior during mental stress situations (public speech) is related to hormonal responses. To achieve these aims, we performed a controlled, double-blind study investigating hormonal responses and non-verbal behavior during public speech in healthy subjects with placebo or lamotrigine (300 mg per os) pretreatment. The stress procedure was performed in 19 young healthy males 5 h following drug or placebo administration. Data were obtained from cardiovascular monitoring, blood and saliva samples, as well as the video-recorded speech. Pre-stress hormone levels were not affected by lamotrigine treatment. Lamotrigine significantly inhibited diastolic blood pressure, growth hormone and cortisol increases during psychosocial stress. In contrast, it potentiated plasma renin activity and aldosterone responses. Non-verbal behavior analysis revealed a correlation between catecholamines and submissive or flight behavior in controls, while between catecholamines and displacement behavior following lamotrigine administration. In conclusion, effects of lamotrigine on hormone release might be of value for its mood-stabilizing action used in the treatment of bipolar disorder. The data are in support of a stimulatory role of glutamate in the control of cortisol and growth hormone release during psychosocial stress in humans; however, further studies using more selective drugs are needed to prove this suggestion. The effects on plasma renin activity and aldosterone release observed seem to be related to other actions of lamotrigine. PMID:14755132

Makatsori, Aikaterini; Duncko, Roman; Moncek, Fedor; Loder, Ingrid; Katina, Stanislav; Jezova, Daniela

2004-01-01

427

"The Teacher Education Conversation": A Network of Cooperating Teachers  

ERIC Educational Resources Information Center

This study investigated a professional learning community of cooperating teachers and university-based teacher educators. To examine our roles and perspectives as colleagues in teacher education, we drew on frameworks in teacher learning and complexity science. Monthly group meetings of this inquiry community were held over two school years in a…

Nielsen, Wendy S.; Triggs, Valerie; Clarke, Anthony; Collins, John

2010-01-01

428

AVID Teacher Leadership: Administrator and Teacher Perceptions of Leadership Attributes  

ERIC Educational Resources Information Center

This study examined the perceptions of teachers and administrators with regard to AVID (Advancement via Individual Determination) teacher leaders. The purpose was to compare whether teachers and administrators agree on the types of attributes needed for teacher leaders involved in implementing AVID as a school reform effort. Results revealed that…

Mills, Shirley J.; Huerta, Jeffery J.; Watt, Karen M.; Martinez, Jorge

2014-01-01

429

Profiles of a Secondary School Speech Teacher: The Teacher's View.  

ERIC Educational Resources Information Center

A survey of Illinois secondary school speech teachers was conducted in 1970 so that a profile of the secondary school speech teacher could be constructed from the perspective of how teachers view themselves. Replies were received from 55 teachers representing 37% of the sample and 12% of Illinois schools with speech activity programs. Among the…

Mesner, Linda; Tuttle, George

430

Workshop 6 by and for Teachers: The Teacher as Writer.  

ERIC Educational Resources Information Center

A testament to the belief that K-12 teachers should be writers, this book invites readers into the classrooms and minds of teachers who write. The fiction, poetry, personal essays, and two teacher interviews celebrate the power of writing and invite teachers to become more seriously involved in writing for themselves. The classrooms described in…

Barbieri, Maureen, Ed.; Rief, Linda, Ed.

431

Good Teaching Matters, Teachers Matter, and Teacher Education Matters  

ERIC Educational Resources Information Center

This paper was the keynote address at the June 6, 2012 Occidental College completion ceremony for new teachers completing their teacher credential program. This occasion was momentous because it was the final new teacher graduation that Occidental College would hold, due to the previously announced closure of the teacher preparation program by the…

Gordon, Lynn Melby

2012-01-01

432

Peer Evaluation: An Interview Study of Teachers Evaluating Teachers.  

ERIC Educational Resources Information Center

The Salt Lake City School District (SLCSD) teacher evaluation system, which includes peer review and assistance for deficient teachers, was instituted in 1975. The Performance Assistance program provides for strong, experienced teachers (peer reviewers) to work with teachers identified by their principals as deficient. This study addresses the…

Benzley, Janet; And Others

433

Teacher Performance Assessment in Teacher Education: An Example in Malaysia  

ERIC Educational Resources Information Center

As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…

Gallant, Andrea; Mayer, Diane

2012-01-01

434

Knowledge Building Pedagogy and Teacher Change: One Teacher's Journey.  

ERIC Educational Resources Information Center

This narrative account describes issues confronted by third grade students, their teacher candidates, and their experienced teacher as they sought to implement a knowledge building approach. Data come from the class database, videotape recordings, and the teacher's narrative account of the year. There is particular emphasis on the teacher's…

Moreau, Mary Jane

435

Training English Language Student Teachers to Become Reflective Teachers  

ERIC Educational Resources Information Center

Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they…

Al-Issa, Ali; Al-Bulushi, Ali

2010-01-01

436

Mentoring Student Teachers: Collaboration with Physical Education Teacher Education  

ERIC Educational Resources Information Center

There is a special relationship between a student teacher, the PK-12 teacher who serves as mentor, and the university/college supervisor. These three individuals, often called the triad, work together to transition the student from pre-service teacher to professional educator. This article focuses on the roles of mentor teachers and…

Ballinger, Debra A.; Bishop, Jan G.

2011-01-01

437

Teacher Development in Action: Understanding Language Teachers' Conceptual Change  

ERIC Educational Resources Information Center

Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

Kubanyiova, Magdalena

2012-01-01

438

Developing and Rewarding Excellent Teachers: The Scottish Chartered Teacher Scheme  

ERIC Educational Resources Information Center

The Scottish Chartered Teacher Scheme was designed to recognise and reward teachers who attained high standards of practice. The scheme emerged in 2001 as part of an agreement between government, local employing authorities and teacher organisations. Policies such as the chartered teacher scheme aim to benefit students in two main ways: by…

Ingvarson, Lawrence

2009-01-01

439

Student Portfolios. NEA Teacher-to-Teacher Books.  

ERIC Educational Resources Information Center

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

National Education Association, Washington, DC.

440

Teacher Salaries and Dualistic Teacher Education in Malaysia.  

ERIC Educational Resources Information Center

In Malaysia salaries of teachers with certificates from a teacher training college are significantly lower than salaries of teachers with bachelor's degrees. This bifurcation has virtually eliminated upward mobility. Problems are discussed and a program to allow experienced teachers with certificates to pursue a degree is described. (MT)

Lloyd, Arthur P.

1985-01-01

441

Inferring Teacher Epistemological Framing from Local Patterns in Teacher Noticing  

ERIC Educational Resources Information Center

In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment-to-moment understanding of what is going on…

Russ, Rosemary S.; Luna, Melissa J.

2013-01-01

442

Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership  

ERIC Educational Resources Information Center

In this study it is aimed to find out primary school teachers' and principals' expectations and perceptions related to teachers' leadership. The population of this survey consists of primary school teachers and principals in Odunpazari, one of the two central municipalities in Eskisehir, in 2011-2012 educational year. Teachers and principals of…

Kiranh, Semra

2013-01-01

443

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 6  

ERIC Educational Resources Information Center

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Values and Clarity Build Classroom Language (Valerie von Frank); (2) Tools: Identifying and Clarifying Beliefs about Learning; (3)…

von Frank, Valerie, Ed.

2009-01-01

444

Teacher Leadership Development in PDSs: Perceptions of 22 Veteran Teachers  

ERIC Educational Resources Information Center

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process.…

Cosenza, Michael N.

2013-01-01

445

Merging Beliefs of Classroom Teachers and Teacher Educators  

ERIC Educational Resources Information Center

Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as a national barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in…

Milner, Joseph O.

2010-01-01

446

Gender and Teachers' Attrition: The Occupational Destination of Former Teachers  

Microsoft Academic Search

Based on the resources–rewards model and on the sex segregation perspective, the study was designed to examine gender differences\\u000a in teachers' attrition by comparing three groups: teachers who remained in the educational system, teachers who left the labor\\u000a market, and teachers who left teaching and entered other occupations. The study also addressed the type of occupations into\\u000a which former teachers

Audrey Addi-Raccah

2005-01-01

447

Teaching teachers: An investigation of beliefs in teacher education students  

Microsoft Academic Search

Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of\\u000a the influence of 185 preservice teachersteacher efficacy and concerns on their learner-centred beliefs. Learner-centred\\u000a beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice\\u000a teachers had not yet entered the classroom or engaged

Karee E. Dunn; Glenda C. Rakes

2011-01-01

448

More than "Just" a Teacher  

ERIC Educational Resources Information Center

Most teachers often pass themselves off as "just" teachers, when in truth they are so much more. Teacher, adviser, consultant, confidante, manager, leader, partner, collaborator, role model, councillor, researcher, learner, friend. Of course, in the 21st-century education system teachers are expected to carry out roles well beyond "just"…

Bianchi, Lynne

2011-01-01

449

Regulating Collaboration in Teacher Education  

ERIC Educational Resources Information Center

Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had…

Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.

2014-01-01

450

Cornell Institute for Biology Teachers  

NSDL National Science Digital Library

Originally designed specifically for high school biology teachers, the Cornell Institute for Biology Teachers (CIBT) now includes elementary through high school teachers and school administrators. Information on registering for teacher workshops held at the Cornell University campus in Ithaca, New York and other locations is available. Classroom resources in the form of labs and experiments may be downloaded as pdf files.

Cornell Institute for Biology Teachers

451

What Can Teacher Education Do?  

ERIC Educational Resources Information Center

Teachers bring to their work assumptions that shape how they think about globalization. To prepare children to analyze globalization perceptively, teachers must stretch their assumptions and knowledge; teacher education can help. First, if teacher candidates have not already had substantive interaction with people whose backgrounds and…

Sleeter, Christine

2008-01-01

452

Teachers' Perspectives on Evaluation Reform  

ERIC Educational Resources Information Center

Despite growing momentum to reform teacher evaluation in order to increase its impact on teachers' practice and persistence in the profession, very little research examines how current reforms influence teachers' attitudes or reported instructional practices. Do the new evaluation systems lead to enhancements in teachers' instruction overall? And…

Donaldson, Morgaen L.

2012-01-01

453

Synthesizing Teacher Testing Policy Options.  

ERIC Educational Resources Information Center

This paper examines key points to consider in developing policy on teacher testing. A summary is presented of the four underlying purposes that may be served, in part, by testing: (1) limiting the number of incompetent teachers; (2) encouraging teacher professionalism; (3) promoting public confidence in teachers; and (4) promoting excellence in…

Murray, Stephen L.

454

Preservice Teachers' Understandings of Caring.  

ERIC Educational Resources Information Center

This study examined preservice elementary teachers' understandings of the role of caring in educational contexts. Rather than attending to process variables (the teachers' emergent practices), the study focused on presage variables (the teachers' beliefs and understandings) and the teachers' reflections on their classroom experiences. Participants…

Goldstein, Lisa S.; Lake, Vickie E.

455

English Teachers' Journal (Israel), 1991.  

ERIC Educational Resources Information Center

This document consists of the two issues of "English Teachers' Journal (Israel)" issued during 1991. Contents include: "Introduction for English Teachers"; "Announcements for Bagrut Teachers and Examiners"; "News from E.T.A.I. (English Teachers' Association of Israel)" (Ephraim Weintroub); "Learning English During the 'Emergency'"; "Immigrant…

English Teachers' Journal (Israel), 1991

1991-01-01

456

Coaching Teachers-in-Training.  

ERIC Educational Resources Information Center

In this study, the implementation effects of a program for teaching coaching skills to Dutch primary school teachers acting as supervising or cooperating teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and, thereby, stimulate…

Veenman, Simon; Gerrits, Jacqueline; Kenter, Jacqueline

457

Teacher Working Conditions that Matter  

ERIC Educational Resources Information Center

To advance understanding of the issues concerning teachers' working conditions, the Elementary Teachers' Federation of Ontario commissioned one of the authors to do an analytical review of literature on teachers' working conditions. This resulted in the publication, "Teacher Working Conditions That Matter: Evidence for Change." The framework for…

Leithwood, Ken; McAdie, Pat

2007-01-01

458

Aspiring Teachers Take up Residence  

ERIC Educational Resources Information Center

The Boston Teacher Residency program is a yearlong, selective preparation route that trains aspiring teachers, many of them career-changers, to take on jobs in some of the city's highest-needs schools. The program, which fits neither of the two most common types of teacher preparation--alternative routes and traditional teacher education…

Honawar, Vaishall

2008-01-01

459

ENGLISH TEACHER POSITIONS IN MADRID  

E-print Network

ENGLISH TEACHER POSITIONS IN MADRID EFL Teacher Contract Type: Full-Time or Part-Time Positions Mobility Program between Canada and Spain. Overview: American Language Academy is an established private materials are provided to the teacher. There is an enormous teacher resource library including a wide array

460

Teacher Induction: Exploring Beginning Teacher Mentorship  

ERIC Educational Resources Information Center

Induction programs, including mentorship, serve to bridge the transition from preservice to in-service teaching. This study explored the mentorship experiences of Saskatchewan beginning teachers. Analysis of interviews identified three themes: assigned/unassigned mentors, engaged/disengaged mentors, and single/multiple mentors. One moderating…

Hellsten, Laurie-ann M.; Prytula, Michelle P.; Ebanks, Althea; Lai, Hollis

2009-01-01

461

Teacher Concerns and Teacher Life Stages  

ERIC Educational Resources Information Center

This article examines teaching concerns at successive life stages among teachers with up to twenty years' or more teaching experience. Three concern stages are discerned. Nine common concern factors were found from factor-analysing thirty-three concern items. Results show that student discipline, relations with students, and students' learning and…

Mok, Yan Fung

2005-01-01

462

Teacher Identity Work in Mathematics Teacher Education  

ERIC Educational Resources Information Center

Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

Neumayer-Depiper, Jill

2013-01-01

463

National Teacher Recruitment Clearinghouse  

NSDL National Science Digital Library

Founded in 1986, the Recruiting New Teachers organization is driven by their mission, which is “to raise esteem for teaching, expand the pool of qualified teachers, and improve the nation’s teacher recruitment, development, and diversity policies and practices.” It is certainly a tall order, and one that maintaining the National Teacher Recruitment Clearinghouse site helps fulfill. With a site that is both visually legible and user-friendly, visitors can learn about current issues facing teachers from the homepage, and also search for a teaching job using a simple search engine. Those who might be not currently in the profession should look over the “Interested in Teaching?” section. Here they can learn about taking the first step towards becoming a teacher, whether they are a college student or someone just looking for a career change. Additionally, the site contains a section titled “Successful Teaching”, which contains important classroom tips and information on how to manage the transition from a teacher preparation program to the classroom.

464

An Inquiry into Teacher Concerns in Taiwan.  

ERIC Educational Resources Information Center

This study identified concerns of teachers in Taiwan and contrasted concerns of these teachers with the 56 concerns which comprise the Teacher Concerns Checklist (TCC), Form B, developed in the United States. A total of 294 teachers (155 preservice teachers and 139 inservice teachers) completed a Chinese version of the Survey of Teacher Concerns.…

Chen, Yih-fen; Reeves, Carolyn

465

Teacher Leaders Network  

NSDL National Science Digital Library

The Teacher Leaders Network (TLN) is an independent, web-based network of experienced, leading, and award-winning teachers who have achieved success as authors, professional developers, trained mentors, policy consultants, and community leaders. This virtual community participates in daily online discussions that explore and debate the merits of educational policies, techniques, and philosophies. Materials available at the TLN web site include weblogs in which members share their experience and insights; links to resources for teacher leadership, coaching and mentoring, education policy, and other topics; links to news articles and publications; and information on the organization's sponsors, funding, and partners.

466

GLOBE Teacher's Guide  

NSDL National Science Digital Library

The Global Learning and Observations to Benefit the Environment (GLOBE) collection is an environmental science collection supporting an authentic scientifically rigorous program of Earth observations and measurements taken by students in partnership with scientists. Currently, the collection is composed mainly of teachers' guides, field guides and classroom activities that engage teachers and students in measuring protocols of different environmental variables like temperature, optical thickness, cloud cover, ozone, precipitation and water vapor. Field guides provide step-by-step instructions for data collection. Teacher materials provide instructional strategies and assessments for evaluating student progress. Activities are hands-on learning opportunities. Student resources in the collection support the National Science Education Standards.

2004-08-20

467

Teacher efficacy: A construct validation  

Microsoft Academic Search

Developed an instrument to measure teacher efficacy and examined the relationship between teacher efficacy and observable teacher behaviors. Factor analysis of responses from 208 elementary school teachers to a 30-item Teacher Efficacy Scale yielded 2 substantial factors that corresponded to A. Bandura's 2-factor theoretical model of self-efficacy. A multitrait–multimethod analysis that supported both convergent and discriminant validity analyzed data from

Sherri Gibson; Myron H. Dembo

1984-01-01

468

Monterey Bay Aquarium Teachers & Kids  

NSDL National Science Digital Library

Education page with resources for teachers and students. Teacher's Place has teacher professional development opportunities such as Wetlands Teacher Institute and Teacher Open House, a quarterly electronic educator newsletter, and hands-on elementary level classroom activities. Subjects include: kelp forests, sea otters, sharks, tide pools, and penguins. Kid's Corner has games and activities, aquarium career information, summer programs, web cams, and animal field guides.

469

Relations among College Supervisors, Cooperating Teachers, and Student Teachers in a Reflective Teacher Education Program.  

ERIC Educational Resources Information Center

This qualitative study examined the personal practical theories (PPTs) of the members of the supervisory triad--college supervisor, cooperating teacher, and student teacher--to discover whether PPTs could provide information about relationships within the triad. Three preservice teachers, three college supervisors, and five cooperating teachers

Stern, Barbara Slater

470

Teacher Reflection as Teacher Change, and Teacher Change as Moral Response  

ERIC Educational Resources Information Center

Teacher reflection has been a popular topic during the past twenty years. The literature generally discusses teacher reflection as either (a) retrospection, (b) problem solving, (c) critical reflection, or (d) reflection-in-action. This qualitative study went beyond these typical descriptors to characterize teacher reflection instead as teacher

Boody, Robert M.

2008-01-01

471

Developing Teacher Knowledge through School Integrated Teacher Education: Using Poetic Representation to Support Teacher Identity  

Microsoft Academic Search

This paper reports on the influence of school integrated teacher education (SITE) courses on student teachers initial experiences of learning how to teach. SITE refers to the systematic incorporation of school experiences into teaching and learning within university courses. The paper explores how SITE courses can inform our understanding of how teacher identity forms and how teacher knowledge develops. Through

Tim F. Hopper; Kathy J. Sanford

2007-01-01

472

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence  

PubMed Central

Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. PMID:24772098

Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

2014-01-01

473

Can Biomarkers Differentiate Pain and No Pain Subgroups of Nonverbal Children with Cerebral Palsy? A Preliminary Investigation Based on Noninvasive Saliva Sampling  

PubMed Central

Objective Assessing and treating pain in nonverbal children with developmental disabilities are a clinical challenge. Current assessment approaches rely on clinical impression and behavioral rating scales completed by proxy report. Given the growing health relevance of the salivary metabolome, we undertook a translational-oriented feasibility study using proton nuclear magnetic resonance (NMR) spectroscopy and neuropeptide/cytokine/hormone detection to compare a set of salivary biomarkers relevant to nociception. Design Within-group observational design. Setting Tertiary pediatric rehabilitation hospital. Subjects Ten nonverbal pediatric patients with cerebral palsy with and without pain. Methods Unstimulated (passively collected) saliva was collected using oral swabs followed by perchloric acid extraction and analyzed on a Bruker Avance 700 MHz NMR spectrometer. We also measured salivary levels of several cytokines, chemokines, hormones, and neuropeptides. Results Partial least squares discriminant analysis showed separation of those children with/without pain for a number of different biomarkers. The majority of the salivary metabolite, neuropeptide, cytokine, and hormone levels were higher in children with pain vs no pain. Conclusions The ease of collection and noninvasive manner in which the samples were collected and analyzed support the possibility of the regular predictive use of this novel biomarker-monitoring method in clinical practice. PMID:25234580

Symons, Frank J.; ElGhazi, Issam; Reilly, Brian G.; Barney, Chantel C.; Hanson, Leah; Panoskaltsis-Mortari, Angela; Armitage, Ian M.; Wilcox, George L.

2015-01-01

474

Achieving visibility? Use of non-verbal communication in interactions between patients and pharmacists who do not share a common language  

PubMed Central

Despite the seemingly insatiable interest in healthcare professional–patient communication, less attention has been paid to the use of non-verbal communication in medical consultations. This article considers pharmacists? and patients? use of non-verbal communication to interact directly in consultations in which they do not share a common language. In total, 12 video-recorded, interpreted pharmacy consultations concerned with a newly prescribed medication or a change in medication were analysed in detail. The analysis focused on instances of direct communication initiated by either the patient or the pharmacist, despite the presence of a multilingual pharmacy assistant acting as an interpreter. Direct communication was shown to occur through (i) the demonstration of a medical device, (ii) the indication of relevant body parts and (iii) the use of limited English. These connections worked to make patients and pharmacists visible to each other and thus to maintain a sense of mutual involvement in consultations within which patients and pharmacists could enact professionally and socially appropriate roles. In a multicultural society this work is important in understanding the dynamics involved in consultations in situations in which language is not shared and thus in considering the development of future research and policy. PMID:24641161

Stevenson, Fiona

2014-01-01

475

Achieving visibility? Use of non-verbal communication in interactions between patients and pharmacists who do not share a common language.  

PubMed

Despite the seemingly insatiable interest in healthcare professional-patient communication, less attention has been paid to the use of non-verbal communication in medical consultations. This article considers pharmacists' and patients' use of non-verbal communication to interact directly in consultations in which they do not share a common language. In total, 12 video-recorded, interpreted pharmacy consultations concerned with a newly prescribed medication or a change in medication were analysed in detail. The analysis focused on instances of direct communication initiated by either the patient or the pharmacist, despite the presence of a multilingual pharmacy assistant acting as an interpreter. Direct communication was shown to occur through (i) the demonstration of a medical device, (ii) the indication of relevant body parts and (iii) the use of limited English. These connections worked to make patients and pharmacists visible to each other and thus to maintain a sense of mutual involvement in consultations within which patients and pharmacists could enact professionally and socially appropriate roles. In a multicultural society this work is important in understanding the dynamics involved in consultations in situations in which language is not shared and thus in considering the development of future research and policy. PMID:24641161

Stevenson, Fiona

2014-06-01

476

Teacher Education: Challenge for the Future.  

ERIC Educational Resources Information Center

Examines recent criticisms of teacher preparation and considers changes in teacher education over the past 10 years. Provides suggestions concerning future directions for teacher education programs. (PCB)

Quisenberry, Nancy L.

1987-01-01

477

Notes on Teacher Education  

ERIC Educational Resources Information Center

Brief extracts from papers read at a conference on Teacher Education-- a Search for New Relationships," sponsored by the Development Advisory Committee of the Ontario Institute for Studies in Education, held on April 10-18, 1970. (MM)

Orbit, 1970

1970-01-01

478

TeacherTECH  

NSDL National Science Digital Library

TeacherTECH is the teacher-training component of GirlTECH, a program of Center for Excellence and Equity in Education (CEEE) at Rice University. The project focuses on providing technology training and exploring "innovative teaching strategies that impact equity in the classroom." TeacherTECH offers lesson plans designed by teachers in a way that is intended to "take full advantage of Internet resources and to teach mathematics and science concepts in new and exciting ways." From this website, visitors can select lessons by the year they were developed (going back to 1995) or search on a particular topic or string of words. The lesson ideas are described along with links to additional resources. The lesson descriptions include related graphs, data tables, as well as suggested ways to extend the activity or integrate technology.

479

Targeting Future Teachers  

NSDL National Science Digital Library

Science in Perspective, a third-semester, speaking-intensive course for nonscience majors and future teachers, builds on participants' prior science background to help them more fully understand and apply scientific concepts. This article describes the de

Hughes, Janet E.; Barra, Rosemary

2003-03-01

480

Geography Teacher Education.  

ERIC Educational Resources Information Center

This article, on mediating theory and practice through experience in geography teacher education at the University of London Institute of Education, offers a conceptual framework for establishing an interelationship of theory and practice. (Authors/CJ)

Slater, Frances; Rask, Raymond

1983-01-01

481

Reducing Teacher Isolation  

NSDL National Science Digital Library

This workshop presentation from the 2006 PTEC Conference covers issues of mentoring new physics teachers. Mentee needs, strategies for successful mentoring programs, and examples are included in the discussion.

Freeland, Dale; Olsen, Julia

2006-10-02

482

Rewarding the Resident Teacher  

NSDL National Science Digital Library

This report describes a program that involves medical resident as teachers within the anatomy lab. The report describes the benefits of the program for the medical students and the residents and a reward program established for resident participation.

Dr. Jennifer M McBride (Cleveland Clinic, Lerner College of Medicine of Case Western Reserve University, Surgery)

2011-04-27

483

Teaching the Teachers  

ERIC Educational Resources Information Center

Describes an inservice education program for agricultural teachers in Brazil. The purposes, organization, and operation of the United Nations Development Programme/Southern Illinois University Brazil Project are provided. (CP)

Welton, Richard F.

1977-01-01

484

American Modeling Teachers Association  

NSDL National Science Digital Library

This is the web site home for the American Modeling Teachers Association, and organization run by and for teachers who use modeling instruction in their classroom. Modeling instruction organizes science content around a small number of of scientific models, and uses a structured inquiry approach to teaching science content and skills. This web site includes information about the Association, Modeling workshops, and discussions regarding science education. Members of the AMTA have access to Modeling teaching resources.

2013-03-20

485

Lava Layering: Teacher Page  

NSDL National Science Digital Library

This is the Teacher Page of an activity that teaches students about the stratigraphy of lava flows produced by multiple eruptions. This page has background information on lava flows (with an emphasis on the Moon), recipes for the play dough required for the activity, and questions for the teacher to ask. The procedures for this activity can be found on the Student Page. This activity is part of Exploring Planets in the Classroom's Volcanology section.

486

Teachers College Record  

NSDL National Science Digital Library

The Teachers College at Columbia University hosts this website on education research. The Teachers College Record regularly publishes feature articles, book reviews, a community discussion board, and community announcements such as upcoming conferences. Past articles can be searched or browsed by topic. Topics include adult education, technology, curriculum, policy, diversity, and research methods, among others. Membership sign-in is required to access the articles, but registration is free.

487

Teachers' Expectations about Students' Motivation 1 Running Head: Teachers' Expectations about Students' Motivation  

E-print Network

Teachers' Expectations about Students' Motivation 1 Running Head: Teachers' Expectations about Students' Motivation The Effects of Teachers' Expectations about Students' Motivation On Teachers Autonomy and Exercise Psychology 4 (2006) 283-301" #12;Teachers' Expectations about Students' Motivation 2 Abstract

Boyer, Edmond

488

Non-Verbal Communication  

ERIC Educational Resources Information Center

Career counselors are, in a sense, professional communicators. They help students acquire information, learn decision-making, express feelings, clarify values, identify skills, meet needs. To neglect the context in which the spoken word takes place is to ignore that part of the iceberg which lies beneath the surface. (Author)

Zehring, John William; Malinauskas, Mark

1977-01-01

489

Teacher Self-efficacy, Collective Teacher Efficacy, Automatic Thoughts, States of Mind, and Stress in Elementary School Teachers  

Microsoft Academic Search

This study examined the relationships between teacher self-efficacy, collective teacher efficacy, automatic thoughts, Balanced States of Mind (BSOM) model, and levels of stress in regular education elementary school teachers. A sample of 66 teachers from rural and urban south central Pennsylvania school districts completed the following questionnaires: Teacher Beliefs Scale (TBS), Collective Teacher Beliefs Scale (CTBS), Automatic Thoughts Questionnaire -

Robert W. Shambaugh

2008-01-01

490

Differences between Cooperating Teachers and Student Teachers in Their Assessment of Student Teacher Performance: Potential Threats to a Successful Relationship.  

ERIC Educational Resources Information Center

A study was done of student teachers and cooperating teachers' assessment of the student teachers' performance in order to investigate how their relationship was affected by these perceptions. A survey instrument in two versions, one for student teachers and one for cooperating teachers, was devised listing 54 specific student teacher performance…

Williams, Jane L.

491

Teacher Wellbeing: The Importance of Teacher–Student Relationships  

Microsoft Academic Search

Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known,\\u000a however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance\\u000a of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping\\u000a of Lazarus (1991). Based on theories on

Jantine L. Spilt; Helma M. Y. Koomen; Jochem T. Thijs

492

Master Teachers/ Teacher-in-Residence Funding & Recruiting Strategies  

NSDL National Science Digital Library

There is no question that a university or external funding agency must make a significant financial commitment to support a Teacher-in-Residence. Nevertheless, several PhysTEC sites have made the commitment to fund TIRs out of their own budgets, in order to sustain the benefits that only a Master Teacher can bring to a department that wishes to prepare high-quality teachers. In addition, several universities have attracted external corporate funding for a Teacher-in-Residence program.

2008-05-20

493

Thinkfinity: Teacher Resources  

NSDL National Science Digital Library

Thinkfinity.org, which encompasses the programs formerly known as Verizon MarcoPolo and the Verizon Literacy Network, is an online portal to fifty thousand K-12 lesson plans and other educational resources. The portal also provides professional development resources for teachers as well as literacy materials for all ages. Verizon's financial commitment will enable leading educational organizations to continue to produce and expand the program's interactive features. Content is provided through the American Association for the Advancement of Science, the International Reading Association, the John F. Kennedy Center for the Performing Arts, the National Center for Family Literacy, the National Council on Economic Education, the National Endowment for the Humanities, the National Council of Teachers of English, the National Council of Teachers of Mathematics, the National Geographic Society, ProLiteracy Worldwide, and the Smithsonian's National Museum of American History. According to Charmona Whitfield, a K-6 instructional technology teacher, the Thinkfinity program saves teachers time, is easy to navigate, and provides quick access to lesson plans. "Producing interactive, engaging lessons plans is a necessity to reach our children in the classroom today," she said. "Because our kids have iPods, cell phones, and X-boxes, they need to truly interact with what they are learning. To simply stand in front of them and talk is not enough."

2010-05-17

494

Healthy lifestyle in teachers  

PubMed Central

Introduction: The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. Materials and Methods: The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a questionnaire including demographic healthy lifestyle questions. Analysis of the data was performed through Software SPSS version 18. Results: The mean age of the subjects was 40.26 ± 6.05 years and, BMI mean was 25.08 ± 3.20. 96.8% of them were married and 3.1% also were single. 1% of the teachers had a weak lifestyle, 13.5%had moderate, 85.4% had a good lifestyle. In terms of nutrition, 2% of the teachers had a weak lifestyle, 23% moderate, 74% good. 76% in terms of physical activity, 29.2% smoking and 21.9% stress had a weak lifestyle. Conclusion: According to the results, planning for teachers in school for receiving information about healthy lifestyle is important. PMID:23555149

Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

2012-01-01

495

Grading the Teachers' Teachers: Higher Education Comes under Scrutiny  

ERIC Educational Resources Information Center

Plans by the National Council on Teacher Quality to rate all teacher preparation programs in the country and publish the results in "U.S. News & World Report" have been met with concern and skepticism, but also gained some converts. Proponents say the effort can only help teachers' colleges improve, while detractors say the methods and research…

Dillon, Erin; Silva, Elena

2011-01-01

496

District Policy and Beginning Teachers: A Lens on Teacher Learning  

ERIC Educational Resources Information Center

This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning…

Grossman, Pamela; Thompson, Clarissa

2004-01-01

497

Teachers Teaching Teachers (T3) [TM]. Vol. 2 No. 7  

ERIC Educational Resources Information Center

This issue of "Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers. It contains the following articles: (1) An Excerpt from "Taking the Lead" (Joellen Killion and Cindy Harrison); (2) Be Like a Virus and Connect (Bill Ferriter); (3) No. 1 Resource Has a Human Face (Joellen Killion); (4) With This…

Richardson, Joan, Ed.

2007-01-01

498

Once a Teacher Always a Teacher? Encouraging Return to Teaching.  

ERIC Educational Resources Information Center

One approach to the crisis in the supply of teachers in Britain is to attract back to the profession qualified teachers who have left. To know whether this approach is viable, however, it is important to know about the reasons for leaving teaching and factors affecting return. Therefore, a study was conducted to survey trained teachers not…

Robinson, Rosemary; And Others

499

An Analysis of Science Teachers' Beliefs About Teacher Classroom Behaviors.  

ERIC Educational Resources Information Center

Reported is a study to investigate teachers' patterns of belief related to attitudinal statements on teaching. In addition, the study investigated the relationship between teacher types as identified by their patterns of belief and certain background characteristics of those teachers. The research method employed and described in detail was the…

Horak, Willis J.

500

Teachers as Teacher Advisors: The Delicacy of Collegial Leadership.  

ERIC Educational Resources Information Center

Teachers who served as advisers to help other teachers improve their classroom techniques in the Marin County (California) Office of Education's Teacher Advisor Project found six principles affecting successful, nonthreatening relationships: sharing common language, focusing on key concerns, gathering hard evidence, interacting fully, acting…

Little, Judith Warren

1985-01-01