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1

The Relationships Between Teacher Nonverbal Immediacy and Student Course Workload and Teacher Availability Expectations  

Microsoft Academic Search

The purpose of this study is to identify student expectations for course workload and teacher availability and to assess whether teacher nonverbal immediacy influences these student expectations. Based on a sample of 198 students at a large public university enrolled in a required general education hybrid communication course, students were willing to complete more work than the current course requires,

Timothy P. Mottet; Jessica Parker-Raley; Cory Cunningham; Steven A. Beebe

2005-01-01

2

College teacher immediacy and student ratings of instruction  

Microsoft Academic Search

This study examined the relationship between college student perceptions of teacher immediacy and student ratings of instruction. Two hundred sixty?six students responded to instruments designed to measure the frequency of teachers' verbal and nonverbal immediacy behaviors and to gather students' perceptions of quality of instruction. Significant positive correlations were found between immediacy and student ratings of instruction. Students who observed

Alexis Moore; John T. Masterson; Diane M. Christophel; Kathleen A. Shea

1996-01-01

3

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

4

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

5

The impact of teacher immediacy on students' motivation: Is it the same for all students?  

Microsoft Academic Search

This study investigated the impact of teachers’ use of immediacy behaviors on students’ reported motivation to study over the course of a semester. Students’ state and trait motivation to study for a class was measured at three points during a semester. Reports of teachers’ use of verbal and nonverbal immediacy were collected at two points in a semester. It was

Ann Bainbridge Frymier

1993-01-01

6

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

7

Explorations in immediacy: The nonverbal system and its relationship to affective and situational factors  

Microsoft Academic Search

Male college students interacted with a male confederate while the context of the interaction, gaze behaviors of the confederate and the perceived source of the subject's arousal were manipulated. The dependent variables included nonverbal behaviors, affective reactions and perceptions of and liking for the confederate. The study was conducted to provide more information about the relationship among the nonverbal immediacy

Francis T. McAndrew; Joel A. Gold; Ellen Lenney; Richard M. Ryckman

1984-01-01

8

Conceptualizing Teacher Immediacy through the "Companion" Metaphor  

ERIC Educational Resources Information Center

Situated within the critical pedagogic scholarship that deals with the issue of "teacher immediacy", this study proposes an understanding of the practice of pedagogy through the metaphor of "companionship". A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible…

Sibii, Razvan

2010-01-01

9

An Empirical Comparison of Three Theories of Nonverbal Immediacy Exchange.  

ERIC Educational Resources Information Center

Provides a contrastive test of three immediacy-exchange theories: expectancy violations theory; discrepancy arousal theory; and cognitive valence theory. States findings from opposite-sex friend dyads (one of whom was an undergraduate student) failed to find unequivocal support for a single theory. Suggests existing immediacy-exchange theories…

Andersen, Peter A.; Guerrero, Laura K.; Jorgensen, Peter F.; Buller, David B.

1998-01-01

10

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

11

The Influence of Gender on the Uncertainty Reduction Strategies of Disclosure, Interrogation, and Nonverbal Immediacy.  

ERIC Educational Resources Information Center

A study examined gender differences in the uses of uncertainty reduction strategies (self-disclosure, interrogative strategies, nonverbal immediacy, and other's self-disclosure) and their interrelationships with attributional confidence (uncertainty reduction). The subjects, 853 students from three western universities, participated in a survey…

Sanders, Judith A.; And Others

12

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

13

Nonverbal Expectancy Violations: Model Elaboration and Application to Immediacy Behaviors.  

ERIC Educational Resources Information Center

Reviews factors affecting nonverbal expectancies and the consequences of violating them, comparing those consequences to other models (discrepancy-arousal, arousal-labeling, arousal-valence, sequential functional) employing similar assumptions and mediating variables. Examines an extension of nonverbal expectancy violations theory to multiple…

Burgoon, Judee K.; Hale, Jerold L.

1988-01-01

14

The relationships among teacher immediacy behaviors, student motivation, and learning  

Microsoft Academic Search

Two studies investigated the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning. Study One participants completed all instruments based on a preceding class. The scales were randomly split between students in Study Two who completed them based on an intact class. Correlations revealed significant relationships between learning and both immediacy and

Diane M. Christophel

1990-01-01

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

Mediating the Damaging Effects of Hurtful Teasing: Interpersonal Solidarity and Nonverbal Immediacy as Mediators of Teasing in Romantic Relationships  

Microsoft Academic Search

Although romantic relationships are often an arena for positive interactions, they also provide a battlefield in which hurtful teasing may occur. This study examined reports of hurtful teasing in romantic relationships and the influence of perceived nonverbal immediacy and interpersonal solidarity on relationship satisfaction between romantic partners. Participants (N = 205) recalled and reported on teasing that elicited hurt. Results

Robert J. Sidelinger; Brandi N. Frisby; Audra L. McMullen

2012-01-01

17

Effects of Sex and Setting on Students' Interpretation of Teachers' Excessive Use of Immediacy  

ERIC Educational Resources Information Center

Using a message interpretation perspective, this study (N = 379) examined how sex of the student, sex of the teacher, and the setting affect the messages students receive from a teacher's excessive use of immediacy. Results reveal that students interpret excessive immediacy from female teachers as caring, but the same behavior from male teachers

Rester, Carolyn H.; Edwards, Renee

2007-01-01

18

Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction  

Microsoft Academic Search

The present study was designed to investigate the effects of conveyance system design and social presence, in the form of teacher immediacy behavior, on perceived student learning and satisfaction in the televised classroom. Results indicate that system design and teacher immediacy behavior strongly impact student learning and satisfaction. System variables such as interactivity and clear audio and video transmission positively

Michael Zane Hackman; Kim B. Walker

1990-01-01

19

Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes  

ERIC Educational Resources Information Center

This study used quantitative measures to gather data from online students to analyze the effects of perceptions about teacher verbal immediacy and classroom community on students' level of satisfaction, perceived learning, and online discussion frequency. Using convenience sampling, 214 students were recruited from undergraduate and graduate…

Ni, Shu-Fang; Aust, Ronald

2008-01-01

20

A test?retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes  

Microsoft Academic Search

This study investigated relationships among, and changes in, student state motivation, teacher immediacy, and student?perceived sources of motivation and demotivation across the course of a semester in college classes. Findings supported a causal relationship between teacher immediacy and state motivation and also replicated a pattern in which students perceive motivation as a personally?owned state and demotivation as a teacher?owned problem.

Diane M. Christophel; Joan Gorham

1995-01-01

21

The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model  

ERIC Educational Resources Information Center

This report uses meta-analysis to derive correlations between the variables of teacher immediacy, cognitive learning, and affective learning. A model was constructed such that the perception of teacher immediacy, a behavior, generates an intermediate outcome of affect, a motivation, which in turn increases cognitive learning outcome. The data…

Allen, Mike; Witt, Paul L.; Wheeless, Lawrence R.

2006-01-01

22

Improving the Teacher's Awareness of Nonverbal Communication in the Classroom.  

ERIC Educational Resources Information Center

The emphasis in this paper is on developing teacher awareness of how nonverbal communication fits into the classroom setting. Various positive and negative aspects of this phase of communication in the classroom are explored. A classroom teacher is observed closely by students every day, and her/his attitude, feelings, mood or state of mind,…

Kachur, Donald; And Others

23

Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?  

Microsoft Academic Search

During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were

Jeff Kerssen-Griep; Paul L. Witt

2012-01-01

24

A Description of Teacher Behavior: Verbal and Nonverbal.  

ERIC Educational Resources Information Center

Because of the need to describe and analyze nonverbal as well as verbal classroom interaction, an attempt has been made to develop an observational system of complete behavioral analysis using the Flanders system as a base. Each of the 10 Flanders verbal categories (based on direct and indirect teacher influence) is combined with relevant…

French, Russell L.; Galloway, Charles M.

25

The Impact of Teacher Immediacy on Student Participation: An Objective Cross-Disciplinary Examination  

ERIC Educational Resources Information Center

The current study examined how immediacy behaviors of college professors influence student participation. While these claims have been studied in the past, this investigation examined a cross-disciplinary sample and employed a more objective methodology, classroom observation. It was hypothesized that professors who showed greater immediacy would…

Roberts, Amy; Friedman, Denise

2013-01-01

26

Breaking the Code of Silence: A Study of Teachers' Nonverbal Decoding Accuracy of Foreign Language Anxiety  

ERIC Educational Resources Information Center

This study examined teachers' accuracy in decoding nonverbal behaviour indicative of foreign language anxiety. Teachers and teacher trainees twice observed a videotape without sound of seven beginning French foreign language students as they participated in an oral exam; four of these students were defined as anxious language learners by the…

Gregersen, Tammy

2007-01-01

27

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

28

Teachers' Brief Nonverbal Behaviors in Defined Instructional Situations Can Predict Students' Evaluations.  

ERIC Educational Resources Information Center

Examines if a few seconds of high school teachers' nonverbal (NV) behavior can predict students' ratings of these teachers (SRT). NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT.…

Babad, Elisha; Avni-Babad, Dinah; Rosenthal, Robert

2003-01-01

29

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

30

Preservice Music Teachers' and Therapists' Nonverbal Behaviors and Their Relationship to Perceived Rapport  

ERIC Educational Resources Information Center

The purpose of the two studies reported in the article was to determine whether or not a relationship exists between preservice music therapists' and teachers' nonverbal behaviors and their perceived rapport. In study 1, evaluators (N = 56) viewed a stimulus tape consisting of 15 45-second segments of 15 preservice music therapists leading songs…

Darrow, Alice-Ann; Johnson, Christopher

2009-01-01

31

Coaches' Immediacy Behaviors as Predictors of Athletes' Perceptions of Satisfaction and Team Cohesion  

ERIC Educational Resources Information Center

This study sought to determine whether coaches' immediacy behaviors serve as predictors of athletes' satisfaction and team cohesion levels. Participants included 307 male and female high school athletes who completed measures assessing perceptions of their coaches' verbal and nonverbal immediacy behaviors, as well as their own levels of…

Turman, Paul D.

2008-01-01

32

An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom  

Microsoft Academic Search

A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive learning in the online classroom. One

Jason D. Baker

2004-01-01

33

Testing the Neutralizing Effect of Instructor Immediacy on Student Course Workload Expectancy Violations and Tolerance for Instructor Unavailability  

ERIC Educational Resources Information Center

This study investigates how an instructor's use of relational messages, specifically nonverbal immediacy behaviors, may neutralize how students interpret instructor course workload demands and student expectations for instructor availability. It was hypothesized that instructor immediacy would temper instructor course workload demands that…

Mottet, Timothy P.; Parker-Raley, Jessica; Cunningham, Cory; Beebe, Steven A.; Raffeld, Paul C.

2006-01-01

34

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

35

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

36

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

37

Out-of-Class Communication Between Female and Male Students and Faculty: The Relationship to Student Perceptions of Instructor Immediacy  

Microsoft Academic Search

Research indicates that the positive benefits of informal student-faculty interaction, that is, student academic success, faculty evaluations, and student retention, may differ for female and male students. To add to the scant research on out-of-class communication (OCC), this study investigates the relationship between OCC and instructor immediacy. Participants, 302 students, completed instruments measuring verbal and nonverbal immediacy and aspects of

Marjorie A. Jaasma; Randall J. Koper

2002-01-01

38

Nonverbal Behavior and Nonverbal Communication  

ERIC Educational Resources Information Center

Article summarizes suppositions implicit in approaches to body language" studies, stresses conceptual distinction between nonverbal behavior as communication and other non-verbal behavior and suggests criteria for nonverbal communication investigations. (Author/PD)

Wiener, Morton; And Others

1972-01-01

39

Movie Magic: A Gateway to Higher Classroom Immediacy  

ERIC Educational Resources Information Center

For over 30 years, instructional communication scholars have investigated the relationships between instructors' communicative behaviors and students' affective/cognitive learning, as well as student classroom motivation. More specifically, perceived teacher immediacy is positively related to student learning and motivation. Albert Mehrabian first…

Kelly, Stephanie

2010-01-01

40

A Personal View of Nonverbal Communication  

ERIC Educational Resources Information Center

The author examines contributions that nonverbal communications research has made to the understanding of humankind in the cosmic environment and suggests ways in which such research can help the classroom teacher. (MJB)

Byers, Paul

1977-01-01

41

Disorders of Nonverbal Communication  

ERIC Educational Resources Information Center

The author explores the idea that nonverbal communication can be disordered, describes several types of nonverbal disorders (such as impaired eye movement, inappropriate body movements, idiosyncratic mannerisms, and voice disorders), explains sources of nonverbal disorders, and suggests therapeutic procedures. (IM)

Starkweather, C. Woodruff

1977-01-01

42

Immediacy, Cohesiveness, and the Online Classroom  

ERIC Educational Resources Information Center

This article highlights instructional communication and distance education research with an emphasis on the social dynamics of the online learning experience and their impact on the learning experience. Literature related to the twin concepts of immediacy and group cohesiveness--central constructs related to building an effective classroom social…

Baker, Jason D.; Woods, Robert H.

2004-01-01

43

Research in Nonverbal Communication and Its Relationship to Pedagogy and Suggestopedia.  

ERIC Educational Resources Information Center

Nonverbal communication in the classroom can produce subtle nonverbal influences, particularly in the affective domain. In Suggestopedia, double-planeness (the role of the environment and the personality of the teacher) is considered an important factor in learning. Suggestopedic teachers are trained to use nonverbal gestures in their presentation…

Bancroft, W. Jane

44

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

45

The Acquisition of Nonverbal Attitudes and Behaviors in Schoolchildren, Grades K-12.  

ERIC Educational Resources Information Center

An investigation examined teachers' perceptions of nonverbal behaviors of their students within a developmental paradigm. A questionnaire was sent to 901 elementary and secondary school teachers from a 4-state area. It asked teachers to estimate the percentage of students who engaged in 24 nonverbal classroom behaviors of 4 general types:…

Andersen, Peter A.; And Others

46

Effects of Children's Nonverbal Behavior Upon Adults  

ERIC Educational Resources Information Center

In a study of the effects of children upon adults, 64 college student subjects served as teachers in 1-to-1 interactions with four 11-year-old child confederates who displayed either high or low amounts of nonverbal cues of positivity. (SB)

Bates, John E.

1976-01-01

47

Dimensions of Nonverbal Communication.  

ERIC Educational Resources Information Center

After a brief description of the dimensions of nonverbal communication, this booklet presents 21 activities that deal with nonverbal communication. Activities in the booklet involve body movements (kinesics), facial expressions, eye movements, perception and use of space (proxemics), haptics (touch), paralinguistics (vocal elements that accompany…

Overmier, Mary; And Others

48

Microprocess examination of therapeutic immediacy during a dynamic research interview.  

PubMed

This study examines the interviewer's use of immediacy during a dynamic interview to enhance the patient's ability to process affective material and deepen personal exploration. Using a microprocess design, immediacy events were identified and rated using the Consensual Qualitative Rating method. Moment-to-moment in-session activity was rated by trained observers with a focus on measuring patient process using the Therapist-Patient Interaction Rating Scale and interviewer process using the Therapeutic Environment Scale. Five immediacy events were identified and were found to range in depth from mundane exchanges to more active exchanges with affective depth. Mundane events were characterized by little attention to the affective component of the here-and-now relationship, dismissive and unsupportive comments, and had either no effect, or a negative effect on patient process. In contrast, immediacy events characterized by even limited affect and acknowledging engagement between patient and interviewer were followed by greater patient disclosure and increased capacity to process emotional information. Thus, attention to the quality of the immediacy intervention in future research appears warranted. PMID:22181029

Clemence, A Jill; Fowler, J Christopher; Gottdiener, William H; Krikorian, Sharon; Charles, Marilyn; Damsky, Lee; Johnson, Benjamin

2012-09-01

49

Brain Specialization Research and the Teaching of Nonverbal Communication.  

ERIC Educational Resources Information Center

The connectionist theory of brain functioning, which holds that specialization exists within the brain, has three implications for teachers of nonverbal communication. One implication involves the relative emphasis to be placed on linguistic/linear versus nonlinguistic/nonlinear mental processing. Teachers can shift emphasis to nonlinguistic…

Jensen, Marvin D.

1980-01-01

50

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

51

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.

52

Nonverbal Communication: A Bibliography.  

ERIC Educational Resources Information Center

The entries in this extensive bibliography represent books, educational journals, dissertations, popular magazines, and research studies that deal with the topic of nonverbal communication. Divided into time periods (1975 to present, 1973 to 1975, and before 1973), the titles span a variety of topics, including the following: sensory perception,…

Arnold, William E.; And Others

53

Effects of a Training Program on Expressive Non-Verbal Behavior.  

ERIC Educational Resources Information Center

A program was designed for training secondary school trainee teachers in expressive nonverbal behavior and for assessing the effect of various combinations of different training elements. The program was developed on the basis of nonverbal descriptors of "enthusiastic teaching": vocal delivery, eyes, facial expression, gestures, and eye contact…

Klinzing, Hans Gerhard; And Others

54

How to Read Nonverbal Communication.  

ERIC Educational Resources Information Center

Notes that the ability to read nonverbal communication in the business world can prove to be a valuable tool for the successful manager. Analyzes three modes of nonverbal communication: the physical office setting, an individual's manner of dress, and body language. (SR)

Thompson, Patricia A.; Kleiner, Brian H.

1992-01-01

55

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

56

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.

57

Effective Teaching in the Multi-Cultural Classroom.  

ERIC Educational Resources Information Center

Community college instructors and administrators need to understand teacher immediacy research and the role of immediacy in the multi-cultural classroom. Immediacy can be viewed as a combination of nonverbal behaviors used to accentuate a verbal message and reduce physical and psychological distance between interactants. Janis Andersen's research…

Gotch, Donna; Brydges, Michael

58

Nonverbal Behavior and the Communication Process.  

ERIC Educational Resources Information Center

The effect of nonverbal behavior on communication is apparent, but educators are left with the question of how an awareness of nonverbal behavior can fit into the classroom. In fact the average classroom offers a vast supply of information about nonverbal communication that remains relatively untouched in scientific studies. The processes of…

Duke, Charles R.

59

The nonverbal communication of president Bill Clinton  

Microsoft Academic Search

Nonverbal communication offers political communication scholars the opportunity to examine public figures beyond the traditional rhetorical realm. As a way of beginning the dialogue, this essay examines the nonverbal communication of President Bill Clinton during both presidential terms. This essay argues that Clinton was on a course of developing and refining his nonverbal communication skills until the Lewinsky scandal surfaced.

Maureen C. Minielli

1999-01-01

60

Nonverbal Communication: A Research Guide & Bibliography.  

ERIC Educational Resources Information Center

This volume discusses various aspects of nonverbal communication and provides an extensive bibliography of journal articles, listed by author, that are relevant to the topic. Commentary is divided into six sections: "Considerations in Nonverbal Communication," which examines the impact of motion and rhythm, the components of nonverbal

Key, Mary Ritchie

61

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

62

Nonverbal Communication among Italian Americans.  

ERIC Educational Resources Information Center

Participant observation and author introspection were used to collect data in this study of nonverbal communication among Italian Americans in three large American cities. Discussion is given to kinesics (gestures and signs), haptics (touch), proxemics (interiors of homes, exteriors of homes, and spatial arrangements at a wedding dinner), and…

Ferri-Bernardoni, Joseph M.

63

Teachers' Opinions about the Use of Body Language  

ERIC Educational Resources Information Center

Effective communication occurs with non-verbal and verbal tools. In this study the body language as non-verbal communication tool is taken to be examined, and teachers' opinions about the use and importance of body language in education are surveyed. Eight open-ended questions are asked to 100 teachers. As a result, it is shown that teachers

Benzer, Ahmet

2012-01-01

64

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

65

The relationship of student?faculty out?of?class communication to instructor immediacy and trust and to student motivation  

Microsoft Academic Search

Since research has established the important and positive relationship between informal student?faculty interactions and student retention, this study investigated the relationship between immediacy, trust, and student motivation and student?faculty out?of?class communication (OCC). Results indicate that verbal immediacy and student motivation are related to OCC.

Marjorie A. Jaasma; Randall J. Koper

1999-01-01

66

The Nonverbal Toolkit: Towards a Framework for Automatic Integration of Nonverbal Communication  

E-print Network

communication; social interaction; modeling I. INTRODUCTION Shared virtual environments are increasingly gaining and to express emotions and to play social nonverbal behaviour on the basis of textual affect sensingThe Nonverbal Toolkit: Towards a Framework for Automatic Integration of Nonverbal Communication

Pfeifer, Holger

67

Spatial Working Memory and Arithmetic Deficits in Children with Nonverbal Learning Difficulties  

ERIC Educational Resources Information Center

Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matched for verbal abilities, age,…

Mammarella, Irene Cristina; Lucangeli, Daniela; Cornoldi, Cesare

2010-01-01

68

Signaled and Unsignaled Terminal Links in Concurrent Chains I: Effects of Reinforcer Probability and Immediacy  

ERIC Educational Resources Information Center

Eight pigeons responded in a three-component concurrent-chains procedure, with either independent or dependent initial links. Relative probability and immediacy of reinforcement in the terminal links were both varied, and outcomes on individual trials (reinforcement or nonreinforcement) were either signaled or unsignaled. Terminal-link fixed-time…

Mattson, Karla M.; Hucks, Andrew; Grace, Randolph C.; McLean, Anthony P.

2010-01-01

69

The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes  

Microsoft Academic Search

Current research has explored the impact of instructional immediacy, defined as those behaviors that help build close relationships or feelings of closeness, both on cognition and motivation in the traditional classroom and online classroom; however, online courses continue to suffer from higher dropout rates. Based on Albert Bandura's Social Cognitive Theory, four primary relationships or interactions in an online course

Glenda A. Gunter

2007-01-01

70

2011 Impact Factors of JQSRT and its peers Journal ISI Impact Factor* ISI Immediacy Index**  

E-print Network

.501 Numerical Heat Transfer A ­ Applications 2.492 0.472 International Journal of Heat and Mass Transfer 2.407 0 Society of America B 2.185 0.561 Journal of Heat Transfer 1.830 0.286 Applied Optics 1.748 0.415 Journal ________________________________________________________________________________ Journal ISI Impact Factor* ISI Immediacy Index

71

Accounting: Nonverbal Communication: The Unworded Message.  

ERIC Educational Resources Information Center

The author discusses kinesics, nonverbal communication or body language; states that business educators must teach the nonverbal aspects of communication along with its written and oral elements; and offers suggestions for incorporating a unit on kinesics in business English or business communications classes. (MF)

Manos, James A.

1979-01-01

72

Nonverbal Cues in the Communication of Attraction  

Microsoft Academic Search

Using Deborah Tannen’s genderlect theory as a basic framework, this essay examines the nonverbal cues that indicate attraction within a social interaction. Observing four contemporary movies, the research looks at nonverbal cues in specific scenes of two heterosexual individuals who are perceived to be attracted to one another. After recording the data, the genderlect theory was employed to explain the

Cameron E Howser

2012-01-01

73

Body, Identity and Interaction: Interpreting Nonverbal Communication.  

ERIC Educational Resources Information Center

The study of nonverbal communication continues to grow across the spectrum of research in many fields of study. Good textbooks and research studies are available to the scholar and the student, and courses about nonverbal behavior and communication are found in modern curricula. This book focuses on the complex, often hidden, processes that…

Canfield, Allan

74

Nonverbal Elements of International Business Communication.  

ERIC Educational Resources Information Center

Because proficiency in nonverbal communication is as important in international business communication as it is in one's own culture, temporary residents need to learn how to improve communication. This paper explores several ways business communication specialists can help improve sojourners' nonverbal fluency for specific cultures. Temporary…

Waltman, John L.

75

Nonverbal Communication in Business: Principles and Applications.  

ERIC Educational Resources Information Center

Nonverbal communication variables play a major role in affecting the meaning of messages in business communication contexts. Consequently, business communicators need to have a general understanding of nonverbal communication and to recognize how such behaviors as body posture and movement, eye contact, facial expression, seating arrangement,…

Beebe, Steven A.

76

Immediacy and Aesthetic Remediation in Television and Digital Media: Mass Media’s Challenge to the Democratization of Media Production.  

E-print Network

??This dissertation, Immediacy and Aesthetic Remediation in Television and Digital Media: Mass Media’s Challenge to the Democratization of Media Production, analyzes North American television’s aesthetic… (more)

Daubs, Michael S

2011-01-01

77

Sensitivity to nonverbal communication among male learning disabled adolescents.  

PubMed

9 white male learning disabled adolescents were administered the Profile of Nonverbal Sensitivity to assess their sensitivity to nonverbal communication. Analysis indicated these adolescents were poorer at decoding nonverbal cues than the nondisabled standardization sample. They also had difficulties in interpreting nonverbal messages, regardless of the mode in which they were presented. The relationship of learning disabled adolescents' sensitivity to nonverbal communication and social skills should be studied. PMID:3601608

Creasey, G L; Jarvis, P A

1987-06-01

78

[Nonverbal communication and its implication for psychiatry].  

PubMed

Psychiatry unlike philosophy (with its problem of solipsism) recognizes the existence of other minds from the nonverbal communication between doctor and patient. This nonverbal, or having deeper roots in evolution, preverbal communication, is the connection within a herd or horde. As psychiatry gains many of its diagnostic criteria like mood, excitation or fear by nonverbal communication, it brings the patient in a biological-ethological frame where aim, biological sense and evolutional origin are justified questions of normal and abnormal behavior and of psychological events. PMID:477296

Feer, H

1979-01-01

79

Nonverbal aids for improving staff communication.  

PubMed

Speaking face-to-face is the most common form of communication between doctor(s)/office managers and members of the professional practice staff. However, several nonverbal aids can enhance understanding tremendously and may be used in addition to or instead of speaking. In this article, we will explore when and how to use the best nonverbal communication aids. These include memos, a staff bulletin board, an office mail center, correspondence routing, paycheck inserts, a staff newsletter, and staff surveys. This article also includes a sample staff survey and suggests situations that are not appropriate for using nonverbal aids. PMID:11521532

Sachs, L

2001-01-01

80

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

81

INTASC STANDARDS FOR TEACHER EDUCATION The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and  

E-print Network

. Communication & Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication, and can provide learning opportunities that support their intellectual, social, and personal development Strategies The teacher understands and use a variety of instructional strategies to encourage students

Dyer, Bill

82

Dissociating Verbal and Nonverbal Conceptual Processing in the Human Brain  

Microsoft Academic Search

Functional neuroimaging has highlighted a left-hemisphere conceptual system shared by verbal and nonverbal processing despite neuropsychological evidence that the ability to recognize verbal and nonverbal stimuli can doubly dissociate in patients with left- and right-hemisphere lesions, respectively. Previous attempts to control for perceptual differences between verbal and nonverbal stimuli in functional neuroimaging studies may have hidden differences arising at the

Guillaume Thierry; Cathy J. Price

2006-01-01

83

Age Changes in Nonverbal Decoding Skills: Evidence for Increasing  

ERIC Educational Resources Information Center

Middle class children and adults (n=632) from eight age levels (mean ages 8, 9, 10, 11, 13, 17, 19 and 33 years) were tested with the Profile of Nonverbal Sensitivity (the PONS test) to measure accuracy in decoding nonverbal cues. The prediction that nonverbal skills would increasingly differentiate over ages was confirmed. (RH)

DePaulo, Bella M.; Rosenthal, Robert

1979-01-01

84

THE RELATIONSHIP BETWEEN TEACHER IMMEDIACY BEHAVIOURS AND DISTANT LEARNERS' SOCIAL PRESENCE PERCEPTIONS IN VIDEOCONFERENCING APPLICATIONS  

Microsoft Academic Search

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 that the predicted social presence score for distance instruction is slightly lower than for the

Mujgan BOZKAYA

85

Mentoring New Teachers.  

ERIC Educational Resources Information Center

This book presents a guide for setting up a new teacher mentoring program. Chapter 1, "Relating," stresses the important part a relationship plays in the mentoring process. A set of introspective exercises teaches ways to establish trust and pay attention to nonverbal communication. Chapter 2, "Assessing," provides ways to gather and diagnose data…

Portner, Hal

86

A Comparison of Verbal and Nonverbal Groups  

ERIC Educational Resources Information Center

The FIRO-B by Schutz and the Personal Orientation Inventory by Shostrum were used to assess personality changes in a verbal and a nonverbal T-group. Personality measures used failed to find significant posttreatment differences between groups. Several significant differences occurred within groups. (Author)

Harvey, Virginia; And Others

1975-01-01

87

The checklist of nonverbal pain indicators (CNPI)  

Microsoft Academic Search

This article critiques the literature on existing pain assessment instruments for cognitively impaired elders and reports findings of pilot testing of the Checklist of Nonverbal Pain Indicators. This instrument was designed to measure pain behaviors in cognitively impaired elders. Instrument testing was conducted on a population of elderly patients with hip fractures. Interrater reliability showed 93% agreement on the dichotomous

Karen S Feldt

2000-01-01

88

Nonverbal Poetry: Family Life-Space Diagrams.  

ERIC Educational Resources Information Center

Examines life-space diagrams as a form of nonverbal poetry which taps personal feelings, tells a story, and characterizes a particular life situation, forming a useful therapy technique that provides a family the opportunity to examine its internal family relationships. Offers two case studies, discusses five levels of knowing and awareness, and…

Bardill, Donald R.

2001-01-01

89

Emotion Comprehension: The Impact of Nonverbal Intelligence  

Microsoft Academic Search

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive level is a consistent predictor of emotion comprehension. In all, 366 children (182 girls, 184 boys) between the

Ottavia Albanese; Simona De Stasio; Carlo Di Chiacchio; Caterina Fiorilli; Francisco Pons

2010-01-01

90

The Olfactory Factor in Nonverbal Communication.  

ERIC Educational Resources Information Center

This paper on the subject of smell in communication provides a brief survey of the subject, pulling together a wide variety of disparate ideas across many disciplines. The paper is comprised of a general introductory section and separate sections on the olfactory nonverbal communication of animals and human beings. The uses to which animals put…

Riley, Jobie E.

91

Nonverbal Behaviour of an Embodied Storyteller  

E-print Network

Nonverbal Behaviour of an Embodied Storyteller F.Jonkman f.jonkman@student.utwente.nl Supervisors perspective is the storyteller perspective, seen in TV-series like Sesame Street and the Dutch TV-series "Elly of the storyteller with a sideways camera placement. Subsequently gaze-behaviours are introduced as the main non

Theune, Mariët

92

Emotion Comprehension: The Impact of Nonverbal Intelligence  

ERIC Educational Resources Information Center

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive…

Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco

2010-01-01

93

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

94

Nonverbal Cues to Sex-Role Attitudes  

ERIC Educational Resources Information Center

Explores how self-reported sex-role attitudes, or masculinity and femininity, when assessed by an instrument based on sound item selection procedures (Minnesota Attitude Survey) are related to expressive, nonverbal behaviors as viewed by peers. Examines the possibility that personality characteristics, more frequently associated with one or the…

Benoist, Irving R.; Butcher, James N.

1977-01-01

95

Analyzing Verbal and Nonverbal Classroom Communications.  

ERIC Educational Resources Information Center

The Miniaturized Interaction Analysis System (Mini-TIA) was developed to permit improved analysis of classroom communication in conjunction with video taping. Each of seven verbal event categories is subdivided into two categories according to the nature of the nonverbal events paralleling them. Integrated into the system are (1) defined verbal…

Heger, Herbert K.

96

Innovative Communication Intervention for Older Nonverbal  

E-print Network

Innovative Communication Intervention for Older Nonverbal Children with Autism Connie Kasari;Why Do a SMART Design in a Treatment Study for Autism? 3 #12;4 Evidence Base for Autism Treatments weaker than IQ #12;5 Evidence Base for Autism Treatments.....most higher functioning Children excluded

Murphy, Susan A.

97

Immediacy Versus Anticipated Delay in the Time-Left Experiment: A Test of the Cognitive Hypothesis  

PubMed Central

In the time-left experiment (J. Gibbon & R. M. Church, 1981), animals are said to compare an expectation of a fixed delay to food, for one choice, with a decreasing delay expectation for the other, mentally representing both upcoming time to food and the difference between current time and upcoming time (the cognitive hypothesis). The results of 2 experiments support a simpler view: that animals choose according to the immediacies of reinforcement for each response at a time signaled by available time markers (the temporal control hypothesis). It is not necessary to assume that animals can either represent or subtract representations of times to food to explain the results of the time-left experiment. PMID:14709114

Staddon, J. E. R.

2005-01-01

98

Nonverbal Self-Accuracy in Interpersonal Interaction  

Microsoft Academic Search

Four studies measure participants' accuracy in remember- ing, without forewarning, their own nonverbal behavior after an interpersonal interaction. Self-accuracy for smil- ing, nodding, gazing, hand gesturing, and self-touching is scored by comparing the participants' recollections with coding based on videotape. Self-accuracy is above chance and of modest magnitude on average. Self-accuracy is greatest for smiling; intermediate for nodding, gazing, and

Judith A. Hall; Nora A. Murphy; Marianne Schmid Mast

2007-01-01

99

Nonverbal communication accuracy in married couples: relationship with marital complaints.  

PubMed

Nonverbal communication abilities were examined as mediators of martial complaints for a sample of 48 recently married couples. Based on social penetration theory, we predicted that couples cohabiting longer would be better at decoding their partners' nonverbal expressions than couples cohabiting a shorter time, that individuals married to accurate nonverbal communicators would evidence fewer martial complaints, and that individuals with fewer marital complaints would be better nonverbal communicators. The data suggest that nonverbal decoding abilities do not covary with relationship length, although spouses were better at decoding their partners' expressions than were a panel of judges. In addition, nonverbal sensitivity to one's spouse did not covary with martial complaints, although an internal analysis suggests that wives' ability to decode husbands poorly encoded messages covaries negatively with both his and her complaints. Finally, husbands married to wives who are good encoders had fewer complaints, whereas the reverse was found to hold true for the relationship between husbands' encoding abilities on wives' complaints. PMID:7175683

Sabatelli, R M; Buck, R; Dreyer, A

1982-11-01

100

Creative Approaches to Enhancing Relationships with Nonverbal Children with ASD  

Microsoft Academic Search

Relating to nonverbal children can be challenging. This workshop will offer unconventional and non-threatening ways of connecting to children based upon theories of Creative Arts Therapy. These modalities are non-verbal, developmental, and playful. Participants will engage in creative experiences that can increase interpersonal awareness, empathy, reciprocity, and shared attention with nonverbal children.\\u000aThis program is designed to help you… 1.

Gagliardi Lauren; Hunter Amy R

2012-01-01

101

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

102

Nonverbal Communication in the Teaching of Foreign Languages.  

ERIC Educational Resources Information Center

Discusses the importance of all forms of nonverbal communication in the teaching of foreign languages, including body language, paralinguistics, cross cultural understanding, and visual aids in teaching. (AM)

Richardson, Joanna P.

1979-01-01

103

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

104

Attachment Anxiety, Verbal Immediacy, and Blood Pressure: Results from a Laboratory-Analogue Study Following Marital Separation.  

PubMed

Marital separation and divorce increase risk for all-cause morbidity and mortality. Using a laboratory analogue paradigm, the present study examined attachment anxiety, language use, and blood pressure (BP) reactivity among 119 (n = 43 men, 76 women) recently separated adults who were asked to mentally reflect on their relationship history and separation experience. We created a language use composite of verbal immediacy from participants' stream-of-consciousness recordings about their separation experience as a behavioral index of attachment-related hyperactivation. Verbal immediacy moderated the association between attachment anxiety and BP at the beginning of a divorce-specific activation task. Participants reporting high attachment anxiety who discussed their separation in a first-person, present-oriented and highly engaged manner evidenced the highest levels of BP at the start of the divorce-specific task. Results provide a deeper understanding of the association between marital dissolution and health and suggest that verbal immediacy may be a useful behavioral index of hyperactivating coping strategies. PMID:21647240

Lee, Lauren A; Sbarra, David A; Mason, Ashley E; Law, Rita W

2011-06-01

105

Attachment Anxiety, Verbal Immediacy, and Blood Pressure: Results from a Laboratory-Analogue Study Following Marital Separation  

PubMed Central

Marital separation and divorce increase risk for all-cause morbidity and mortality. Using a laboratory analogue paradigm, the present study examined attachment anxiety, language use, and blood pressure (BP) reactivity among 119 (n = 43 men, 76 women) recently separated adults who were asked to mentally reflect on their relationship history and separation experience. We created a language use composite of verbal immediacy from participants’ stream-of-consciousness recordings about their separation experience as a behavioral index of attachment-related hyperactivation. Verbal immediacy moderated the association between attachment anxiety and BP at the beginning of a divorce-specific activation task. Participants reporting high attachment anxiety who discussed their separation in a first-person, present-oriented and highly engaged manner evidenced the highest levels of BP at the start of the divorce-specific task. Results provide a deeper understanding of the association between marital dissolution and health and suggest that verbal immediacy may be a useful behavioral index of hyperactivating coping strategies. PMID:21647240

Lee, Lauren A.; Sbarra, David A.; Mason, Ashley E.; Law, Rita W.

2011-01-01

106

Cues of Nonverbal Communication and Persuasiveness of the Individual  

Microsoft Academic Search

Beside verbal messages there are also very important non-verbal cues. We trust them more than verbal ones. One of the functions of nonverbal communication is persuasion. Past studies have found that eye contact, dress style, certain vocalic characteristics and some types of touch used by the persuader affect the persuasiveness of the individual. Our survey showed that participants believe that

Marija Paladin

2010-01-01

107

Interdisciplinary Insights on Nonverbal Responses within Attachment Relationships  

Microsoft Academic Search

As an extension of the thinking of Schachner, Shaver, and Mikulincer [2005, Journal of Nonverbal Behavior, 29], it is suggested that other disciplines (e.g., evolutionary psychology, social neuroscience) provide guidance with respect to factors that may influence nonverbal behavior within attachment relationships. An integration of biological and cognitive approaches provides a more complete understanding of the routes through which, and

Daphne Blunt Bugental

2005-01-01

108

Promoting Social Skills Among Students With Nonverbal Learning Disabilities  

Microsoft Academic Search

The numbers are staggering: About one- third of students with learning disabili- ties (already the largest group of stu- dents with disabilities) have nonverbal, or social, disabilities. Students with nonverbal learning disabilities, then, not only face academic challenges but have difficulty meeting social expecta- tions, as well as many of life's other demands (see box, \\

Stephanie Morris

109

The Impact of Non-verbal Communication on Lexicon Formation  

E-print Network

The Impact of Non-verbal Communication on Lexicon Formation Paul Vogt Universiteit Maastricht. The exper- iments investigate the impact of non-verbal communication on lexicon formation. Non language games in which two agents try to communicate some real world object. When the agents fail

Vogt, Paul

110

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

111

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.

112

Sex Differences in Appropriateness of Communication through Multiple Nonverbal Channels.  

ERIC Educational Resources Information Center

A study investigated the use of nonverbal cues by male and female subjects during relatively pleasant and unpleasant interactions. Five nonverbal behaviors found to be effective in controlling both the quantity and the quality of interactions were examined: gaze, smiling, arm position, interpersonal distance, and personal space. It was expected…

Strube, Michael J.; Werner, Carol

113

The Repertoire of Nonverbal Behavior: Categories, Origins, Usage, and Coding.  

National Technical Information Service (NTIS)

A system for categorizing nonverbal behavior (movements and positions of the face and/or the body) is described that is based on empirical studies and two current research projects, one on the cross-cultural differences in nonverbal behavior and the secon...

P. Ekman, W. V. Friesen

1969-01-01

114

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

115

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

116

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

117

Nonverbal behavior during face-to-face social interaction in schizophrenia: a review.  

PubMed

Patients with a diagnosis of schizophrenia display social cognitive deficits. However, little is known about patients' nonverbal communication during their social encounters with others. This review identified 17 studies investigating nonverbal communication in patients' unscripted face-to-face interactions, addressing a) nonverbal differences between patients and others, b) nonverbal behavior of the patients' partners, c) the association between nonverbal behavior and symptoms, and d) the association between nonverbal behavior and social outcomes. Patients displayed fewer nonverbal behaviors inviting interaction, with negative symptoms exacerbating this pattern. Positive symptoms were associated with heightened nonverbal behavior. Patients' partners changed their own nonverbal behavior in response to the patient. Reduced prosocial behaviors, inviting interaction, were associated with poorer social outcomes. The evidence suggests that patients' nonverbal behavior, during face-to-face interaction, is influenced by patients symptoms and impacts the success of their social interactions. PMID:24375212

Lavelle, Mary; Healey, Patrick G T; McCabe, Rosemarie

2014-01-01

118

Automated analysis of non-verbal affective and social behaviour  

Microsoft Academic Search

This keynote introduces recent research on the automated analysis of non-verbal expressive gesture and of expressive social interaction in groups of users, for applications in novel multimodal interfaces and emerging User-Centric Media.

Antonio Camurri

2010-01-01

119

Non-verbal argument structure : evidence from Tagalog  

E-print Network

This dissertation examines the syntax and argument structure of non-verbal predicates (focusing primarily on adjectives) in Tagalog. Drawing on evidence from a variety of construction types (including Comparative, Existential, ...

Sabbagh, Joseph

2005-01-01

120

Race and police reliance on suspicious non-verbal cues  

Microsoft Academic Search

Purpose – This study seeks to evaluate the accuracy of non-verbal behaviors in differentiating between criminals and innocent citizens in real-life police-citizen encounters, and evaluate the impact of race as a confounding influence on the display of these non-verbal behaviors. Design\\/methodology\\/approach – This study involved the frame-by-frame analysis of 240 videotaped interactions between citizens and police officers to determine the

Richard R. Johnson

2007-01-01

121

Psychopathy and Nonverbal Indicators of Deception in Offenders  

Microsoft Academic Search

The current study examined psychopathy and nonverbal indicators of deception in an incarcerated sample. Nonverbal behaviors\\u000a were coded from videotapes of 45 male offenders telling true and fabricated stories about crimes. Interpersonal features of\\u000a psychopathy were associated with inflated views of lying ability, verbosity, and increases in blinking, illustrator use, and\\u000a speech hesitations. While lying, the more psychopathic offenders spoke

Jessica R. Klaver; Zina Lee; Stephen D. Hart

2007-01-01

122

Larger than Life: Humans' Nonverbal Status Cues Alter Perceived Size  

PubMed Central

Background Social dominance and physical size are closely linked. Nonverbal dominance displays in many non-human species are known to increase the displayer's apparent size. Humans also employ a variety of nonverbal cues that increase apparent status, but it is not yet known whether these cues function via a similar mechanism: by increasing the displayer's apparent size. Methodology/Principal Finding We generated stimuli in which actors displayed high status, neutral, or low status cues that were drawn from the findings of a recent meta-analysis. We then conducted four studies that indicated that nonverbal cues that increase apparent status do so by increasing the perceived size of the displayer. Experiment 1 demonstrated that nonverbal status cues affect perceivers' judgments of physical size. The results of Experiment 2 showed that altering simple perceptual cues can affect judgments of both size and perceived status. Experiment 3 used objective measurements to demonstrate that status cues change targets' apparent size in the two-dimensional plane visible to a perceiver, and Experiment 4 showed that changes in perceived size mediate changes in perceived status, and that the cue most associated with this phenomenon is postural openness. Conclusions/Significance We conclude that nonverbal cues associated with social dominance also affect the perceived size of the displayer. This suggests that certain nonverbal dominance cues in humans may function as they do in other species: by creating the appearance of changes in physical size. PMID:19479082

Marsh, Abigail A.; Yu, Henry H.; Schechter, Julia C.; Blair, R. J. R.

2009-01-01

123

COMMENT: INTEGRATING METHODOLOGIES IN THE SCIENTIFIC STUDY OF INTERPERSONAL PSYCHOTHERAPY: A REACTION TO THERAPIST IMMEDIACY IN BRIEF PSYCHOTHERAPY: CASE STUDY I AND CASE STUDY II  

Microsoft Academic Search

In this reaction article, the author concentrates on selected methodological components characterizing both Kasper, Hill, and Kivlighan's and Hill, Sim, Spangler, Stahl, Sullivan, and Teyber's respective case studies of therapist immediacy in brief psychotherapy. In tandem, the foci and methodology of these investigations break new ground in the scientific study of interpersonal psychotherapy, and more generally they serve as paradigmatic

JACK C. ANCHIN

2008-01-01

124

Non-verbal behaviour in nurse-elderly patient communication.  

PubMed

This study explores the occurrence 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 eye gaze, affirmative head nodding, smiling, forward leaning, affective touch and instrumental touch. With the exception of instrumental touch these non-verbal behaviours are important in establishing a good relationship with the patient. To study the relationship between non-verbal and verbal communication, verbal communication was observed using an adapted version of Roter's Interaction Analysis System, which distinguishes socio-emotional and task-related communication. Data were analysed in hierarchical linear models. The results demonstrated that nurses use mainly eye gaze, head nodding and smiling to establish a good relation with their patients. The use of affective touch is mainly attributable to nurses' personal style. Compared to nurses in the community, nurses in the home for the elderly more often display non-verbal behaviours such as patient-directed gaze and affective touch. PMID:10215971

Caris-Verhallen, W M; Kerkstra, A; Bensing, J M

1999-04-01

125

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

126

Non-verbal behaviour and attribution of mental states Sylwia Hyniewska  

E-print Network

Non-verbal behaviour and attribution of mental states Sylwia Hyniewska Télécom Paristech 37 rue attributions to previously perceived non-verbal behaviours and the contribution to the non-verbal communication skills of embodied agents. For the first task, short audio-visual clips presenting a person in a face

Pelachaud, Catherine

127

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

128

Nonverbal Behavior and the Vertical Dimension of Social Relations: A Meta-Analysis  

Microsoft Academic Search

The vertical dimension of interpersonal relations (relating to dominance, power, and status) was examined in association with nonverbal behaviors that included facial behavior, gaze, interpersonal distance, body movement, touch, vocal behaviors, posed encoding skill, and others. Results were separately summarized for people's beliefs (perceptions) about the relation of verticality to nonverbal behavior and for actual relations between verticality and nonverbal

Judith A. Hall; Erik J. Coats; Lavonia Smith LeBeau

2005-01-01

129

Birth Order Effects on Nonverbal IQ Scores in Autism Multiplex Families  

Microsoft Academic Search

Lord (1992) published a brief report showing a trend for decreasing nonverbal IQ scores with increasing birth order in a sample of 16 autism multiplex families, and urged replication in a larger sample. In this report, analyses of nonverbal IQ scores for a sample of 144 autism multiplex families indicated that nonverbal IQ scores were significantly lower in secondborn compared

Donna Spiker; Linda J. Lotspeich; Sue Dimiceli; Peter Szatmari; Richard M. Myers; Neil Risch

2001-01-01

130

Comparison of performance on two nonverbal intelligence tests by adolescents with and without language impairment  

Microsoft Academic Search

Definitions of specific language impairment (SLI), for both research and clinical purposes, often state that nonverbal IQ scores must be within normal limits. This use of nonverbal IQ has been criticized on several grounds, including lack of equivalence between tests. In the current study, a sample of 204 adolescents with and without language impairment took two nonverbal IQ tests. Scores

Carol A. Miller; Erin Gilbert

2008-01-01

131

MODERATORS OF NONVERBAL INDICATORS OF DECEPTION: A Meta-Analytic Synthesis  

Microsoft Academic Search

In many legal proceedings, fact finders scrutinize the demeanor of a defendant or witness, particularly his or her nonverbal behavior, for indicators of deception. This meta-analysis investigated directly observable nonverbal correlates of deception as a function of different moderator variables. Although lay people and professionals alike assume that many nonverbal behaviors are displayed more frequently while lying, of 11 different

Siegfried L. Sporer; Barbara Schwandt

2007-01-01

132

College Student Involvement: An Examination of Student Characteristics and Perceived Instructor Communication Behaviors in the Classroom  

Microsoft Academic Search

As an extension of current instructional research, this study explored students' proactive personality and academic locus of control (ALOC), along with perceived instructor clarity and nonverbal immediacy as predictors of willingness to talk in class (in-class involvement) and self-regulated learning (out-of-class involvement). Results found verbal and nonverbal messages function differently in the instructional process. Teacher clarity predicted out-of-class involvement, while

Robert J. Sidelinger

2010-01-01

133

How Effective Communication Can Enhance Teaching at the College Level. ERIC Digest.  

ERIC Educational Resources Information Center

This digest focuses on verbal and nonverbal communication behaviors in the college classroom. The digest reviews research on the kinds of behaviors instructors, many of whom are graduate teaching assistants (GTAs), exhibit, and students' reactions to and attitudes about those behaviors. The digest also reviews research on teacher immediacy

Sensenbaugh, Roger

134

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

135

Clinical Assessment of Sensorimotor Knowledge in Nonverbal, Severely Retarded Clients.  

ERIC Educational Resources Information Center

Reviews history and research of sensorimotor and language development in handicapped children, two research studies on the relationship between sensorimotor development and communication status in nonverbal severely mentally retarded subjects, problems using standardized sensorimotor scales, and an alternative approach involving direct measurement…

Snyder-McLean, Lee; And Others

1988-01-01

136

Children Assess Informant Reliability Using Bystanders' Non-Verbal Cues  

ERIC Educational Resources Information Center

Recent findings show that preschool children are selective with respect to whom they ask for information and whose claims they endorse. In particular, they monitor an informant's record of past accuracy or inaccuracy and use that record to gauge future trustworthiness. We ask if preschoolers also monitor the non-verbal cues of assent or dissent…

Fusaro, Maria; Harris, Paul L.

2008-01-01

137

Does non-verbal behavior of an embodied agent matter?  

Microsoft Academic Search

This paper reflects on some of our research on embodied agents from the viewpoint of non-verbal behavior. In previous studies we aimed to investigate the utility of embodied interface agent by applying novel evaluation methods. One study tracks bio-signals in order to evaluate the impact of affective agent behavior on the stress level of users. In another study, users' eye

Helmut Prendinger; Chunling Ma; Junichiro Mori; Mitsuru Ishizuka

2005-01-01

138

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

139

Inside Intuition: What We Know About Nonverbal Communication.  

ERIC Educational Resources Information Center

Information gathered from one and a half years of interviews with anthropologists, psychologists, ethologists, sociologists, and psychiatrists provides the source of answers for the questions this book addresses: How much do we communicate with words, and how much with gestures, postures, and movement? What can we learn from the study of nonverbal

Davis, Flora

140

Language Performance in Siblings of Nonverbal Children with Autism  

ERIC Educational Resources Information Center

The study focuses on language and cognitive abilities of siblings of the linguistically most affected children with autism (i.e. siblings of nonverbal children--SIBS-ANV). Twenty-eight SIBS-ANV (17 boys), ages 4-9 years, took part in the study. All children attended regular schools, and none had received a diagnosis of autism. Controls were 27…

Levy, Yonata; Bar-Yuda, Chanit

2011-01-01

141

Nonverbal Communication Skills in Young Children with Autism  

ERIC Educational Resources Information Center

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 delay and 22 18-20-month-old, and 22 13-15-month-old typically developing toddlers and infants. The abbreviated Early…

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

2008-01-01

142

Nonverbal Modes of Learning: Dakota Sign Language and Gesture Communication.  

ERIC Educational Resources Information Center

Sociolinguistic data regarding code selection and nonverbal modes of learning are examined in the gesture communication system of the (Oglala and Brule) Sioux. Sign language is viewed as an extra-linguistic mode of communication currently in use in Indian classrooms. It is one alternative to literacy as a means of communication; however, this is…

Grobsmith, Elizabeth S.

143

Human Nonverbal Courtship Behavior—A Brief Historical Review  

Microsoft Academic Search

This article reviews research findings documenting the nature of nonverbal courtship behavior compiled through both observation and self-report methods. I briefly present the major theoretical perspectives guiding research methodologies used in the field and in the laboratory. Studies of verbal courtship, including those conducted via computer, via text messaging, or through personal advertisement, are not included in this review. The

Monica M. Moore

2010-01-01

144

Young Children's Understanding of Markedness in Non-Verbal Communication  

ERIC Educational Resources Information Center

Speakers often anticipate how recipients will interpret their utterances. If they wish some other, less obvious interpretation, they may "mark" their utterance (e.g. with special intonations or facial expressions). We investigated whether two- and three-year-olds recognize when adults mark a non-verbal communicative act--in this case a pointing…

Liebal, Kristin; Carpenter, Malinda; Tomasello, Michael

2011-01-01

145

Nonverbal auditory agnosia with lesion to Wernicke's area  

PubMed Central

We report the case of patient M, who suffered unilateral left posterior temporal and parietal damage, brain regions typically associated with language processing. Language function largely recovered since the infarct, with no measurable speech comprehension impairments. However, the patient exhibited a severe impairment in nonverbal auditory comprehension. We carried out extensive audiological and behavioral testing in order to characterize M’s unusual neuropsychological profile. We also examined the patient’s and controls’ neural responses to verbal and nonverbal auditory stimuli using functional magnetic resonance imaging (fMRI). We verified that the patient exhibited persistent and severe auditory agnosia for nonverbal sounds in the absence of verbal comprehension deficits or peripheral hearing problems. Acoustical analyses suggested that his residual processing of a minority of environmental sounds might rely on his speech processing abilities. In the patient’s brain, contralateral (right) temporal cortex as well as perilesional (left) anterior temporal cortex were strongly responsive to verbal, but not to nonverbal sounds, a pattern that stands in marked contrast to the controls’ data. This substantial reorganization of auditory processing likely supported the recovery of M’s speech processing. PMID:19698727

Saygin, Ayse Pinar; Leech, Robert; Dick, Frederic

2009-01-01

146

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

147

Vlogcast Yourself: Nonverbal Behavior and Attention in Social Media  

E-print Network

Vlogcast Yourself: Nonverbal Behavior and Attention in Social Media Joan-Isaac Biel jibiel is useful not only to study social media, but also re- mote communication scenarios, and requires the integration of methods for multimodal processing and for social media understanding. Based on works from

Gatica-Perez, Daniel

148

Vlogcast Yourself: Nonverbal Behavior and Attention in Social Media  

E-print Network

Vlogcast Yourself: Nonverbal Behavior and Attention in Social Media Joan-Isaac Biel jibiel to social media, but also to remote communication scenarios, and requires the integration of methods for multimodal pro- cessing and for social media understanding. Based on works from social psychology

149

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

150

WebCT Role-Playing: Immediacy Versus E-Mediacy in Learning Environments  

Microsoft Academic Search

University teachers are increasingly encouraged to use e-Learning techniques to expand on- and off-campus learning environments\\u000a available to students. Many e-Learning tools are attractive because of their ease of use and considerable research has demonstrated\\u000a their popularity with both students and educators. Our research deviates from discourses promoting the attractiveness of the\\u000a technology and instead examines the quality of learning

Sue O'Connor; Anne Ross

2004-01-01

151

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

152

Verbal-Nonverbal Correspondence Training with ADHD Children  

Microsoft Academic Search

This study presents a general description of the applicability of verbal-nonverbal correspondence-training procedures in the management of five cases with Attention-Deficit Hyperactive Disorder (ADHD). Two cases additionally met criteria for conduct problems. These five cases, males aged 6 to 10 years were intervened with one of three correspondence-training procedures: (a) reinforcement of do-report, (b) reinforcement of report-do, and (c) reinforcement

Freddy A. Paniagua

1992-01-01

153

Verbal and Nonverbal Emotional Memory Following Unilateral Amygdala Damage  

PubMed Central

The amygdala is involved in the normal facilitation of memory by emotion, but the separate contributions of the left and right amygdala to memory for verbal or nonverbal emotional material have not been investigated. Fourteen patients with damage to the medial temporal lobe including the amygdala (seven left, seven right), 18 brain-damaged, and 36 normal controls were exposed to emotional and neutral pictures accompanied by verbal narratives. Memory for both narratives and pictures was assessed with a free recall test 24 h later. Subjects with left amygdala damage failed to show the normally robust enhancement of memory for verbal and nonverbal emotional stimuli. The group with right amygdala damage showed the normal pattern of facilitation of memory by emotion for both verbal and nonverbal stimuli despite an overall reduction in memory performance. Furthermore, subjects with left amygdala damage were disproportionately impaired on memory for emotional narratives as compared with memory for emotional pictures. The latter finding offers partial support for a lateralized and material-specific pattern of the amygdala's contribution to emotional memory. PMID:11773432

Buchanan, Tony W.; Denburg, Natalie L.; Tranel, Daniel; Adolphs, Ralph

2001-01-01

154

Social Priming Increases Nonverbal Expressive Behaviors in Schizophrenia  

PubMed Central

Semantic priming tasks are classically used to influence and implicitly promote target behaviors. Recently, several studies have demonstrated that prosocial semantic priming modulated feelings of social affiliation. The main aim of this study was to determine whether inducing feelings of social affiliation using priming tasks could modulate nonverbal social behaviors in schizophrenia. We used the Scrambled Sentence Task to prime schizophrenia patients according to three priming group conditions: pro-social, non-social or anti-social. Forty-five schizophrenia patients, diagnosed according to DSM-IV-TR, were randomly assigned to one of the three priming groups of 15 participants. We evaluated nonverbal social behaviors using the Motor-Affective subscale of the Motor-Affective-Social-Scale. Results showed that schizophrenia patients with pro-social priming had significantly more nonverbal behaviors than schizophrenia patients with anti-social and non-social priming conditions. Schizophrenia patient behaviors are affected by social priming. Our results have several clinical implications for the rehabilitation of social skills impairments frequently encountered among individuals with schizophrenia. PMID:25275522

Del-Monte, Jonathan; Raffard, Stephane; Capdevielle, Delphine; Salesse, Robin N.; Schmidt, Richard C.; Varlet, Manuel; Bardy, Benoit G.; Boulenger, Jean-Philippe; Gely-Nargeot, Marie-Christine; Marin, Ludovic

2014-01-01

155

Philosophy and the Role of Teacher Reflections on Constructing Gender  

ERIC Educational Resources Information Center

Verbal and non-verbal communication interactions have a strong influence on the social construction of gender. Therefore understanding the classroom interaction structures and the subsequent socio-cultural context is a vital commitment for any teacher. Furthermore, since gender is constructed in the day-to-day interactions of children's lives,…

Gosselin, Colette

2007-01-01

156

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

Microsoft Academic Search

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 automated objective video analysis algorithm (Motion Energy Analysis; MEA), the authors calculated nonverbal synchrony in (n

Fabian Ramseyer; Wolfgang Tschacher

2011-01-01

157

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

E-print Network

. Collateral improvements were maintained at follow up. There is a link between verbal and nonverbal skills acquisition, which highlights a need to include direct teaching of nonverbal skills in combination with teaching of verbal skills in interventions...

Vuong, Ngan Kim

2008-04-07

158

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

159

Universals of Nonverbal Behavior: A Review of Literature and Statement of Implications.  

ERIC Educational Resources Information Center

Universals in nonverbal behavior represent an important issue in the study of the cross-cultural communication. Perhaps the most well-known research in nonverbal universals was conducted by Paul Ekman, who examined literate and preliterate cultures from various language groups and identified six universal facial expressions: happiness, sadness,…

Garner, Patrick H.

160

Nonverbal Communication and the First Amendment: The Rhetoric of the Streets Revisited.  

ERIC Educational Resources Information Center

Reviews court cases and current issues involving nonverbal communication and the First Amendment. Concludes that many modes of nonverbal expression have won a firm place under the umbrella of protection of the First Amendment but that some modes (flag and draft card burnings, economic boycotts, and coercive persuasion) still raise troublesome…

Haiman, Franklyn S.

1982-01-01

161

Shake My Hand: Making the Right First Impression in Business with Nonverbal Communications.  

ERIC Educational Resources Information Center

Describes a hand shaking exercise dealing with making a good first impression with nonverbal communication. Asks students to list the characteristics of a good first impression. Discusses how the instructor teaches the students how to shake hands well. Discusses a broader approach regarding learning nonverbal behavior. (SC)

Hiemstra, Kathleen M.

1999-01-01

162

The Influence of refractoriness upon comprehension of non-verbal auditory stimuli  

Microsoft Academic Search

An investigation of non-verbal auditory comprehension in two patients with global aphasia following stroke is reported. The primary aim of the investigation was to establish whether refractory access disorders can affect non-verbal input modalities. All previous reports of refractoriness, a cognitive syndrome characterized by response inconsistency, sensitivity to temporal factors and insensitivity to item frequency, have involved comprehension tasks which

Sebastian J. Crutch; Elizabeth K. Warrington

2008-01-01

163

Communicating Effectively: Exploring Verbal and Nonverbal Behaviors and How They Affect Team Coordination  

Microsoft Academic Search

Previous research revealed that team communication via message exchange effects team performance outcomes (Fiore et al., 2001). Additional studies confirmed that the amount of communication might distinguish between superior and inferior teams (Mosier & Chidester, 1991; Orasanu, 1990). In order to enhance verbal communication, humans use nonverbal sources of information as messages are transmitted. Recent research found that nonverbal communication

Domagoj Lausic

2009-01-01

164

Nonverbal Channel Use in Communication of Emotion: How May Depend on Why  

Microsoft Academic Search

This study investigated the hypothesis that different emotions are most effectively conveyed through specific, nonverbal channels of communication: body, face, and touch. Experiment 1 assessed the production of emotion displays. Participants generated nonverbal displays of 11 emotions, with and without channel restrictions. For both actual production and stated preferences, participants favored the body for embarrassment, guilt, pride, and shame; the

Betsy App; Daniel N. McIntosh; Catherine L. Reed; Matthew J. Hertenstein

2011-01-01

165

Nonverbal and Verbal Cognitive Discrepancy Profiles in Autism Spectrum Disorders: Influence of Age and Gender  

ERIC Educational Resources Information Center

Research suggests that discrepant cognitive abilities are more common in children with autism spectrum disorder (ASD) and may indicate an important ASD endophenotype. The current study examined the frequency of IQ discrepancy profiles (nonverbal IQ greater than verbal IQ [NVIQ greater than VIQ], verbal IQ greater than nonverbal IQ [VIQ greater…

Ankenman, Katy; Elgin, Jenna; Sullivan, Katherine; Vincent, Logan; Bernier, Raphael

2014-01-01

166

A Comparison of Verbal and Nonverbal Instruction in Elementary School Mathematics.  

ERIC Educational Resources Information Center

The purpose of this study was to assess the relative effectiveness of verbal teaching methods as compared to a nonverbal approach which permitted no oral communication. Four fourth-grade classes consisting of a total of 88 students in one school were randomly assigned to treatment groups so that two were taught nonverbally and two were taught by…

Hollingsworth, Caroline Dean

167

Virtual Chironomia: A Multimodal Study of Verbal and Non-Verbal Communication in a Virtual World  

ERIC Educational Resources Information Center

This mixed methods study examined the various aspects of multimodal use of non-verbal communication in virtual worlds during dyadic negotiations. Quantitative analysis uncovered a treatment effect whereby people with more rhetorical certainty used more neutral non-verbal communication; whereas people that were rhetorically less certain used more…

Verhulsdonck, Gustav

2010-01-01

168

Counsellor and Client Reliance on Verbal and Nonverbal Cues in Judging Competency, Trustworthiness, and Attractiveness.  

ERIC Educational Resources Information Center

Examined client and counselor reliance on verbal and nonverbal cues in judging the others' personal attributes. Immediately following an interview, counselor and client judged each other's competence, trustworthiness, and attractiveness, indicating their reliance on verbal and nonverbal cues. Found both relied more on verbal cues in judging…

Lee, Dong Yul; And Others

1988-01-01

169

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

170

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

171

Perception of Nonverbal Gestures of Prominence in Visual Speech Animation Samer Al Moubayed and Jonas Beskow  

E-print Network

the perception of prominence. This paper ex- plores , in addition to the known nonverbal effects of prominencePerception of Nonverbal Gestures of Prominence in Visual Speech Animation Samer Al Moubayed and Jonas Beskow KTH Speech, Music and Hearing, 10044 Stockholm, Sweden Figure 1: Gaze tracking results

Beskow, Jonas

172

“Subordination” and Nonverbal Sensitivity: A Study and Synthesis of Findings Based on Trait Measures  

Microsoft Academic Search

We conducted a primary study and a meta-analysis on the relation of trait “subordination” measures to trait measures of sensitivity to nonverbal cues, in order to test the hypothesis that more subordinate individuals have enhanced ability to decode nonverbal cues. In the primary study, subordination measures included socioeconomic background, two dominance scales, a capacity for status scale, a control by

Judith A. Hall; Amy G. Halberstadt; Christopher E. O'Brien

1997-01-01

173

Nonverbal stimuli in a virtual aisle: does the shelf you choose matter?  

Microsoft Academic Search

In this work, we evaluate the phenomenon of asymmetric perception of some nonverbal stimuli located in an aisle of a virtual store. In a stimulus detection experiment, with a number of potentially confounding variables held under control, it was found that the nonverbal stimuli utilized (belonging to the color, size, and shape families) were perceived more rapidly when placed on

Daniele Porcheddu; Antonio Usai; Alberto Venturi

2011-01-01

174

Comparison of Performance on Two Nonverbal Intelligence Tests by Adolescents with and without Language Impairment  

ERIC Educational Resources Information Center

Definitions of specific language impairment (SLI), for both research and clinical purposes, often state that nonverbal IQ scores must be within normal limits. This use of nonverbal IQ has been criticized on several grounds, including lack of equivalence between tests. In the current study, a sample of 204 adolescents with and without language…

Miller, Carol A.; Gilbert, Erin

2008-01-01

175

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

176

How Can Non-Verbalized Emotions in the Field Be Addressed in Research?  

ERIC Educational Resources Information Center

This paper looks at how emotions in the field move from one context to another and between individuals, and how they change forms in an arctic Finnish village school. During the fieldwork, non-verbalized emotions influenced the events in the field and also penetrated the research. The paper asks how these non-verbalized emotions can be addressed…

Lanas, Maija

2011-01-01

177

Universal Nonverbal Intelligence Test Factor Invariance Across Deaf and Standardization Samples  

Microsoft Academic Search

The Universal Nonverbal Intelligence Test (UNIT) is an individually administered, nonverbal intelligence test designed for use with non-English-speaking, limited English proficient, or deaf children. The aim of this study was to assess the factor structure invariance of the UNIT across deaf and standardization samples through the use of multisample confirmatory factor an alysis. Two theoretical models were evaluated: a primary

Susan J. Maller; Brian F. French

2004-01-01

178

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

179

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

180

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

181

Non-verbal Persuasion and Communication in an Affective Agent  

Microsoft Academic Search

\\u000a This chapter deals with the communication of persuasion. Only a small percentage of communication involves words: as the old\\u000a saying goes, “it’s not what you say, it’s how you say it”. While this likely underestimates the importance of good verbal\\u000a persuasion techniques, it is accurate in underlining the critical role of non-verbal behaviour during face-to-face communication.\\u000a In this chapter we

Elisabeth André; Elisabetta Bevacqua; Dirk Heylen; Radoslaw Niewiadomski; Catherine Pelachaud; Christopher Peters; Isabella Poggi; Matthias Rehm; Roddy Cowie; Paolo Petta

2011-01-01

182

The Effectiveness of Social Skills Intervention Targeting Nonverbal Communication for Adolescents with Asperger Syndrome and Related Pervasive Developmental Delays.  

ERIC Educational Resources Information Center

A study investigated the effectiveness of an 8-week social skills intervention targeting nonverbal communication for eight adolescents with Asperger syndrome. Although minimal nonverbal communication skills development was apparent, some social relationships were developed and the ability of some participants to read the nonverbal communication of…

Barnhill, Gena P.; Cook, Katherine Tapscott; Tebbenkamp, Kelly; Myles, Brenda Smith

2002-01-01

183

The Effectiveness of Social Skills Intervention Targeting Nonverbal Communication for Adolescents With Asperger Syndrome and Related Pervasive Developmental Delays  

Microsoft Academic Search

This study investigated the effectiveness of a social skills intervention targeting nonverbal communication for 8 adolescents With Asperger syndrome (AS) and related pervasive developmental delays. The Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA2; NoWicki, 1997) Was used as a pre- and posttest measure to assess participants' nonverbal language skills. During the 8-Week social skills intervention, lessons Were adapted from those

Gena P. Barnhill; Katherine Tapscott Cook; Kelly Tebbenkamp; Brenda Smith Myles

2002-01-01

184

Perceptual cues in non-verbal vocal expressions of emotion  

PubMed Central

Work on facial expressions of emotions (Calder et al, 2001) and emotionally inflected speech (Banse & Scherer, 1996) has successfully delineated some of the physical properties that underlie emotion recognition. To identify the acoustic cues used in the perception of non-verbal emotional expressions like laugher and screams, an investigation was conducted into vocal expressions of emotion, using non-verbal vocal analogues of the ‘basic’ emotions (anger, fear, disgust, sadness and surprise; Ekman & Friesen, 1971; Scott et al, 1997), and of positive affective states (Ekman, 1992, 2003; Sauter & Scott, 2007). First, the emotional stimuli were categorized and rated to establish that listeners could identify and rate the sounds reliably, and to provide confusion matrices. A principal components analysis of the rating data yielded two underlying dimensions, correlating with the perceived valence and arousal of the sounds. Second, acoustic properties of the amplitude, pitch and spectral profile of the stimuli were measured. A discriminant analysis procedure established that these acoustic measures provided sufficient discrimination between expressions of emotional categories to permit accurate statistical classification. Multiple linear regressions with participants’ subjective ratings of the acoustic stimuli showed that all classes of emotional ratings could be predicted by some combination of acoustic measures, and that most emotion ratings were predicted by different constellations of acoustic features. The results demonstrate that, similarly to affective signals in facial expressions and emotionally inflected speech, the perceived emotional character of affective vocalizations can be predicted on the basis of their physical features. PMID:20437296

Sauter, Disa A; Eisner, Frank; Calder, Andrew J; Scott, Sophie K

2014-01-01

185

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

186

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

187

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

188

Pain Assessment in the Nonverbal Patient: Position Statement with Clinical Practice Recommendations  

Microsoft Academic Search

The article presents the position statement and clinical practice recommendations for pain assessment in the nonverbal patient developed by an appointed Task Force and approved by the ASPMN Board of Directors.

Keela Herr; Patrick J. Coyne; Tonya Key; Renee Manworren; Margo McCaffery; Sandra Merkel; Jane Pelosi-Kelly; Lori Wild

2006-01-01

189

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

190

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

191

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

E-print Network

in politics, radio/television/film, health care, law, sales/ advertising, education, or public relations? Have. Up to 93% of the communication process in which human beings engage is nonverbal in nature. 2

Cinabro, David

192

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

193

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

194

Songs My Student Taught Me: Narrative of an Early Childhood Cello Teacher  

ERIC Educational Resources Information Center

Out of the mouth of babes (and even more nonverbal) has come perhaps the wisest music teacher education I have ever received. In this narrative I share my foibles as a young, over-confident, and naive music instructor who, through a great amount of error, eventually learned the value of letting a child lead his own music learning. Throughout this…

Hendricks, Karin S.

2013-01-01

195

The Use of Modeling, Feedback, and Practice Variables to Influence Science Teacher Behavior  

ERIC Educational Resources Information Center

Reviews research related to science teacher education which suggests that specific verbal and non-verbal instructional skills can be developed by providing positive models of desired behavior, varying the amount of practice teaching during the training, providing specific feedback on limited behaviors, and modifying training according to trainee…

Koran, J. J., Jr.

1972-01-01

196

Russell-Silver Syndrome and Nonverbal Learning Disability: A Case Study  

Microsoft Academic Search

Russell-Silver Syndrome (RSS) is a rare genetic developmental disorder characterized by prenatal and postnatal growth delays and other physical abnormalities. Neuropsychological screening was completed with LP, a 20-year-old college male diagnosed at one year of age with Russell-Silver Syndrome. LP's history and test findings yielded a profile consistent with a nonverbal learning disability, with significantly higher verbal compared to nonverbal

Cynthia A. Plotts; Christina L. Livermore

2007-01-01

197

Differential effects of male and female managers' non-verbal emotional skills on employees' ratings  

Microsoft Academic Search

Purpose – The purpose of this article is to examine whether employees are more satisfied with female, as compared to male, managers who accurately perceive non-verbal emotion expressions, and how male and female managers' non-verbal emotional skill differentially affects their employees' ratings. Design\\/methodology\\/approach – Students, nearly all of whom had work experience, were randomly assigned a vignette and asked to

Kristin Byron

2008-01-01

198

Separating visual perception and non-verbal intelligence in children with early brain injury.  

PubMed

The relationship between impairments of visual perception and of non-verbal intelligence was studied in 28 children who, due to the nature of their neurological pathology, were at risk for visual perceptual impairments (high-risk), and 18 mentally disabled children without such risk (low-risk). Their age range was 3-14 years. A child was considered specifically visual-perceptually impaired (VPI) if performance on the De Vos task, a visual object recognition task, was weaker than expected from the baseline performance level obtained on non-verbal intelligence subtests. Accordingly, 22 high-risk children (79%) were classified VPI, against only four low-risk children (22%). Comparing intelligence data of children with and without VPI revealed a WPPSI non-verbal to verbal intelligence impairment in the former. At the subtest level, comparing five verbal and five non-verbal WPPSI subtests, and five subtests from the Snijders-Oomen non-verbal intelligence scale, revealed a difference only on Animal House. The absence of any systematic effects of specific visual perceptual impairment on intelligence subtest performance leads us to conclude that in these children VPI and selective non-verbal intelligence impairment coexist as two separate and irreducible deficits. PMID:10487474

Stiers, P; De Cock, P; Vandenbussche, E

1999-09-01

199

On Manipulating Nonverbal Interaction Style to Increase Anthropomorphic Computer Character Credibility  

SciTech Connect

This study examined the effectiveness of enhancing humanagentinteraction through the use of nonverbal behaviors. Ataxonomy is described, which organizes nonverbal behaviorsinto functional categories and the manner in which they can beembodied (i.e. through gesture, posture, paralanguage, eyecontact and facial expression). Prototype computer characterswere created according to guidelines extracted from thetaxonomy and their efficacy was empirical evaluated. Theresults indicate that by including trusting nonverbal behaviors,the perceived credibility of a computer character was enhanced,although addition of trusting bodily nonverbal behaviorprovided little in addition to trusting facial nonverbal behavior.Perhaps more importantly, a character expressing non-trustingnonverbal behaviors was perceived to be the least credible of allcharacters examined (including a character that expressed nononverbal behavior). Participants that interacted with thispersona perceived the task to be more demanding, madesignificantly more errors, and rated their interaction lesspositively and more monotonous than those using trustingpersonas. They also rated this character to be less likable,accurate, and intelligent. Taken together, the results from thisstudy suggest that there may indeed be benefit to endowingcomputer characters with nonverbal trusting behaviors, as longas those behaviors are accurately and appropriately portrayed.Such behaviors may lead to a more trusting environment andpositive experience for users. Negative character behavior,however, such as non-trusting behavior, may squander theadvantages that embodiment brings.

Cowell, Andrew J.; Stanney, Kay M.

2003-09-01

200

Motor resonance evoked by observation of subtle nonverbal behavior.  

PubMed

This study was designed to combine two, otherwise separated, fields of research regarding motor resonance and mimicry by adopting a naturalistic mimicry paradigm while probing motor resonance with transcranial magnetic stimulation (TMS). At stake was whether the motor system resonates instantaneously with unobtrusive nonverbal behavior of another person. We measured excitability in the left and right hand while participants viewed sequences of video clips and static images. In the video clips an actor performed several clerical tasks, while either inconspicuously touching his face (face-touching (FT) condition) or not (no face-touching (NFT) condition). We found that excitability was higher in the FT condition than in the NFT and baseline conditions. Furthermore, our data showed a general heightened excitability in the left motor cortex relative to the right. Taken together, the results suggest that observed hand-face gestures--even though outside the primary focus of attention and occurring inconspicuously throughout an ongoing action setting--can cause instantaneous resonant activity in the observer's motor system. It thus supports the idea of motor resonance involvement in mimicry and demonstrates that this can be studied using a naturalistic mimicry paradigm. PMID:23758553

van Ulzen, Niek R; Fiorio, Mirta; Cesari, Paola

2013-01-01

201

Active versus passive maintenance of visual nonverbal memory.  

PubMed

Forgetting over the short term has challenged researchers for more than a century, largely because of the difficulty of controlling what goes on within the memory retention interval. But the "recent-negative-probe" procedure offers a valuable paradigm, by examining the influences of (presumably) unattended memoranda from prior trials. Here we used a recent-probe task to investigate forgetting for visual nonverbal short-term memory. The target stimuli (two visually presented abstract shapes) on a trial were followed after a retention interval by a probe, and participants indicated whether the probe matched one of the target items. Proactive interference, and hence memory for old trial probes, was observed, whereby participants were slowed in rejecting a nonmatching probe on the current trial that nevertheless matched a target item on the previous trial (a recent-negative probe). The attraction of the paradigm is that, by uncovering proactive influences of past-trial probe stimuli, it can be argued that active maintenance in memory of those probes is unlikely. In two experiments, we recorded such proactive interference of prior-trial items over a range of interstimulus (ISI) and intertrial (ITI) intervals (between 1 and 6 s, respectively). Consistent with a proposed two-process memory conception (the active-passive memory model, or APM), actively maintained memories on current trials decayed, but passively "maintained," or unattended, visual memories of stimuli on past trials did not. PMID:24390797

McKeown, Denis; Holt, Jessica; Delvenne, Jean-Francois; Smith, Amy; Griffiths, Benjamin

2014-08-01

202

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

203

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan  

NASA Astrophysics Data System (ADS)

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

204

Counselor Nonverbal Self-Disclosure and Fear of Intimacy during Employment Counseling: An Aptitude-Treatment Interaction Illustration  

ERIC Educational Resources Information Center

This study investigated the effects of nonverbal self-disclosure within the dynamic of aptitude-treatment interaction. Participants (N = 94) watched a video of a career counseling session aimed at helping the jobseeker to find employment. The video was then edited to display 3 varying degrees of nonverbal self-disclosure. In conjunction with the…

Carrein, Cindy; Bernaud, Jean-Luc

2010-01-01

205

Validation of the Individualized Numeric Rating Scale (INRS): A pain assessment tool for nonverbal children with intellectual disability  

Microsoft Academic Search

Clinical observations suggest that nonverbal children with severe intellectual disability exhibit pain in a wide variety yet uniquely individual ways. Here, we investigate the feasibility and describe the initial psychometrics properties of the Individualized Numeric Rating Scale (INRS), a personalized pain assessment tool for nonverbal children with intellectual disability based on the parent’s knowledge of the child. Parents of 50

Jean C. Solodiuk; Jennifer Scott-Sutherland; Margie Meyers; Beth Myette; Christine Shusterman; Victoria E. Karian; Sion Kim Harris; Martha A. Q. Curley

2010-01-01

206

The Validity of the Lorge Thorndike Nonverbal Battery as a Predictor of the Academic Achievement of International Students12  

Microsoft Academic Search

Twenty-seven elementary school students from 12 countries sat for the Nonverbal Battery of the Lorge Thorndike Intelligence Test during their first semester at a private American overseas school. Their final grades in English, mathematics, science, and social science, as well as their GPAs were correlated with the Nonverbal IQ. Moderate correlations were observed in each instance. Although the sample was

Philip A. Saigh

1981-01-01

207

The Effects of Nonverbal Skill on Dimensions of Global Personality: Six Correlational and Nine Experimental Replicated Studies  

ERIC Educational Resources Information Center

A research-based program was designed for the improvement of decoding and encoding nonverbal cues as they are important aspects of successful communication and teaching. To extend the scientific base of the program, six correlational studies (N=784) investigated relationships between nonverbal skill and personality dimensions. Low non-significant…

Klinzing, Hans Gerhard; Aloisio, Bernadette Gerada

2007-01-01

208

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

209

Teachers Helping Teachers  

NSDL National Science Digital Library

This website called Teachers Helping Teachers has been in operation since 1995 and is maintained by Dr. Scott Mandel, who is also Director of the a musical theater group and an author. The resources provided here are posted by teachers and available at no cost. During the school year the website is updated weekly. As of this report, they were soliciting contributions that relate a teachers favorite lessons from the year or lesson ideas for the end-of-the-year, Fathers' Day or graduation time. The teacher-created lesson plans are organized by subject area, such as math, science, social studies, language arts, special education and the arts. Separate sections discuss classroom management and provide book reviews. Each week a new lesson topic is highlighted and a teacher's suggested stress reduction strategy is posted. The Educational Resources Page provides links to a variety of other resources online.

Mandel, Scott M.

210

I can't keep your face and voice out of my head: neural correlates of an attentional bias toward nonverbal emotional cues.  

PubMed

Emotional information can be conveyed by verbal and nonverbal cues with the latter often suggested to exert a greater influence in shaping our perceptions of others. The present functional magnetic resonance imaging study sought to explore attentional biases toward nonverbal signals by investigating the interaction of verbal and nonverbal cues. Results obtained in this study underline the previous suggestions of a "nonverbal dominance" in emotion communication by evidencing implicit effects of nonverbal cues on emotion judgements even when attention is directed away from nonverbal signals and focused on verbal cues. Attentional biases toward nonverbal signals appeared to be reflected in increasing activation of the dorsolateral prefrontal cortex (DLPFC) assumed to reflect increasing difficulties to suppress nonverbal cues during task conditions that asked to shift attention away from nonverbal signals. Aside the DLPFC, results suggest the right amygdala to play a role in attention control mechanisms related to the processing of emotional cues. Analyses conducted to determine the cerebral correlates of the individual ability to shift attention between verbal and nonverbal sources of information indicated that higher task-switching abilities seem to be associated with the up-regulation of right amygdala activation during explicit judgments of nonverbal cues, whereas difficulties in task-switching seem to be related to a down-regulation. PMID:23382516

Jacob, Heike; Brück, Carolin; Domin, Martin; Lotze, Martin; Wildgruber, Dirk

2014-06-01

211

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test  

ERIC Educational Resources Information Center

The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven's Colored Progressive Matrices (CPM) were investigated in a large group of Italian third-and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and…

Balboni, Giulia; Naglieri, Jack A.; Cubelli, Roberto

2010-01-01

212

Maternal Stress in Nonverbal Learning Disorder: A Comparison with Reading Disorder  

ERIC Educational Resources Information Center

Maternal stress was assessed in mothers of children ages 8 to 11 years with learning disorders (LD). Age-, gender-, and IQ-matched children with reading disorders (RD; n = 31), children with nonverbal learning disorders (NVLD; n = 21), and typically developing control participants (n = 23) participated. Mothers of children with LD reported higher…

Antshel, Kevin M.; Joseph, Guy-Ronald

2006-01-01

213

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

214

Reacting to Changes in Nonverbal Behaviors: Relational Satisfaction and Adaptation Patterns in Romantic Dyads.  

ERIC Educational Resources Information Center

Describes two studies that investigated patterns of nonverbal cues. States that in the first study, a game was played and it was found that satisfied couples were more likely to reciprocate their partners' positive affect. Explains that in the second study, couples discussed upcoming plans. Argues that reciprocity should be predicted in intimate…

Manusov, Valerie

1995-01-01

215

YOU ARE FIRED! NONVERBAL ROLE ANALYSIS IN COMPETITIVE MEETINGS Bogdan Raducanu, Jordi Vitri`a*  

E-print Network

nonverbal cues. For our study, we made use of "The Apprentice" reality TV show, which features a competition reality television show hosted by magnate Donald Trump [15]. Dubbed as "The Ultimate Job Interview in competitive meetings. Being a reality-show, the behavior and reactions of the participants are natural

Gatica-Perez, Daniel

216

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

217

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

218

Is There an Increased Familial Prevalence of Psychopathology in Children with Nonverbal Learning Disorders?  

ERIC Educational Resources Information Center

The cognitive and behavioral symptoms of nonverbal learning disabilities (NLD) have been described by previous investigators. Nevertheless, we know far less about the potential genetic contributions that may predispose a child to have NLD. An endophenotype model was investigated in 5 samples of children ages 9 to 15 years: NLD (n = 32); reading…

Antshel, Kevin M.; Khan, Fahad M.

2008-01-01

219

Comparison of Hispanic Children With and Without Limited English Proficiency on the Naglieri Nonverbal Ability Test  

Microsoft Academic Search

Hispanic children with (n = 148) and without (n = 148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri, 1997a) and the Stanford Achievement Test—9th edition (SAT-9; 1995). The groups were selected from the NNAT standardization sample (N = 22,620) and matched on geographic region, gender, socioeconomic status, urbanicity, and ethnicity. There was a

Jack A. Naglieri; Ashley L. Booth; Adam Winsler

2004-01-01

220

JOURNAL OF , VOL. X, NO. Y, MONTH YEAR 1 A Nonverbal Behavior Approach to Identify  

E-print Network

as an active and dominant person; that visual information augments acoustic information; and that adding members perceive each other with respect to dominance or influence is what emergent leadership is based on nonverbal behavior higher, because of the fact that a large part of the internal states and traits

221

Exploring Minimal Nonverbal Interruption in Social HRI Paul Saulnier, Ehud Sharlin and Saul Greenberg  

E-print Network

an interruption will be extremely important as robots increasingly interact with people. In this paper, we performed an extensive user study of robotic nonverbal interruption across interruption scenarios. People were able to interpret robot behaviour as interruptions, and we identified the dominant cues people

Greenberg, Saul

222

The Role of Timing in Testing Nonverbal IQ in Children with ASD  

ERIC Educational Resources Information Center

15 School-aged high functioning children on the autistic spectrum were compared with a neurotypical cohort on the WISC-III and the KABC-II, to determine the impact of the relatively more strict timing criteria of the former test on the evaluation of nonverbal intelligence. Significant group effects, showing lower performance by the ASD group were…

McGonigle-Chalmers, Margaret; McSweeney, Meabh

2013-01-01

223

Verbal and Non-Verbal Development in SLI Children after Early Intervention  

ERIC Educational Resources Information Center

Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity-based intervention programme on verbal and non-verbal performance and…

Sajaniemi, Nina; Suhonen, Eira; Kontu, Elina

2010-01-01

224

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

225

Concurrent Validity of the Test of Nonverbal Intelligence in Parkinson's Disease Patients  

Microsoft Academic Search

The Test of Nonverbal Intelligence (TONI-2; L. Brown, R. J. Sherbenou, & S. Johnsen, 1990) and Raven's Colored Progressive Matrices (RCPM; J. C. Raven, 1965) are defined as language-free measures of cognitive ability. The purpose of the present study was to investigate the relation between the RCPM and the TONI-2 for samples of patients with Parkinson's disease (n = 75)

S. Bostantjopoulou; G. Kiosseoglou; Z. Katsarou; A. Alevriadou

2001-01-01

226

Nonverbal indicators of malicious intent: affective components for interrogative virtual reality training  

Microsoft Academic Search

Models of affective behavior are critical for the development of training systems that are designed to exercise social interactions. Potential applications include various security-oriented operations such as police interrogation, airport security, border crossings, and military peacekeeping. Aside from speech, humans also communicate through vocalizations and inflections, as well as with body language. Such nonverbal communication can convey affect such as

Mark W. Scerbo; Jean M. Catanzaro; Mark Phillips

2003-01-01

227

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

228

Synthetic Character Fidelity through Non-Verbal Behaviour in Computer Games  

Microsoft Academic Search

Artificial Intelligence in games has historically focused on providing a challenging opponent for a player and narrative development. Scope exists to increase the fidelity of synthetic characters throughout the game to create a more immersive game play experience. This requires both visual and behav- ioural fidelity, and while graphics are nearing photorealism, synthetic charac- ters' behaviour is still unrealistic. Non-verbal

Philip Heslop; John Shearer; Patrick Olivier; Marco De Boni

229

Supporting visual elements of non-verbal communication in computer game avatars  

Microsoft Academic Search

Communication between players in networked computer games is often inadequately implemented. The games do not exploit the full potential of using different forms of communication possibilities between players, and therefore result in problems in sending and receiving messages. This paper introduces a model that describes how visual aspects of non-verbal communication (NVC) in avatars could be systematically designed. The model

Tomi Kujanpää; Tony Manninen

2003-01-01

230

Male/Female Differential Encoding and Intercultural Differential Decoding of Nonverbal Affective Communication.  

ERIC Educational Resources Information Center

In order to investigate the process of nonverbal communication of emotions in a simulated intercultural context, videotapes were made in which two white Americans (one male and one female) responded to paragraphs which evoked the following emotions: sadness, disgust, anger, surprise, happiness, and fear. These portrayals were then viewed by male…

St. Martin, Gail McAllister

231

The Prototypical Pride Expression: Development of a Nonverbal Behavior Coding System  

Microsoft Academic Search

This research provides a systematic analysis of the nonverbal expression of pride. Study 1 manipulated behavioral movements relevant to pride (e.g., expanded posture and head tilt) to identify the most prototypical pride expression and determine the specific components that are necessary and sufficient for reliable recognition. Studies 2 and 3 tested whether the 2 conceptually and empirically distinct facets of

Jessica L. Tracy; Richard W. Robins

2007-01-01

232

The Nonverbal Expression of Pride: Evidence for Cross-Cultural Recognition  

Microsoft Academic Search

The present research tests whether recognition for the nonverbal expression of pride generalizes across cultures. Study 1 provided the first evidence for cross-cultural recognition of pride, demonstrating that the expression generalizes across Italy and the United States. Study 2 found that the pride expression generalizes beyond Western cultures; individuals from a preliterate, highly isolated tribe in Burkina Faso, West Africa,

Jessica L. Tracy; Richard W. Robins

2008-01-01

233

Interviewer perceptions of applicant qualifications: A multivariate field study of demographic characteristics and nonverbal cues  

Microsoft Academic Search

Eight interviewers' perceptions of 517 applicants (mean age 16.7 yrs) for seasonal employment at a large amusement park were studied by obtaining their ratings of personal style variables, body movements, speech characteristics, and a final judgment on overall qualifications. Analysis of nonverbal clues showed the relative importance of speech characteristics (articulation, proper pauses) and unimportance of personal appearance variables (cleanliness,

Charles K. Parsons; Robert C. Liden

1984-01-01

234

Nonverbal Requesting and Problem-Solving by Toddlers with Down Syndrome  

ERIC Educational Resources Information Center

The association between nonverbal requesting (as measured by the Early Social Communication Scales) and problem-solving skills (as measured by an object retrieval task) was examined in 16 toddlers who had Down syndrome, 18 toddlers with developmental disabilities of mixed etiologies, and 19 typically developing infants and toddlers. Toddlers with…

Fidler, Deborah J.; Philofsky, Amy; Hepburn, Susan L.; Rogers, Sally J.

2005-01-01

235

Non-verbal visual reinforcement affects speech audiometry in the elderly.  

PubMed

The purpose of this study was to investigate how non-verbal visual reinforcement provided by the audiologist during speech testing influences performance in the elderly. Thirty-two volunteers with age-related hearing loss with or without dual sensory-impairment (DSI), were administered a speech audiometry test in which they repeated lists of ten disyllabic words in two different conditions, namely with and without visual reinforcement. In the conditions of "with visual reinforcement", the tester provided non-verbal cues to acknowledge the response of each participant. The "visual reinforcement" condition did not apparently provide any significant variation in the results. However, when we considered the group of patients without DSI, the non-verbal "visual reinforcement" resulted in better scores (p < 0.001). Non-verbal visual reinforcement may influence speech audiometry results in the elderly. During speech testing of elderly people with age-related hearing loss, audiologists should always remember to administer visual reinforcement to the patients in order to remove a possible confounding factor from audiological evaluation. PMID:20414666

Di Berardino, Federica; Forti, Stella; Mattei, Valentina; Alpini, Dario; Cesarani, Antonio

2010-09-01

236

Effects of a child's imitation versus nonimitation on adults' verbal and nonverbal positivity  

Microsoft Academic Search

In response to the need for more information about how children can affect their own social development through the effects they have on adults, the imitativeness of 2 13-yr-old male confederates in a basketball teaching situation was experimentally varied. The responses of 48 male undergraduates to this manipulation were measured on 21 verbal and nonverbal variables. The variables were factor

John E. Bates

1975-01-01

237

Verbal and Non-Verbal Communication and Coordination in Mission Control  

NASA Technical Reports Server (NTRS)

In this talk I will present some video-materials gathered in Mission Control during simulations. The focus of the presentation will be on verbal and non-verbal communication between the officers in the front and backroom, especially the practices that have evolved around a peculiar communications technology called voice loops.

Vinkhuyzen, Erik; Norvig, Peter (Technical Monitor)

1998-01-01

238

Behavioral Overlays for Non-Verbal Communication Expression on a Humanoid Robot  

E-print Network

for the robot to display this information in a natural and nu- anced fashion, an additional para-emotional frame of non-verbal communication display behaviors to an autonomous humanoid robot, including the use ex- pression is developed and presented. The state of the robot's system of internal emotions

239

Listening Behaviors of Married Couples: An Exploration of Nonverbal Presentation to a Relational Outsider  

ERIC Educational Resources Information Center

This study examined the nonverbal behaviors of spouses as they listened to their partners present an area of disagreement in their marriage to a relational outsider. Ninety-four married couples, representing a range of marital satisfaction levels, engaged in an interview with a researcher about areas of disagreement in their relationships. A…

Doohan, Eve-Anne

2007-01-01

240

Enhancing Virtual-Environment-Based Teamwork Training with Non-Verbal Communication  

E-print Network

Enhancing Virtual-Environment-Based Teamwork Training with Non-Verbal Communication Stefan Marks to problems with non-technical skills like communication, teamwork training simulators are developed and used communication, teamwork, leadership, and decision-making (Yule et al., 2006). Research indicates that failure

Goodman, James R.

241

ENHANCING VIRTUAL ENVIRONMENT-BASED SURGICAL TEAMWORK TRAINING WITH NON-VERBAL COMMUNICATION  

E-print Network

ENHANCING VIRTUAL ENVIRONMENT-BASED SURGICAL TEAMWORK TRAINING WITH NON-VERBAL COMMUNICATION Stefan teamwork and communication. This is a major drawback since recent research suggests that a large percentage of mistakes in clinical settings are due to communication problems. In addition, training teamwork can also

Goodman, James R.

242

A Nonverbal Approach to Communication: A Cross-Cultural Study of Stress Behaviors.  

ERIC Educational Resources Information Center

Although research in the area of communication apprehension (CA) has been extensive, little of it has attempted to identify the regularity and intensity of the nonverbal stress behaviors associated with CA. Additionally, most CA research has concentrated on the problem in North American settings. To extend the boundaries of CA research, a study…

Pucel, Joanna; Stocker, Glenn

243

The Rivalry of Nonverbal Cues on the Perception of Politicians by Television Viewers  

Microsoft Academic Search

The current study examines how a politician's “active” or “passive” nonverbal behavior can influence recipients' perception of his\\/her image in TV talk shows. In addition, the effects of different host and studio audience reaction shots towards the politician were analyzed. To do so, an experiment with a 2 × 3 × 3 factorial design was conducted (n = 356). The

Florian Haumer; Wolfgang Donsbach

2009-01-01

244

The Development of Nonverbal Working Memory and Executive Control Processes in Adolescents  

Microsoft Academic Search

The prefrontal cortex modulates executive control processes and structurally matures throughout adolescence. Consistent with these events, prefrontal functions that demand high levels of executive control may mature later than those that require working memory but decreased control. To test this hypothesis, adolescents (9 to 20 years old) completed nonverbal working memory tasks with varying levels of executive demands. Findings suggest

Monica Luciana; Heather M. Conklin; Catalina J. Hooper; Rebecca S. Yarger

2005-01-01

245

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

246

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

247

An Examination of the Relative Effectiveness of Training in Nonverbal Communication: Personal Selling Implications  

ERIC Educational Resources Information Center

This article examines the potential effectiveness of training in nonverbal communication for sales representatives. The literature on this subject was reviewed, and a study using students as sales representatives was conducted to evaluate the potential of training in body language. The research results provide support for the proposition that such…

Peterson, Robin T.

2005-01-01

248

Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification  

ERIC Educational Resources Information Center

This study determined if the use of computer-assisted instruction would be an effective method to promote word identification using the Nonverbal Reading Approach (NRA). Three students with severe speech impairments and concomitant physical disabilities or autism were provided decoding and word identification instruction using the NRA across three…

Coleman-Martin, Mari Beth; Heller, Kathryn Wolff; Cihak, David F.; Irvine, Kathryn L.

2005-01-01

249

Nonverbal communication and play correlates of language development in autistic children  

Microsoft Academic Search

The aim of this study was to determine the social and cognitive correlates of language acquisition in autistic children. Functional and symbolic play skills were shown to be associated with language abilities in a sample of young autistic children (mean CA 54.5 months), thereby replicating previous findings. Certain types of nonverbal communication skills were also shown to be significant correlates

Peter Mundy; Marian Sigman; Judy Ungerer; Tracy Sherman

1987-01-01

250

Effects of Training on Accuracy of Decoding Complex Nonverbal Behavior. Working Paper No. 267.  

ERIC Educational Resources Information Center

Two studies investigated the effects of training on how accurately observers (college students) decoded a complex nonverbal stimulus. In the first experiment, observers viewed silent videotapes of 16 third and fourth-grade school children who were listening to an easy or a difficult lesson. Half of the children were responding spontaneously, while…

Atkinson, Michael L.; And Others

251

Identifying Spontaneous and Deliberate Behavior from Nonverbal Responses. Technical Report No. 419.  

ERIC Educational Resources Information Center

Observers viewed silent videotapes of elementary school children listening to a lesson. Some of the stimulus children were listening to either a very easy or a very difficult lesson; consequently, their nonverbal behavior occurred naturally and spontaneously. Other stimulus children were instructed to pretend (role play) that they understood or…

Allen, Vernon L.; Atkinson, Michael L.

252

Designing Persuasive Robots: How Robots Might Persuade People Using Vocal and Nonverbal Cues  

E-print Network

Designing Persuasive Robots: How Robots Might Persuade People Using Vocal and Nonverbal Cues Vijay for the design of persuasive behaviors for humanlike robots. Categories and Subject Descriptors H.1.2 [Models we design persuasive robots? Research in human communication has identified a num- ber of behavioral

Mutlu, Bilge

253

Effects of Nonverbal Behaviors on Judged Levels of Counselor Warmth and Empathy  

ERIC Educational Resources Information Center

A sample of 40 college subjects were asked to rate counselor warmth and empathy after viewing videosegments of non-verbal body language. Arm and leg positions significantly affected the ratings of counselor warmth and empathy. The arms-crossed position was the least empathic position. (Author)

Smith-Hanen, Sandra S.

1977-01-01

254

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents with Nonverbal and General Learning Disabilities  

ERIC Educational Resources Information Center

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…

Bloom, Elana; Heath, Nancy

2010-01-01

255

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

256

English Face-to-Face: The Non-Verbal Dimension of Conversation.  

ERIC Educational Resources Information Center

Nonverbal communication is important in foreign language teaching and learning because of its variation in form, meaning and distribution from one culture to another and because of its extensive use in the communicative process. Cross-cultural misunderstandings result from incorrect interpretations of the tone of voice, body motions, facial…

Bachmann, James K.

257

The Universal Nonverbal Intelligence Test with Children with Attention-Deficit Hyperactivity Disorder  

ERIC Educational Resources Information Center

The primary purpose of this study was to test two hypotheses proposed by Bracken and McCallum (1998), authors of the Universal Nonverbal Intelligence Test (UNIT), as to how children diagnosed with ADHD would perform on the UNIT. Twenty-nine students between the ages of 5 and 17 years were administered the extended battery of the UNIT twice, with…

Pendley, Julia D.; Myers, Carl L.; Brown, Reagan D.

2004-01-01

258

Media Literacy and Media Bias: Are Media Literacy Students Less Susceptible to Nonverbal Judgment Biases?  

Microsoft Academic Search

Past research has shown that people judge a TV interviewee more favorably when the interviewer's nonverbal behavior toward the interviewee is friendly rather than hostile. This study examined whether students who participated in a media literacy course could be less susceptible to this media bias. Two groups of high school students (media literacy students and a control group) were shown

Elisha Babad; Eyal Peer; Renee Hobbs

2012-01-01

259

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

260

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

E-print Network

The Evocative Power of Words: Activation of Concepts by Verbal and Nonverbal Means Gary Lupyan of learning a language is learning to map spoken words onto objects in the environment. An open question through picture verification tasks. We find that verbal cues, such as the word "cat," lead to faster

Thompson-Schill, Sharon

261

A Comparison of the Effects of Sex and Status on the Perceived Appropriateness of Nonverbal Behaviors.  

ERIC Educational Resources Information Center

A study examined perceptions of the appropriateness of nonverbal behaviors in dyadic interactions. A questionnaire was constructed containing descriptions of nine touching, posture, and personal space behaviors likely to occur in normal dyadic interactions, such as entering a room without knocking, leaning back and putting one's feet on a desk,…

Baglan, Thomas; Nelson, Doris

262

Increasing Social Interaction Using Prelinguistic Milieu Teaching with Nonverbal School-Age Children with Autism  

ERIC Educational Resources Information Center

Purpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method: Six nonverbal 5- to 8-year-olds with autism were taught to engage in…

Franco, Jessica H.; Davis, Barbara L.; Davis, John L.

2013-01-01

263

Concurrent Validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale-Revised  

ERIC Educational Resources Information Center

One hundred elementary- and middle-school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale-Revised (Leiter-R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter-R scores were statistically significant ( p less than…

Hooper, V. Scott; Bell, Sherry Mee

2006-01-01

264

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

265

Narrative Comprehension and Retelling Abilities of Children with Nonverbal Learning Disabilities  

ERIC Educational Resources Information Center

Nonverbal learning disabilities (NLD) are characterized by weaknesses in narrative discourse. Thirty-three children (M age=11.7 years), 15 girls and 18 boys, listened to stories to evaluate their narrative comprehension and retelling abilities. Children with NLD (n=11) performed as poorly as children with verbal impairment (n=10) on all narrative…

Humphries, Tom; Cardy, Janis O.; Worling, David E.; Peets, Kathleen

2004-01-01

266

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

267

Effect of Race, Sex, Nonverbal Communication and Verbal Communication of Perception of Leadership  

ERIC Educational Resources Information Center

A 2X2X2X2 study tested the effect of a) nonverbal communication (NVC), b) verbal communication (VC), 3) race of communicator, and d) sex of perceiver on the perception of leadership. Results indicated that when one pits NVC against VC, NVC proved to be more potent in the perception of leadership. (Author/NQ)

Gitter, A. George; And Others

1975-01-01

268

Nonverbal Behavior and the Vertical Dimension of Social Relations: A Meta-Analysis  

ERIC Educational Resources Information Center

The vertical dimension of interpersonal relations (relating to dominance, power, and status) was examined in association with nonverbal behaviors that included facial behavior, gaze, interpersonal distance, body movement, touch, vocal behaviors, posed encoding skill, and others. Results were separately summarized for people's beliefs (perceptions)…

Hall, Judith A.; Coats, Erik J.; LeBeau, Lavonia Smith

2005-01-01

269

Symbolic Play Behavior in Very Young Verbal and Nonverbal Children with Autism.  

ERIC Educational Resources Information Center

This preliminary study assessed differences in symbolic play behavior among 20 verbal and nonverbal children with autism, ages 2.5 to 3.6 years. Results indicated significant differences in symbolic play behavior with the verbal group demonstrating a higher order level of performance. Results underscore the importance of not considering all young…

Amato, John, Jr.; Barrow, Meryl; Domingo, Robert

1999-01-01

270

Video ethology: Television as a data base for cross-cultural studies in nonverbal displays  

Microsoft Academic Search

This demonstration study attempts to indicate how live television programming might provide an economical and easily-accessed source of material for cross-cultural investigation. This study compared the nonverbal displays of emotion for American and Canadian television game show contestants. Results suggested that although Americans and Canadians did not differ significantly in the types of emotions displayed, Americans were rated as being

Peter H. Waxer

1985-01-01

271

READING NONVERBAL CUES TO EMOTIONS: THE ADVANTAGES AND LIABILITIES OF RELATIONSHIP CLOSENESS  

Microsoft Academic Search

Accuracy at reading nonverbal cues to emotions was examined for close friends, less close friends, and strangers. Forty-eight senders were videotaped talking about an experience during which they felt either very happy, very sad, or very angry. Half of the time they expressed their emotion clearly, and half of the time they concealed their emotion. Forty-eight judges watched these tapes

R. Weylin Sternglanz; Bella M. DePaulo

2004-01-01

272

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

273

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

274

Attachment Styles and Reactions to Nonverbal Involvement Change in Romantic Dyads: Patterns of Reciprocity and Compensation.  

ERIC Educational Resources Information Center

Suggests that those with different attachment styles will react to nonverbal involvement change in a manner consistent with their approach/avoidance orientations and mental working models of self and others. Finds that regardless of attachment style, targets reciprocated confederate behavior in increase-involvement conditions and displayed…

Guerrero, Laura K.; Burgoon, Judee K.

1996-01-01

275

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

276

Research on deception in marketing communications: Its relevance to the study of nonverbal behavior  

Microsoft Academic Search

Marketing researchers have used a variety of approaches in studies of deception and related subjects. This literature is selectively reviewed here, with emphasis on findings relevant to the study of nonverbal behavior. Topics covered include: (a) deception-detection experiments involving advertising, bargaining, and selling; (b) ways of deceiving by implication, while avoiding literal falsehoods; (c) cues conveying the impression of truthfulness,

Peter J. DePaulo

1988-01-01

277

Rapid judgements in assessing verbal and nonverbal cues: their potential for deception researchers and lie detection  

Microsoft Academic Search

SUMMARY In the present study it was investigated to what extent observers (i) could make rapid yet reliable and valid judgements of the frequency of verbal and nonverbal behaviours of interviewees (liars and truth tellers) and (ii) detect deceit after making these rapid judgements. Five observers watched 52 videoclips of 26 liars and 26 truth tellers. The findings revealed that

Aldert Vrij; Hayley Evans; Lucy Akehurst; Samantha Mann

2004-01-01

278

Teacher educators modelling their teachers?  

Microsoft Academic Search

The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers’ views on teaching. However, what is the impact of these teacher educator’s own role models on their teaching views and practices? Do teacher educators simply imitate the positive role models and reject the bad? It is already clear that

Greetje Timmerman

2009-01-01

279

Teacher Perceptions of Teacher Bullying  

ERIC Educational Resources Information Center

This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…

Zerillo, Christine; Osterman, Karen F

2011-01-01

280

E-Mail Recipients' Impressions of Senders' LikabilityThe Interactive Effect of Nonverbal Cues and Recipients' Personality  

Microsoft Academic Search

Although e-mail recipients rely on nonverbal cues to form impressions of senders, relatively little is known about specific contextual factors that may influence sender perceptions in computer-mediated communication. Results from an experiment found that the receivers' personalities influenced their perceptions of the e-mail sender both directly and indirectly through perceptions of nonverbal cues. These results support the notions that the

Kristin Byron; David C. Baldridge

2007-01-01

281

Inferring competitive role patterns in reality TV show through nonverbal analysis  

Microsoft Academic Search

This paper introduces a new facet of social media, namely that depicting social interaction. More concretely, we address this\\u000a problem from the perspective of nonverbal behavior-based analysis of competitive meetings. For our study, we made use of “The\\u000a Apprentice” reality TV show, which features a competition for a real, highly paid corporate job. Our analysis is centered\\u000a around two tasks

Bogdan Raducanu; Daniel Gatica-Perez

282

Encoding of nonverbal behavior by high-achieving and low-achieving children  

Microsoft Academic Search

40 adults viewed silent videotapes of high- and low-achieving children and estimated the level of understanding revealed by each child. 40 4th–5th graders had earlier encoded understanding or not understanding of a lesson by employing only nonverbal responses. The encoding was either spontaneous or deliberate (role play). Results show that observers accurately differentiated between understanding and not understanding in both

Vernon L. Allen; Michael L. Atkinson

1978-01-01

283

Children's and adults’ neural bases of verbal and nonverbal ‘theory of mind’  

Microsoft Academic Search

Theory of mind (ToM) – our ability to predict behaviors of others in terms of their underlying intentions – has been examined through verbal and nonverbal false-belief (FB) tasks. Previous brain imaging studies of ToM in adults have implicated medial prefrontal cortex (mPFC) and temporo-parietal junction (TPJ) for adults’ ToM ability. To examine age and modality related differences and similarities

Chiyoko Kobayashi; Gary H. Glover; Elise Temple

2007-01-01

284

Functional asymmetry of human prefrontal cortex: encoding and retrieval of verbally and nonverbally coded information.  

PubMed

There are several views about the organization of memory functions in the human prefrontal cortex. One view assumes a process-specific brain lateralization according to different memory subprocesses, that is, encoding and retrieval. An alternative view emphasizes content-specific lateralization of brain systems involved in memory processes. This study addresses this apparent inconsistency between process- and content-specific lateralization of brain activity by investigating the effects of verbal and nonverbal encoding on prefrontal activations during encoding and retrieval of environmental novel sounds using fMRI. An intentional memory task was applied in which subjects were required either to judge the sounds' loudness (nonverbal encoding task) or to indicate whether or not a sound can be verbally described (verbal encoding task). Retrieval processes were examined in a subsequent yes/no recognition test. In the study phase the right posterior dorsolateral prefrontal cortex (PFC) was activated in both tasks. During verbal encoding additional activation of the left dorsolateral PFC was obtained. Retrieval-related fMRI activity varied as a function of encoding task: For the nonverbal task we detected an activation focus in the right posterior dorsolateral PFC whereas an activation in the left dorsolateral PFC was observed for the verbal task. These findings indicate that the right dorsolateral PFC is engaged in encoding of auditory information irrespective of encoding task. The lateralization of PFC activity during retrieval was shown to depend on the availability of verbal codes, with left hemispheric involvement for verbally and right hemispheric activation for nonverbally coded information. PMID:10753975

Opitz, B; Mecklinger, A; Friederici, A D

2000-01-01

285

Media Bias in Interviewers’ Nonverbal Behavior: Potential Remedies, Attitude Similarity and Meta-analysis  

Microsoft Academic Search

Previous research demonstrated that viewers’ judgments of an interviewee are influenced by the nonverbal behavior of the interviewer.\\u000a In studies of this media bias effect, judges view a short political interview with a friendly or a hostile interviewer, and\\u000a then rate their impressions of the interviewee, whose behavior remains identical in all conditions. The present research utilizes\\u000a the same design

Elisha Babad; Eyal Peer

2010-01-01

286

Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities  

Microsoft Academic Search

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive,\\u000a and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities\\u000a (NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no\\u000a learning disabilities to assess

Margaret Semrud-Clikeman; Kimberly Glass

2008-01-01

287

Evidence for reduced hemispheric asymmetries in non-verbal functions in bilinguals  

Microsoft Academic Search

Hemispheric asymmetries in verbal and non-verbal visual half-field tasks were studied in highly proficient Turkish–German bilinguals. Besides a typical left-hemisphere advantage in word matching for both languages, a reduced right-hemisphere advantage in face discrimination in bilinguals was found as indicted by response times measures. In contrast, monolingual controls showed typical hemispheric asymmetries in both tasks. The results suggest that language

Markus Hausmann; Gökce Durmusoglu; Yanki Yazgan; Onur Güntürkün

2004-01-01

288

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

289

Telling ingratiating lies: effects of target sex and target attractiveness on verbal and nonverbal deceptive success.  

PubMed

Male and female "senders" described their opinions on four controversial issues to target persons. Each sender expressed sincere agreement with the target on one of the issues and sincere disagreement on another (truthful messages), and also pretended to agree with the partner on one of the issues (an ingratiating lie) and pretended to disagree on another (a noningratiating lie). Groups of judges then rated the sincerity of each message on the basis of information available from one of four different channels: verbal (words only, in transcript form), audio (audiotape only), visual (videotape with no sound), and audiovisual (videotape with sound). Results showed that (a) lies told by women were more readily detected than lies told by men, (b) lies told to opposite-sex targets were more easily detected than lies to same-sex targets, and (c) ingratiating lies were more successfully detected than were noningratiating lies, particularly when told to attractive targets. Furthermore, when senders talked to opposite-sex (relative to same-sex) targets, their lies were most easily detected from the three channels that included nonverbal cues. For ingratiating (relative to noningratiating) lies, detectability was greatest for the channels that included visual nonverbal cues. Senders addressing attractive targets were perceived as less sincere than senders addressing unattractive targets, both when lying and when telling the truth, and this difference in the degree of sincerity conveyed was especially pronounced in the channels that included nonverbal cues. Results are discussed in terms of the effects of motivation on verbal and nonverbal communicative success. PMID:3998987

DePaulo, B M; Stone, J I; Lassiter, G D

1985-05-01

290

Auditory and Other Non-verbal Expressions of Affect for Robots  

Microsoft Academic Search

This work focuses on the use of non-verbal methods of com- municating affect in non-anthropomorphic appearance-con- strained robots. The concepts discussed can be applied to other types of robotic systems. The paper gives a survey of relevant literature from the psychology community. Non-ver- bal methods of affective expression cannot be the sole means of communicating affect in robotic systems; however

Cindy L. Bethel; Robin R. Murphy

291

Transcript-based computer animation of movement: Evaluating a new tool for nonverbal behavior research  

Microsoft Academic Search

A new approach for the use of computer animation in experimental nonverbal research is introduced. The method was evaluated\\u000a in a pilot study comparing video recordings of movement in dyadic interactions with computer animations based on transcripts\\u000a of the behavior, to determine whether similar impression effects could be obtained. At the core of our development is a software\\u000a tool allowing

Gary Bente; Anita Petersen; Nicole C. Krämer; Jan Peter de Ruiter

2001-01-01

292

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

293

Teacher Education  

ERIC Educational Resources Information Center

Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The…

Fenwick, Lisl; Cooper, Maxine

2013-01-01

294

Importance of nonverbal expression to the emergence of emotive artificial intelligence systems  

NASA Astrophysics Data System (ADS)

The nonverbal expression of the emotions, especially in the human face, has rapidly become an area of intense interest in computer science and robotics. Exploring the emotions as a link between external events and behavioural responses, artificial intelligence designers and psychologists are approaching a theoretical understanding of foundational principles which will be key to the physical embodiment of artificial intelligence. In fact, it has been well demonstrated that many important aspects of intelligence are grounded in intimate communication with the physical world- so-called embodied intelligence . It follows naturally, then, that recent advances in emotive artificial intelligence show clear and undeniable broadening in the capacities of biologically-inspired robots to survive and thrive in a social environment. The means by which AI may express its foundling emotions are clearly integral to such capacities. In effect: powerful facial expressions are critical to the development of intelligent, sociable robots. Following discussion the importance of the nonverbal expression of emotions in humans and robots, this paper describes methods used in robotically emulating nonverbal expressions using human-like robotic faces. Furthermore, it describes the potentially revolutionary impact of electroactive polymer (EAP) actuators as artificial muscles for such robotic devices.

Pioggia, Giovanni; Hanson, David; Dinelli, Serena; Di Francesco, Fabio; Francesconi, R.; De Rossi, Danilo

2002-07-01

295

Nonverbal expressions of status and system legitimacy: an interactive influence on race bias.  

PubMed

A voluminous literature has examined how primates respond to nonverbal expressions of status, such as taking the high ground, expanding one's posture, and tilting one's head. We extend this research to human intergroup processes in general and interracial processes in particular. Perceivers may be sensitive to whether racial group status is reflected in group members' nonverbal expressions of status. We hypothesized that people who support the current status hierarchy would prefer racial groups whose members exhibit status-appropriate nonverbal behavior over racial groups whose members do not exhibit such behavior. People who reject the status quo should exhibit the opposite pattern. These hypotheses were supported in three studies using self-report (Study 1) and reaction time (Studies 2 and 3) measures of racial bias and two different status cues (vertical position and head tilt). For perceivers who supported the status quo, high-status cues (in comparison with low-status cues) increased preferences for White people over Black people. For perceivers who rejected the status quo, the opposite pattern was observed. PMID:24058061

Weisbuch, Max; Slepian, Michael L; Eccleston, Collette P; Ambady, Nalini

2013-11-01

296

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

297

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

298

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

299

Shall we use non-verbal fluency in schizophrenia? A pilot study.  

PubMed

Over the last few years, numerous studies have attempted to explain fluency impairments in people with schizophrenia, leading to heterogeneous results. This could notably be due to the fact that fluency is often used in its verbal form where semantic dimensions are implied. In order to gain an in-depth understanding of fluency deficits, a non-verbal fluency task - the Five-Point Test (5PT) - was proposed to 24 patients with schizophrenia and to 24 healthy subjects categorized in terms of age, gender and schooling. The 5PT involves producing as many abstract figures as possible within 1min by connecting points with straight lines. All subjects also completed the Frontal Assessment Battery (FAB) while those with schizophrenia were further assessed using the Positive and Negative Syndrome Scale (PANSS). Results show that the 5PT evaluation differentiates patients from healthy subjects with regard to the number of figures produced. Patients? results also suggest that the number of figures produced is linked to the "overall executive functioning" and to some inhibition components. Although this study is a first step in the non-verbal efficiency research field, we believe that experimental psychopathology could benefit from the investigations on non-verbal fluency. PMID:24636246

Rinaldi, Romina; Trappeniers, Julie; Lefebvre, Laurent

2014-05-30

300

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

301

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

302

The role of nonverbal cognitive ability in the association of adverse life events with dysfunctional attitudes and hopelessness in adolescence.  

PubMed

The aim of this study was to test whether nonverbal cognitive ability buffers the effect of life stress (number of adverse life events in the last year) on diatheses for depression. It was expected that, as problem-solving aptitude, nonverbal cognitive ability would moderate the effect of life stress on those diatheses (such as dysfunctional attitudes) that are depressogenic because they represent deficits in information-processing or problem-solving skills, but not on diatheses (such as hopelessness) that are depressogenic because they represent deficits in motivation or effort to apply problem-solving skills. The sample included 558 10- to 19-year-olds from a state secondary school in London. Nonverbal cognitive ability was negatively associated with both dysfunctional attitudes and hopelessness. As expected, nonverbal cognitive ability moderated the association between life adversity and dysfunctional attitudes. However, hopelessness was not related to life stress, and therefore, there was no life stress effect for nonverbal cognitive ability to moderate. This study adds to knowledge about the association between problem-solving ability and depressogenic diatheses. By identifying life stress as a risk factor for dysfunctional attitudes but not hopelessness, it highlights the importance of considering outcome specificity in models predicting adolescent outcomes from adverse life events. Importantly for practice, it suggests that an emphasis on recent life adversity will likely underestimate the true level of hopelessness among adolescents. PMID:22999037

Flouri, Eirini; Panourgia, Constantina

2012-10-01

303

Schizophrenia and the Immediacy Mechanism  

ERIC Educational Resources Information Center

The author comments on the article "The Primacy of Cognition in Schizophrenia," by R. W. Heinrichs and states that to the pursuit of schizophrenic/normal differences, there is no end. Heinrichs used meta-analyses to argue persuasively for the primacy of cognition for this role. His conclusion not only elicited agreement from both researchers and…

Salzinger, Kurt

2006-01-01

304

Teacher Education.  

ERIC Educational Resources Information Center

Articles on improving preservice teacher education, with particular considerations on proposed five-year programs, are featured in this theme issue. In "Fifth Year Teacher Preparation: A Solution in Search Of a Problem," Alan R. Tom weighs the pros and cons of extending teacher preparation for a fifth year, noting the fact that high-quality…

Brown, Peggy Ann, Ed.

1984-01-01

305

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

306

Age of second language acquisition affects nonverbal conflict processing in children: an fMRI study  

PubMed Central

Background In their daily communication, bilinguals switch between two languages, a process that involves the selection of a target language and minimization of interference from a nontarget language. Previous studies have uncovered the neural structure in bilinguals and the activation patterns associated with performing verbal conflict tasks. One question that remains, however is whether this extra verbal switching affects brain function during nonverbal conflict tasks. Methods In this study, we have used fMRI to investigate the impact of bilingualism in children performing two nonverbal tasks involving stimulus–stimulus and stimulus–response conflicts. Three groups of 8–11-year-old children – bilinguals from birth (2L1), second language learners (L2L), and a control group of monolinguals (1L1) – were scanned while performing a color Simon and a numerical Stroop task. Reaction times and accuracy were logged. Results Compared to monolingual controls, bilingual children showed higher behavioral congruency effect of these tasks, which is matched by the recruitment of brain regions that are generally used in general cognitive control, language processing or to solve language conflict situations in bilinguals (caudate nucleus, posterior cingulate gyrus, STG, precuneus). Further, the activation of these areas was found to be higher in 2L1 compared to L2L. Conclusion The coupling of longer reaction times to the recruitment of extra language-related brain areas supports the hypothesis that when dealing with language conflicts the specialization of bilinguals hampers the way they can process with nonverbal conflicts, at least at early stages in life. PMID:25328840

Mohades, Seyede Ghazal; Struys, Esli; Van Schuerbeek, Peter; Baeken, Chris; Van De Craen, Piet; Luypaert, Robert

2014-01-01

307

Multiple Layers of Meaning in an Oral Proficiency Test: The Complementary Roles of Nonverbal, Paralinguistic, and Verbal Behaviors in Assessment Decisions.  

ERIC Educational Resources Information Center

Investigated the influence of nonverbal behavior in the context of interactive talk during the assessment of an oral proficiency interview test. Participants were Spanish- and Chinese-speaking international teaching assistants. Found interviewees who employed nonverbal behavior considered appropriate by North American evaluators and who negotiated…

Jenkins, Susan; Parra, Isabel

2003-01-01

308

Test Review: Hammill, D. D., Pearson, N. A., & Weiderholt, J. L. (2009). "Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2)." Austin, TX: PRO-ED  

ERIC Educational Resources Information Center

This article presents a review of the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2), a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can…

Delen, Erhan; Kaya, Fatih; Ritter, Nicola L.

2012-01-01

309

Exploiting observers' judgements for nonverbal group interaction Gokul Chittaranjan1,2, Oya Aran1 and Daniel Gatica-Perez1,2  

E-print Network

-perceived". In the recent past, there have been many studies on automated methods for detecting important traits in face-to-face and Analysing Organizational Nonverbal Behaviour (SONVB)" and EU FP7 MC IEF project "Automatic Analysis of Group Conversations via Visual Cues in Nonverbal Communication (NOVICOM)". (e.g. for classification tasks). However

Gatica-Perez, Daniel

310

The Use of Music for a Nonverbal Reading Prototype: An Investigation of Auditory-Visual Processing in Poor and Good Readers.  

ERIC Educational Resources Information Center

It was hypothesized that nonverbal auditory-visual processing skills relevant to reading could be investigated through a music program structured to parallel the verbal decoding process. The current investigation consisted of three endeavors: the development of a nonverbal reading prototype (through the application of music); the development of a…

Berman, Judith R.

311

Non-Verbal Behaviour of Patients with Schizophrenia in Medical Consultations – A Comparison with Depressed Patients and Association with Symptom Levels  

Microsoft Academic Search

Background: The Dutch psychiatrist Rümke introduced the notion that patients with schizophrenia could be recognised intuitively by an experienced psychiatrist, naming the process as the ‘praecox feeling’. This feeling may reflect aspects of the non-verbal behaviour of patients as shown in a medical consultation. The aim of this study was to test whether aspects of the initial non-verbal behaviour of

Sara Dimic; Christiane Wildgrube; Rosemarie McCabe; Imren Hassan; Thomas R. E. Barnes; Stefan Priebe

2010-01-01

312

"You Looking at Me?": Investigating 9 and 13 Year-Olds' Ability to Encode and Decode Nonverbal Communication and Demonstrate "Emotional Literacy"  

ERIC Educational Resources Information Center

This small-scale study reports the findings from an investigation into non-verbal communication. It primarily seeks to analyse whether 9 and 13 year-olds can encode and decode non-verbal communication in the context of classroom behaviour management. This research showed that, in contrast to previous published research, there were no distinct…

Dickson, Esther; Burton, Neil

2011-01-01

313

Testing the Effects of Nonverbal Behavior Training on Accuracy in Deception Detection with the Inclusion of a Bogus Training Control Group  

Microsoft Academic Search

Previous deception detection training studies have compared people receiving training in nonverbal behaviors associated with deception to control groups receiving no training and found that people who are trained are slightly to moderately more accurate than people who have not been trained. Recent research on the relationships between source veracity and specific nonverbal behaviors, however, suggests that those relationships are

Timothy R. Levine; Thomas Hugh Feeley; Steven A. McCornack; Mikayla Hughes; Chad M. Harms

2005-01-01

314

[Non-verbal auditory agnosia with EEG abnormalities and epilepsy; an unusual case of Landau-Kleffner syndrome].  

PubMed

A case of unusual Landau-Kleffner syndrome was reported. She was an 8 year-old girl and showed non-verbal agnosia, diffuse EEG abnormalities and convulsions. Her responses to both verbal and non-verbal sounds remained inconsistent and unstable. When a continuous spike-wave complexes on EEG was detected, she paid no attention to any sound in spite of her fair consciousness. Auditory brainstem response and magnetic resonance imaging of her brain were normal. Auditory agnosia was correlated well with EEG abnormalities, and valproic acid and clonazepam were effective for EEG improvement. After the EEG improvement, clinical responses to sounds recovered well; firstly she could pay attention to sounds and then she could distinguish between verbal and non-verbal sounds. Finally, she could speak a few words after the learning letters. PMID:1375480

Koeda, T; Kohno, Y

1992-05-01

315

Nonverbal Cognition in Deaf Children Following Cochlear Implantation: Motor Sequencing Disturbances Mediate Language Delays  

PubMed Central

We assessed profoundly deaf children with cochlear implants (CIs) (N = 24) and age-matched normal-hearing children (N = 31) on several nonverbal cognition measures: motor sequencing, tactile discrimination, response inhibition, visual-motor integration, and visual-spatial processing. The results revealed that the children with CIs showed disturbances solely on motor sequencing and that performance on this task was significantly correlated with scores on the Clinical Evaluation of Language Fundamentals, 4th Edition (CELF–4). These findings suggest that a period of auditory deprivation before cochlear implantation affects motor sequencing skills, which in turn may mediate the language delays displayed by some deaf children with CIs. PMID:21347923

Conway, Christopher M.; Karpicke, Jennifer; Anaya, Esperanza M.; Henning, Shirley C.; Kronenberger, William G.; Pisoni, David B.

2012-01-01

316

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

317

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

318

Motor system contributions to verbal and non-verbal working memory  

PubMed Central

Working memory (WM) involves the ability to maintain and manipulate information held in mind. Neuroimaging studies have shown that secondary motor areas activate during WM for verbal content (e.g., words or letters), in the absence of primary motor area activation. This activation pattern may reflect an inner speech mechanism supporting online phonological rehearsal. Here, we examined the causal relationship between motor system activity and WM processing by using transcranial magnetic stimulation (TMS) to manipulate motor system activity during WM rehearsal. We tested WM performance for verbalizable (words and pseudowords) and non-verbalizable (Chinese characters) visual information. We predicted that disruption of motor circuits would specifically affect WM processing of verbalizable information. We found that TMS targeting motor cortex slowed response times (RTs) on verbal WM trials with high (pseudoword) vs. low (real word) phonological load. However, non-verbal WM trials were also significantly slowed with motor TMS. WM performance was unaffected by sham stimulation or TMS over visual cortex (VC). Self-reported use of motor strategy predicted the degree of motor stimulation disruption on WM performance. These results provide evidence of the motor system’s contributions to verbal and non-verbal WM processing. We speculate that the motor system supports WM by creating motor traces consistent with the type of information being rehearsed during maintenance.

Liao, Diana A.; Kronemer, Sharif I.; Yau, Jeffrey M.; Desmond, John E.; Marvel, Cherie L.

2014-01-01

319

Associations between nonverbal behaviors and subsequent sexual attitudes and behaviors of sexually abused and comparison girls.  

PubMed

This prospective, longitudinal study examined a sample of sexually abused and comparison girls to determine (a) whether there were patterns of behavior that differed between the groups and (b) whether nonverbal behaviors assessed at the initial visit (n = 147; M = 11.11 years; SD = 3.02) might predict sexual attitudes and behaviors at a later point in development (n = 144; M = 18.52 years; SD = 3.52). At the initial assessment, nonverbal behaviors during an interaction with an unknown male interviewer were factor analyzed revealing 3 factors: wary (e.g., pouting), affiliative (e.g., chin resting on hand), and coy (e.g., tongue show). Abused girls scored higher on the coy factor that was related to earlier age at first voluntary intercourse later in development (approximately 7 years later). High scores on the affiliative factor were related to higher sexual permissiveness and less negative attitudes toward sex. Results indicate that sexually abused girls showed early maladaptive patterns in interpersonal interactions, which were subsequently related to risky sexual attitudes and behaviors. PMID:20410025

Negriff, Sonya; Noll, Jennie G; Shenk, Chad E; Putnam, Frank W; Trickett, Penelope K

2010-05-01

320

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

321

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

322

Nonverbal memory and organizational dysfunctions are related with distinct symptom dimensions in obsessive-compulsive disorder.  

PubMed

Recent acceptance that obsessive-compulsive disorder (OCD) represents a heterogeneous phenomenon has underscored the need for dimensional approaches to this disorder. However little is known about the relation between neuropsychological functions and symptom dimensions. The purpose of this study was to identify the cognitive deficits correlated with specific symptom dimensions. Thirteen categories in the Yale-Brown Obsessive Compulsive Scale symptom checklist from 144 patients with OCD were analyzed by principal component analysis. Correlations between identified symptom dimensions and neuropsychological functioning, measured by the Boston Qualitative Scoring System, were analyzed. Five factors or dimensions were identified: contamination/cleaning, hoarding, symmetry/ordering, obsessions/checking, and repeating/counting. Dysfunctions in nonverbal memory and organizational strategies were related to the symmetry/ordering dimension and the obsessions/checking dimension, respectively. The results of the present study support a transculturally stable symptom structure for OCD. They also suggest the possibility that nonverbal memory dysfunction and organizational impairment are mediated by distinct obsessive-compulsive dimensions. PMID:20483482

Jang, Joon Hwan; Kim, Hee Sun; Ha, Tae Hyon; Shin, Na Young; Kang, Do-Hyung; Choi, Jung-Seok; Ha, Kyooseob; Kwon, Jun Soo

2010-12-30

323

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

324

The Use of Virtual Characters to Assess and Train Non-Verbal Communication in High-Functioning Autism  

PubMed Central

High-functioning autism (HFA) is a neurodevelopmental disorder, which is characterized by life-long socio-communicative impairments on the one hand and preserved verbal and general learning and memory abilities on the other. One of the areas where particular difficulties are observable is the understanding of non-verbal communication cues. Thus, investigating the underlying psychological processes and neural mechanisms of non-verbal communication in HFA allows a better understanding of this disorder, and potentially enables the development of more efficient forms of psychotherapy and trainings. However, the research on non-verbal information processing in HFA faces several methodological challenges. The use of virtual characters (VCs) helps to overcome such challenges by enabling an ecologically valid experience of social presence, and by providing an experimental platform that can be systematically and fully controlled. To make this field of research accessible to a broader audience, we elaborate in the first part of the review the validity of using VCs in non-verbal behavior research on HFA, and we review current relevant paradigms and findings from social-cognitive neuroscience. In the second part, we argue for the use of VCs as either agents or avatars in the context of “transformed social interactions.” This allows for the implementation of real-time social interaction in virtual experimental settings, which represents a more sensitive measure of socio-communicative impairments in HFA. Finally, we argue that VCs and environments are a valuable assistive, educational and therapeutic tool for HFA. PMID:25360098

Georgescu, Alexandra Livia; Kuzmanovic, Bojana; Roth, Daniel; Bente, Gary; Vogeley, Kai

2014-01-01

325

A System for Real-Time Multimodal Analysis of Nonverbal Affective Social Interaction in User-Centric Media  

Microsoft Academic Search

This paper presents a multimodal system for real-time analysis of nonverbal affective social interaction in small groups of users. The focus is on two major aspects of affective social interaction: the synchronization of the affective behavior within a small group and the emergence of functional roles, such as leadership. A small group of users is modeled as a complex system

Giovanna Varni; Gualtiero Volpe; Antonio Camurri

2010-01-01

326

First Impressions in User-Agent Encounters: the Impact of an Agent's Nonverbal Behavior on Users' Relational  

E-print Network

exhibited two levels (low vs. high) of extraversion and friendliness towards the subjects by using nonverbal's proxemic behavior significantly influenced judgments of extraversion: agents stepping towards the subject's avatar were rated higher in extraversion, whereas gazing and smiling agents were judged as more friendly

Vilhjálmsson, Hannes Högni

327

Narrative Skills in Adolescents with a History of SLI in Relation to Non-Verbal IQ Scores  

ERIC Educational Resources Information Center

There is a debate about whether the language of children with primary language disorders and normal cognitive levels is qualitatively different from those with language impairments who have low or borderline non-verbal IQ (NVIQ). As children reach adolescence, this distinction may be even harder to ascertain, especially in naturalistic settings.…

Wetherell, Danielle; Botting, Nicola; Conti-Ramsden, Gina

2007-01-01

328

Brief Report: Inner Speech Impairment in Children with Autism Is Associated with Greater Nonverbal than Verbal Skills  

ERIC Educational Resources Information Center

We present a new analysis of Whitehouse, Maybery, and Durkin's (2006, Experiment 3) data on inner speech in children with autism (CWA). Because inner speech development is thought to depend on linguistically mediated social interaction, we hypothesized that children with both autism and a nonverbal greater than verbal (NV greater than V) skills…

Lidstone, Jane S. M.; Fernyhough, Charles; Meins, Elizabeth; Whitehouse, Andrew J. O.

2009-01-01

329

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

330

Teaching Approach for Developing Nonverbal Communication Skills in Students with Social Perception Deficits. Part II. Proxemic, Vocalic, and Artifactual Cues.  

ERIC Educational Resources Information Center

In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

Minskoff, Esther H.

1980-01-01

331

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

ERIC Educational Resources Information Center

This single subject design study examined two models of intervention: Denver Model (which merges behavioral, developmental, and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten young, nonverbal children with autism were matched in pairs and randomized to treatment. They received…

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

2006-01-01

332

The similar effects of verbal and non-verbal intervening tasks on word recall in an elderly population.  

PubMed

Vulnerability to retroactive interference has been shown to increase with cognitive aging. Consistent with the findings of memory and aging literature, the authors of the California Verbal Learning Test-II (CVLT-II) suggest that a non-verbal task be administered during the test's delay interval to minimize the effects of retroactive interference on delayed recall. The goal of the present study was to determine the extent to which retroactive interference caused by non-verbal and verbal intervening tasks affects recall of verbal information in non-demented, older adults. The effects of retroactive interference on recall of words during Long-Delay recall on the California Verbal Learning Test-II (CVLT-II) were evaluated. Participants included 85 adults age 60 and older. During a 20-minute delay interval on the CVLT-II, participants received either a verbal (WAIS-III Vocabulary or Peabody Picture Vocabulary Test-IIIB) or non-verbal (Raven's Standard Progressive Matrices or WAIS-III Block Design) intervening task. Similarly to previous research with young adults (Williams & Donovick, 2008), older adults recalled the same number of words across all groups, regardless of the type of intervening task. These findings suggest that the administration of verbal intervening tasks during the CVLT-II do not elicit more retroactive interference than non-verbal intervening tasks, and thus verbal tasks need not be avoided during the delay interval of the CVLT-II. PMID:24641093

Williams, B R; Sullivan, S K; Morra, L F; Williams, J R; Donovick, P J

2014-01-01

333

Non-verbal communication between nurses and people with an intellectual disability: a review of the literature  

Microsoft Academic Search

This article critically synthesizes current literature regarding communication between nurses and people with an intellectual disability who communicate non-verbally. The unique context of communication between the intellectual disability nurse and people with intellectual disability and the review aims and strategies are outlined. Communication as a concept is explored in depth. Communication between the intellectual disability nurse and the person with

Anne-Marie Martin; Maureen OConnor-Fenelon; Rosemary Lyons

2010-01-01

334

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

335

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

336

The Generality-Specificity of Encoding and Decoding Skills with Spontaneous and Deliberate Nonverbal Behavior. Technical Report No. 443.  

ERIC Educational Resources Information Center

This experiment was designed to investigate the generality-specificity of the accuracy of both encoders and decoders across different types of nonverbal behavior. It was expected that encoders and decoders would exhibit generality in their behavior--i.e., the same level of accuracy--on the dimension of behavior content…

Atkinson, Michael L.; Allen, Vernon L.

337

Oral Language Impairments in Developmental Disorders Characterized by Language Strengths: A Comparison of Asperger Syndrome and Nonverbal Learning Disabilities  

ERIC Educational Resources Information Center

Asperger syndrome (AS) and nonverbal learning disabilities (NLD) are developmental disorders in which linguistic ability is reported to be stronger than in disorders from which they must be distinguished for diagnosis. Children and adults with AS and NLD share pragmatic weaknesses, atypical social behaviours, and some cognitive features. To date,…

Stothers, M. E.; Cardy, J. Oram

2012-01-01

338

Validation of the Individualized Numeric Rating Scale (INRS): a pain assessment tool for nonverbal children with intellectual disability.  

PubMed

Clinical observations suggest that nonverbal children with severe intellectual disability exhibit pain in a wide variety yet uniquely individual ways. Here, we investigate the feasibility and describe the initial psychometrics properties of the Individualized Numeric Rating Scale (INRS), a personalized pain assessment tool for nonverbal children with intellectual disability based on the parent's knowledge of the child. Parents of 50 nonverbal children with severe intellectual disability scheduled for surgery were able to complete the task of describing then rank ordering their child's usual and pain indicators. The parent, bedside nurse and research assistant (RA) triad then simultaneously yet independently scored the patient's post-operative pain using the INRS for a maximum of two sets of pre/post paired observations. A total of 170 triad assessments were completed before (n=85) and after (n=85) an intervention to manage the child's pain. INRS inter-rater agreement between the parents and research nurse was high (ICC 0.82-0.87) across all ratings. Parent and bedside nurse agreement (ICC 0.65-0.74) and bedside nurse and research nurse agreement (ICC 0.74-0.80) also suggest good reliability. A moderate to strong correlation (0.63-0.73) between INRS ratings and NCCPC-PV total scores provides evidence of convergent validity. These results provide preliminary data that the INRS is a valid and reliable tool for assessing pain in nonverbal children with severe intellectual disability in an acute care setting. PMID:20363075

Solodiuk, Jean C; Scott-Sutherland, Jennifer; Meyers, Margie; Myette, Beth; Shusterman, Christine; Karian, Victoria E; Harris, Sion Kim; Curley, Martha A Q

2010-08-01

339

Evidence for Impaired Verbal Identification but Intact Nonverbal Recognition of Fearful Body Postures in Asperger's Syndrome  

ERIC Educational Resources Information Center

While most studies of emotion recognition in Asperger's Syndrome (AS) have focused solely on the verbal decoding of affective states, the current research employed the novel technique of using both nonverbal matching and verbal labeling tasks to examine the decoding of emotional body postures and facial expressions. AS participants performed…

Doody, John P.; Bull, Peter

2013-01-01

340

The Influence of Instruction Modality on Brain Activation in Teenagers with Nonverbal Learning Disabilities: Two Case Histories  

ERIC Educational Resources Information Center

Teenagers with nonverbal learning disabilities (NLD) have difficulty with fine-motor coordination, which may relate to the novelty of the task or the lack of "self-talk" to mediate action. In this study, we required two teenagers with NLD and two control group teenagers to touch the thumb of each hand firmly and accurately to the fingertips of the…

Tuller, Betty; Jantzen, Kelly J.; Olvera, Dianne; Steinberg, Fred; Scott Kelso, J. A.

2007-01-01

341

Memory and Reasoning Abilities Assessed by the Universal Nonverbal Intelligence Test: A Reliable Component Analysis (RCA) Study.  

ERIC Educational Resources Information Center

Applied reliable component analysis (RCA) to the normative data (2,100 children and adolescents) for the Universal Nonverbal Intelligence Test (UNIT) (A. Bracken and R. McCallum, 1998) to allow for the computation of reliable uncorrelated memory and reasoning scores. RCA sores were highly replicable, had good convergent validity, and had greater…

Caruso, John C.; Witkiewitz, Katie

2001-01-01

342

Convergent and Discriminant Validity of the Universal Nonverbal Intelligence Test with Limited English Proficient Mexican-American Elementary Students  

ERIC Educational Resources Information Center

Correlations and mean score differences between IQs derived from the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) were compared. Participants were Limited English Proficient (LEP) Mexican-American elementary school students, who were…

Borghese, Peter; Gronau, Roger C.

2005-01-01

343

Verbal and Nonverbal Emotional Behaviour of Staff: A First Attempt in the Development of an Observation Instrument  

ERIC Educational Resources Information Center

It is common to use questionnaires and interviews to assess the emotions of staff who serve clients with intellectual disabilities. Remarkably, observations of actual staff behaviour and assessments of nonverbal expressions are usually not involved. In the present study, we have made a first start in the development of an observation instrument…

van Oorsouw, Wietske M. W. J.; Embregts, Petri J. C. M.; Sohier, Jody

2011-01-01

344

A study of the use of nonverbal systems in the differential diagnosis of autistic, mentally retarded and fragile X individuals  

Microsoft Academic Search

The problems that autistic individuals show in the areas of interpersonal relationships and language have been long recognized and are well documented. Nonverbal behaviors and their implications for overall affective and cognitive development have received far less scrutiny. The purposes of this paper are to investigate the significance of movement behaviors in the differential diagnosis of autism, to present a

Enid G. Wolf-Schein; Gene S. Fisch; Ira L. Cohen

1985-01-01

345

Does the Content of Mothers' Verbal Stimulation Explain Differences in Children's Development of Verbal and Nonverbal Cognitive Skills?  

Microsoft Academic Search

The present study examined whether mothers' verbal input at 3 years of age that specifies relations between objects, actions, and concepts (scaffolding) related to children's development of verbal and nonverbal cognitive skills from 3 through 6 years of age. We were particularly interested in whether these relations differed for children who varied in their levels of biological risk full term,

Karen E. Smith; Susan H. Landry; Paul R. Swank

2000-01-01

346

The use of virtual characters to assess and train non-verbal communication in high-functioning autism.  

PubMed

High-functioning autism (HFA) is a neurodevelopmental disorder, which is characterized by life-long socio-communicative impairments on the one hand and preserved verbal and general learning and memory abilities on the other. One of the areas where particular difficulties are observable is the understanding of non-verbal communication cues. Thus, investigating the underlying psychological processes and neural mechanisms of non-verbal communication in HFA allows a better understanding of this disorder, and potentially enables the development of more efficient forms of psychotherapy and trainings. However, the research on non-verbal information processing in HFA faces several methodological challenges. The use of virtual characters (VCs) helps to overcome such challenges by enabling an ecologically valid experience of social presence, and by providing an experimental platform that can be systematically and fully controlled. To make this field of research accessible to a broader audience, we elaborate in the first part of the review the validity of using VCs in non-verbal behavior research on HFA, and we review current relevant paradigms and findings from social-cognitive neuroscience. In the second part, we argue for the use of VCs as either agents or avatars in the context of "transformed social interactions." This allows for the implementation of real-time social interaction in virtual experimental settings, which represents a more sensitive measure of socio-communicative impairments in HFA. Finally, we argue that VCs and environments are a valuable assistive, educational and therapeutic tool for HFA. PMID:25360098

Georgescu, Alexandra Livia; Kuzmanovic, Bojana; Roth, Daniel; Bente, Gary; Vogeley, Kai

2014-01-01

347

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

348

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

349

Interpersonal DeceptionIX. Effects of Social Skill and Nonverbal Communication on Deception Success and Detection Accuracy  

Microsoft Academic Search

Interpersonal Deception Theory (IDT) posits that socially skilled individuals are better able to project truthful demeanors and evade detection than are unskilled individuals. IDT also predicts that social skills benefit receivers, making them better able to detect deception. Past research by Riggio, Thcker, Throckmorton, and Widaman in 1987 (in two separate studies) has shown that socially skilled individuals emit nonverbal

Judee K. Burgoon; David B. Buller; Laura K. Guerrero

1995-01-01

350

Brief Report: Impaired Differentiation of Vegetative/Affective and Intentional Nonverbal Vocalizations in a Subject with Asperger Syndrome (AS)  

ERIC Educational Resources Information Center

The Asperger syndrome (AS) includes impaired recognition of other people's mental states. Since language-based diagnostic procedures may be confounded by cognitive-linguistic compensation strategies, nonverbal test materials were created, including human affective and vegetative sounds. Depending on video context, each sound could be interpreted…

Dietrich, Susanne; Hertrich, Ingo; Riedel, Andreas; Ackermann, Hermann

2012-01-01

351

Teachers Supporting Teachers in Learning  

NSDL National Science Digital Library

Diantha Lay is principal of an elementary school in Montgomery County, Maryland. When she wrote this chapter, she was just starting a new position for the county as a staff development teacher. Earlier she had been a second- and a fourth-grade teacher with a passion for science. When her county decided to establish the new position of staff development teacher in every school, Diantha embarked on a new adventure. In this chapter, she describes the formation of teacher study groups as she began to engage colleagues in developing a professional learning community in their school.

Lay, Diantha

2007-01-01

352

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.

353

Teacher Collaboration  

NSDL National Science Digital Library

In this group of three 5-minute videos for teachers of grades 3 through 8, three co-teaching teams describe how they work within the same classroom, collaborating on math instruction. Each pair, one classroom teacher and one special educator, talk of the benefits that collaborative teaching can offer and share their experiences of teaching mathematics in an inclusion classroom.

2012-01-01

354

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

355

Emotional signals in nonverbal interaction: dyadic facilitation and convergence in expressions, appraisals, and feelings.  

PubMed

We examined social facilitation and emotional convergence in amusement, sadness, and fear in dynamic interactions. Dyads of friends or strangers jointly watched emotion-eliciting films while they either could or could not communicate nonverbally. We assessed three components of each emotion (expressions, appraisals, and feelings), as well as attention to and social motives toward the co-participant. In Study 1, participants interacted through a mute videoconference. In Study 2, they sat next to each other and either were or were not separated by a partition. Results revealed that facilitation and convergence are not uniform across different emotions and emotion components. Particularly strong supporting patterns emerged for the facilitation of and convergence in smiling. When direct interaction was possible (Study 2), friends showed a general tendency for strong convergence, with the exception of fear-related appraisals. This suggests that underlying processes of emotional contagion and social appraisal are differentially relevant for different emotions. PMID:22471853

Bruder, Martin; Dosmukhambetova, Dina; Nerb, Josef; Manstead, Antony S R

2012-01-01

356

Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement  

PubMed Central

Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an Approximate Number System (ANS) which allows individuals to represent and manipulate non-verbal numerical information. Evidence has shown that performance on a measure of the ANS (a dot comparison task) is related to mathematics achievement, which has led researchers to suggest that the ANS plays a critical role in mathematics learning. Here we show that, rather than being driven by the nature of underlying numerical representations, this relationship may in fact be an artefact of the inhibitory control demands of some trials of the dot comparison task. This suggests that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate. PMID:23785521

Gilmore, Camilla; Attridge, Nina; Clayton, Sarah; Cragg, Lucy; Johnson, Samantha; Marlow, Neil; Simms, Victoria; Inglis, Matthew

2013-01-01

357

Non-verbal emotion communication training induces specific changes in brain function and structure  

PubMed Central

The perception of emotional cues from voice and face is essential for social interaction. However, this process is altered in various psychiatric conditions along with impaired social functioning. Emotion communication trainings have been demonstrated to improve social interaction in healthy individuals and to reduce emotional communication deficits in psychiatric patients. Here, we investigated the impact of a non-verbal emotion communication training (NECT) on cerebral activation and brain structure in a controlled and combined functional magnetic resonance imaging (fMRI) and voxel-based morphometry study. NECT-specific reductions in brain activity occurred in a distributed set of brain regions including face and voice processing regions as well as emotion processing- and motor-related regions presumably reflecting training-induced familiarization with the evaluation of face/voice stimuli. Training-induced changes in non-verbal emotion sensitivity at the behavioral level and the respective cerebral activation patterns were correlated in the face-selective cortical areas in the posterior superior temporal sulcus and fusiform gyrus for valence ratings and in the temporal pole, lateral prefrontal cortex and midbrain/thalamus for the response times. A NECT-induced increase in gray matter (GM) volume was observed in the fusiform face area. Thus, NECT induces both functional and structural plasticity in the face processing system as well as functional plasticity in the emotion perception and evaluation system. We propose that functional alterations are presumably related to changes in sensory tuning in the decoding of emotional expressions. Taken together, these findings highlight that the present experimental design may serve as a valuable tool to investigate the altered behavioral and neuronal processing of emotional cues in psychiatric disorders as well as the impact of therapeutic interventions on brain function and structure. PMID:24146641

Kreifelts, Benjamin; Jacob, Heike; Bruck, Carolin; Erb, Michael; Ethofer, Thomas; Wildgruber, Dirk

2013-01-01

358

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

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

2013-01-01

359

Teacher Resources  

NSDL National Science Digital Library

Find links for teachers below: (Please close all windows when done.) Garden City Schools Teacher Account - Use your current email ID as the google ID. Example schultn. Your initial password is "s12345678", and you will be required to change it when you first login. Example MRC Schedule Home - Garden City Public Schools Favorite Resources MI Star (Zangle) Aesoponline Discovery Education (United Streaming) Frontline Teacher Center (PBS) - FREE online videos, lesson plans, and Web-exclusive resources Freeology-Free Printable Graphic Organizers IT Requests -organization account number is ...

Schultz, Ms.

2007-04-04

360

An analysis of the reliability and validity of the Naglieri Nonverbal Ability Test (NNAT) with English language Learner (ELL) Mexican American children  

E-print Network

The purpose of this study was to investigate the reliability and validity of the results of the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) with a sample of English Language Learner (ELL) Mexican American children and to compare...

Villarreal, Carlo Arlan

2006-08-16

361

Identifying Academically Gifted English-Language Learners Using Nonverbal TestsA Comparison of the Raven, NNAT, and CogAT  

Microsoft Academic Search

In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and Form 6 of the Cognitive Abilities Test (CogAT). Results show that the U.S. national

David F. Lohman; Katrina A. Korb; Joni M. Lakin

2008-01-01

362

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.

Griffith, Christopher

363

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

364

Teacher Leadership: The Needs of Teachers  

Microsoft Academic Search

The study reported in this article described teachers leaders' views of their roles. In order to explore teacher leaders views, the primary research question was: How do teacher leaders perceive themselves and others as they work in their teacher leadership roles? Using the constant comparative research methodology, the researchers collected interview data from five teacher leaders. When the study results

Patrice R. Leblanc; Maria M. Shelton

1997-01-01

365

The relationship between displaying and perceiving nonverbal cues of affect: a meta-analysis to solve an old mystery.  

PubMed

The authors address the decades-old mystery of the association between individual differences in the expression and perception of nonverbal cues of affect. Prior theories predicted positive, negative, and zero correlations in performance-given empirical results ranging from r = -.80 to r = +.64. A meta-analysis of 40 effects showed a positive correlation for nonverbal behaviors elicited as intentional communication displays but zero for spontaneous, naturalistic, or a combination of display types. There was greater variation in the results of studies having round robin designs and analyzed with statistics that do not account for the interdependence of data. The authors discuss implications for theorists to distinguish emotional skills in terms of what people are capable of doing versus what people actually do. PMID:20085402

Elfenbein, Hillary Anger; Eisenkraft, Noah

2010-02-01

366

Non-verbal communication between nurses and people with an intellectual disability: a review of the literature.  

PubMed

This article critically synthesizes current literature regarding communication between nurses and people with an intellectual disability who communicate non-verbally. The unique context of communication between the intellectual disability nurse and people with intellectual disability and the review aims and strategies are outlined. Communication as a concept is explored in depth. Communication between the intellectual disability nurse and the person with an intellectual disability is then comprehensively examined in light of existing literature. Issues including knowledge of the person with intellectual disability, mismatch of communication ability, and knowledge of communication arose as predominant themes. A critical review of the importance of communication in nursing practice follows. The paucity of literature relating to intellectual disability nursing and non-verbal communication clearly indicates a need for research. PMID:21285123

Martin, Anne-Marie; O'Connor-Fenelon, Maureen; Lyons, Rosemary

2010-12-01

367

Effect of augmented sensorimotor input on learning verbal and nonverbal tasks among children with autism spectrum disorders.  

PubMed

Thirty-four children, with autism spectrum disorders, ages 4-14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel words for the event. Their matched controls heard the novel words and watched the juice-making task being performed. Performances on four verbal and two nonverbal measures right after instruction and at 24-48 h post-instruction, revealed higher scores for the ‘‘hands-on’’, participation than observation group on both verbal and nonverbal tasks. This study offers a paradigm for exploring the instructional advantage of enhanced participatory experience. PMID:24234676

Latham, Susan O; Stockman, Ida J

2014-06-01

368

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

369

Nonverbal synchrony of head- and body-movement in psychotherapy: different signals have different associations with outcome  

PubMed Central

Objective: The coordination of patient’s and therapist’s bodily movement – nonverbal synchrony – has been empirically shown to be associated with psychotherapy outcome. This finding was based on dynamic movement patterns of the whole body. The present paper is a new analysis of an existing dataset (Ramseyer and Tschacher, 2011), which extends previous findings by differentiating movements pertaining to head and upper-body regions. Method: In a sample of 70 patients (37 female, 33 male) treated at an outpatient psychotherapy clinic, we quantified nonverbal synchrony with an automated objective video-analysis algorithm (motion energy analysis). Head- and body-synchrony was quantified during the initial 15 min of video-recorded therapy sessions. Micro-outcome was assessed with self-report post-session questionnaires provided by patients and their therapists. Macro-outcome was measured with questionnaires that quantified attainment of treatment goals and changes in experiencing and behavior at the end of therapy. Results: The differentiation of head- and body-synchrony showed that these two facets of motor coordination were differentially associated with outcome. Head-synchrony predicted global outcome of therapy, while body-synchrony did not, and body-synchrony predicted session outcome, while head-synchrony did not. Conclusion: The results pose an important amendment to previous findings, which showed that nonverbal synchrony embodied both outcome and interpersonal variables of psychotherapy dyads. The separation of head- and body-synchrony suggested that distinct mechanisms may operate in these two regions: Head-synchrony embodied phenomena with a long temporal extension (overall therapy success), while body-synchrony embodied phenomena of a more immediate nature (session-level success). More explorations with fine-grained analyses of synchronized phenomena in nonverbal behavior may shed additional light on the embodiment of psychotherapy process.

Ramseyer, Fabian; Tschacher, Wolfgang

2014-01-01

370

The Influence of Language Brokering on Hispanic Teenagers' Acculturation, Academic Performance, and Nonverbal Decoding Skills: A Preliminary Study  

Microsoft Academic Search

This study replicates and extends R. Buriel, W. Perez, T. L. De Ment, D. V. Chavez, and V. R. Moran's (1998) study to assess the influence of language brokering on acculturation, biculturalism, and nonverbal decoding in U.S. culture as well as the subsequent influence of these variables on academic self-efficacy and grade point average. Bilingual Hispanic teenagers attending U.S. public

C. Leah Acoach; Lynne M. Webb

2004-01-01

371

Brief Report: Inner Speech Impairment in Children with Autism is Associated with Greater Nonverbal than Verbal Skills  

Microsoft Academic Search

We present a new analysis of Whitehouse, Maybery, and Durkin’s (2006, Experiment 3) data on inner speech in children with\\u000a autism (CWA). Because inner speech development is thought to depend on linguistically mediated social interaction, we hypothesized\\u000a that children with both autism and a nonverbal > verbal (NV > V) skills profile would show the greatest inner speech impairment.\\u000a CWA and typically

Jane S. M. Lidstone; Charles Fernyhough; Elizabeth Meins; Andrew J. O. Whitehouse

2009-01-01

372

A procedure and instrumentation for presenting luminous numeric response cues in a nonverbal auditory serial position task  

Microsoft Academic Search

This report describes the use of a luminous numeric display to generate response cues in a forced-choice recall task for nonverbal\\u000a auditory (pitch) sequences. A response cue display (RCD) was constructed for this purpose. The RCD is triggered by a 3-bit\\u000a binary configuration of sine-wave logic tones. The logic tones were recorded on an alternate track of magnetic recording tape

David Brian Williams; Chris Shelton

1975-01-01

373

Challenge: Teacher's Utilization Manual.  

ERIC Educational Resources Information Center

Published as a guide to educational television viewing for the gifted, the stated objective is to extend the learning environment, validate and individualize learning, provide resources, and use a nonverbal approach. For each area discussed the text provides information on the target audience, the need and purpose, methods of achieving the…

Lincoln Public Schools, NE.

374

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

375

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

376

Preparing Preservice Teachers  

NSDL National Science Digital Library

One way to improve teacher retention is to adequately prepare preservice teachers while they are enrolled in professional teacher education programs at colleges and universities. In a model developed at Towson University, preservice science teachers gain

Haines, Sarah

2002-09-01

377

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

378

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

379

Contrasting visual working memory for verbal and non-verbal material with multivariate analysis of fMRI  

PubMed Central

We performed a delayed-item-recognition task 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 1,2 or 3 unnamable nonsense line drawings for 3 seconds (‘stimulus phase’ or STIM). Subsequently, the screen went blank for 7 seconds (‘retention phase’ or RET), and then displayed a probe stimulus for 3 seconds in which subject indicated with a differential button press whether the probe was contained in the studied shape-array or not (‘probe phase’ or PROBE). Ordinal Trend Canonical Variates Analysis (Habeck et al., 2005a) was performed to identify spatial covariance patterns that showed a monotonic increase in expression with memory load during all task phases. Reliable load-related patterns were identified in the stimulus and retention phase (p<0.01), while no significant pattern could be discerned during the probe phase. Spatial covariance patterns that were obtained from an earlier version of this task (Habeck et al., 2005b) using 1, 3, or 6 letters (‘Letter task’) were also prospectively applied to their corresponding task phases in the current non-verbal task version. Interestingly, subject expression of covariance patterns from both verbal and non-verbal retention phases correlated positively in the non-verbal task for all memory loads (p<0.0001). Both patterns also involved similar frontoparietal brain regions that were increasing in activity with memory load, and mediofrontal and temporal regions that were decreasing. Mean subject expression of both patterns across memory load during retention also correlated positively with recognition accuracy (dL) in the Shape task (p<0.005). These findings point to similarities in the neural substrates of verbal and non-verbal rehearsal processes. Encoding processes, on the other hand, are critically dependent on the to-be-remembered material, and seem to necessitate material-specific neural substrates. PMID:22652306

Habeck, Christian; Rakitin, Brian; Steffener, Jason; Stern, Yaakov

2012-01-01

380

A Final Column (Rainbow Teachers, Rainbow Students).  

ERIC Educational Resources Information Center

Presents, in a farewell column, some reflections on educational issues and movements concerning rainbow students, including self-esteem, story sharing, nonverbal differences, racial identification, and testing. (TB)

Brooks, Charlotte K.

1996-01-01

381

The spontaneous expression of pride and shame: Evidence for biologically innate nonverbal displays  

PubMed Central

The present research examined whether the recognizable nonverbal expressions associated with pride and shame may be biologically innate behavioral responses to success and failure. Specifically, we tested whether sighted, blind, and congenitally blind individuals across cultures spontaneously display pride and shame behaviors in response to the same success and failure situations—victory and defeat at the Olympic or Paralympic Games. Results showed that sighted, blind, and congenitally blind individuals from >30 nations displayed the behaviors associated with the prototypical pride expression in response to success. Sighted, blind, and congenitally blind individuals from most cultures also displayed behaviors associated with shame in response to failure. However, culture moderated the shame response among sighted athletes: it was less pronounced among individuals from highly individualistic, self-expression-valuing cultures, primarily in North America and West Eurasia. Given that congenitally blind individuals across cultures showed the shame response to failure, findings overall are consistent with the suggestion that the behavioral expressions associated with both shame and pride are likely to be innate, but the shame display may be intentionally inhibited by some sighted individuals in accordance with cultural norms. PMID:18695237

Tracy, Jessica L.; Matsumoto, David

2008-01-01

382

Anscombe's "Teachers"  

ERIC Educational Resources Information Center

This article is an investigation into G. E. M. Anscombe's suggestion that there can be cases where belief takes a personal object, through an examination of the role that the activity of teaching plays in Anscombe's discussion. By contrasting various kinds of "teachers" that feature in her discussion, it is argued that the best way of…

Wanderer, Jeremy

2013-01-01

383

Teachers Network  

NSDL National Science Digital Library

Based in New York, the Teachers Network is an alliance of education professionals dedicated to disseminating best-practices throughout the world of public school education. On the homepage, visitors can click through a selection of lesson plans, essays by current teachers on their own experiences, and also read a list of grants available to those working in a number of disciplines, including social studies, language arts, and the sciences. The âÂÂHow Toâ area is one that will be most helpful to new teachers, as it provides resources on managing a classroom, working with studentsâ families, and teaching literacy. The lesson plans area includes a nice search feature which allows users to search by subject and grade level, along with offering them the option to view the most popular teacher-created lesson plans. Some of these favorites include âÂÂWhat Makes a Good Friend?â and âÂÂBreads Around the WorldâÂÂ. For educators and those with an interest in researching the realm of curriculum and instruction, this website is a real find.

384

Master Teacher  

ERIC Educational Resources Information Center

Dr. Carole Berotte Joseph, the new president of Bronx Community College, or BCC, has been training to lead an institution of higher education since grade school, taking on the role of master teacher since she played on her parents' stoop with the neighborhood children in Brooklyn. Growing up, she didn't play with dolls much. She played with real…

Miranda, Maria Eugenia

2011-01-01

385

Parent Empowerment and Teacher Professionalism: Teachers' Perspective  

ERIC Educational Resources Information Center

School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher--parent relations. In-depth interviews with homeroom teachers in affluent urban…

Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

2008-01-01

386

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

387

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.

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

2014-01-01

388

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

389

More than a face: a unified theoretical perspective on nonverbal social cue processing in social anxiety  

PubMed Central

Processing of nonverbal social cues (NVSCs) is essential to interpersonal functioning and is particularly relevant to models of social anxiety. This article provides a review of the literature on NVSC processing from the perspective of social rank and affiliation biobehavioral systems (ABSs), based on functional analysis of human sociality. We examine the potential of this framework for integrating cognitive, interpersonal, and evolutionary accounts of social anxiety. We argue that NVSCs are uniquely suited to rapid and effective conveyance of emotional, motivational, and trait information and that various channels are differentially effective in transmitting such information. First, we review studies on perception of NVSCs through face, voice, and body. We begin with studies that utilized information processing or imaging paradigms to assess NVSC perception. This research demonstrated that social anxiety is associated with biased attention to, and interpretation of, emotional facial expressions (EFEs) and emotional prosody. Findings regarding body and posture remain scarce. Next, we review studies on NVSC expression, which pinpointed links between social anxiety and disturbances in eye gaze, facial expressivity, and vocal properties of spontaneous and planned speech. Again, links between social anxiety and posture were understudied. Although cognitive, interpersonal, and evolutionary theories have described different pathways to social anxiety, all three models focus on interrelations among cognition, subjective experience, and social behavior. NVSC processing and production comprise the juncture where these theories intersect. In light of the conceptualizations emerging from the review, we highlight several directions for future research including focus on NVSCs as indexing reactions to changes in belongingness and social rank, the moderating role of gender, and the therapeutic opportunities offered by embodied cognition to treat social anxiety. PMID:24427129

Gilboa-Schechtman, Eva; Shachar-Lavie, Iris

2013-01-01

390

Effect of Dopamine Therapy on Nonverbal Affect Burst Recognition in Parkinson's Disease  

PubMed Central

Background Parkinson's disease (PD) provides a model for investigating the involvement of the basal ganglia and mesolimbic dopaminergic system in the recognition of emotions from voices (i.e., emotional prosody). Although previous studies of emotional prosody recognition in PD have reported evidence of impairment, none of them compared PD patients at different stages of the disease, or ON and OFF dopamine replacement therapy, making it difficult to determine whether their impairment was due to general cognitive deterioration or to a more specific dopaminergic deficit. Methods We explored the involvement of the dopaminergic pathways in the recognition of nonverbal affect bursts (onomatopoeias) in 15 newly diagnosed PD patients in the early stages of the disease, 15 PD patients in the advanced stages of the disease and 15 healthy controls. The early PD group was studied in two conditions: ON and OFF dopaminergic therapy. Results Results showed that the early PD patients performed more poorly in the ON condition than in the OFF one, for overall emotion recognition, as well as for the recognition of anger, disgust and fear. Additionally, for anger, the early PD ON patients performed more poorly than controls. For overall emotion recognition, both advanced PD patients and early PD ON patients performed more poorly than controls. Analysis of continuous ratings on target and nontarget visual analog scales confirmed these patterns of results, showing a systematic emotional bias in both the advanced PD and early PD ON (but not OFF) patients compared with controls. Conclusions These results i) confirm the involvement of the dopaminergic pathways and basal ganglia in emotional prosody recognition, and ii) suggest a possibly deleterious effect of dopatherapy on affective abilities in the early stages of PD. PMID:24651759

Péron, Julie; Grandjean, Didier; Drapier, Sophie; Vérin, Marc

2014-01-01

391

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. Autism Res 2014, 7: 608-616. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. PMID:25258194

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

2014-10-01

392

Learning and processing of nonverbal symbolic information in bilinguals and monolinguals  

PubMed Central

Bilinguals have been shown to outperform monolinguals on word learning and on inhibition tasks that require competition resolution. Yet the scope of such bilingual advantages remains underspecified. We compared bilinguals and monolinguals on nonverbal symbolic learning and on competition resolution while processing newly-learned material. Participants were trained on 12 tone-to-symbol mappings, combining timbre, pitch, and duration of tones. During subsequent processing, participants viewed a display with four symbols, and were instructed to identify the symbol that matched a simultaneously-presented tone. On competition trials, two symbols matched the tone in timbre and pitch, but only one matched the tone on timbre, pitch, and duration. No learning differences emerged between 27 Spanish-English bilinguals and 27 English monolinguals, and more successful learners performed better on the Peabody Picture Vocabulary task. During the processing task, competition trials yielded responses with lower accuracies and longer latencies than control trials. Further, in both groups, more successful learning of tone-to-symbol mappings was associated with more successful retrieval during processing. In monolinguals, English receptive vocabulary scores also influenced retrieval efficiency during processing, with English/Spanish vocabulary less related to the novel processing task in bilinguals. Finally, to examine inhibition of competing stimuli, priming probes were presented after each tone-symbol processing trial. These probes suggested that bilinguals, and to a lesser extent monolinguals, showed residual inhibition of competitors at 200 ms post-target identification. Together, findings suggest that learning of novel symbolic information may depend in part on previous linguistic knowledge (not bilingualism per se), and that, during processing of newly-learned material, subtle differences in retrieval and competition resolution may emerge between bilinguals and monolinguals. PMID:25360125

Blumenfeld, Henrike K.; Adams, Ashley M.

2014-01-01

393

More than a face: a unified theoretical perspective on nonverbal social cue processing in social anxiety.  

PubMed

Processing of nonverbal social cues (NVSCs) is essential to interpersonal functioning and is particularly relevant to models of social anxiety. This article provides a review of the literature on NVSC processing from the perspective of social rank and affiliation biobehavioral systems (ABSs), based on functional analysis of human sociality. We examine the potential of this framework for integrating cognitive, interpersonal, and evolutionary accounts of social anxiety. We argue that NVSCs are uniquely suited to rapid and effective conveyance of emotional, motivational, and trait information and that various channels are differentially effective in transmitting such information. First, we review studies on perception of NVSCs through face, voice, and body. We begin with studies that utilized information processing or imaging paradigms to assess NVSC perception. This research demonstrated that social anxiety is associated with biased attention to, and interpretation of, emotional facial expressions (EFEs) and emotional prosody. Findings regarding body and posture remain scarce. Next, we review studies on NVSC expression, which pinpointed links between social anxiety and disturbances in eye gaze, facial expressivity, and vocal properties of spontaneous and planned speech. Again, links between social anxiety and posture were understudied. Although cognitive, interpersonal, and evolutionary theories have described different pathways to social anxiety, all three models focus on interrelations among cognition, subjective experience, and social behavior. NVSC processing and production comprise the juncture where these theories intersect. In light of the conceptualizations emerging from the review, we highlight several directions for future research including focus on NVSCs as indexing reactions to changes in belongingness and social rank, the moderating role of gender, and the therapeutic opportunities offered by embodied cognition to treat social anxiety. PMID:24427129

Gilboa-Schechtman, Eva; Shachar-Lavie, Iris

2013-01-01

394

Preparing Teachers  

NSDL National Science Digital Library

For too long colleges and universities have avoided looking critically at their teacher-preparation programs, choosing instead to be comfortable with âbusiness as usual.â We need a dramatic shift in the role of these institutions. It begins when the incoming freshman arrives on campus and does not end four years later. We need to âerase the slateâ and redirect our focus on the real goal of achieving increased student achievement in our K-12 schools. My presentation will include a challenge to all of us to re-think who we are preparing science teachers for our nation's very serious task of significantly increasing student achievement and a roadmap for successful change.

Wheeler, Gerry

2008-09-12

395

Teacher Tools  

NSDL National Science Digital Library

The Teacher Tools Web site is part of the National Science Center -- a partnership between the National Science Center, Inc. and the US Army. The tools include lesson plans, classroom activities, videos, distance learning, and backpack activities that are organized into eleven topics that include magnetism, chemistry, electricity, energy, sound, etc. The tools are all downloadable and offer excellent learning resources for those teaching science to students in grade 3 to 12.

396

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.

397

Teacher Conceptions of History.  

ERIC Educational Resources Information Center

Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…

Evans, Ronald W.

1989-01-01

398

Non-verbal Full Body Emotional and Social Interaction: A Case Study on Multimedia Systems for Active Music Listening  

NASA Astrophysics Data System (ADS)

Research on HCI and multimedia systems for art and entertainment based on non-verbal, full-body, emotional and social interaction is the main topic of this paper. A short review of previous research projects in this area at our centre are presented, to introduce the main issues discussed in the paper. In particular, a case study based on novel paradigms of social active music listening is presented. Active music listening experience enables users to dynamically mould expressive performance of music and of audiovisual content. This research is partially supported by the 7FP EU-ICT Project SAME (Sound and Music for Everyone, Everyday, Everywhere, Every Way, www.sameproject.eu).

Camurri, Antonio

399

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

400

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

401

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

402

Teacher's Kits  

NSDL National Science Digital Library

This document describes two teacher's kits that were developed to facilitate hands-on experiences and outdoor instruction and broaden the experience of using 'Stone Wall Secrets' in the classroom. Each one contains rock samples similar to those encountered by the protagonist in the book, as well as equipment (magnifying glass, compass, etc.) that will aid students in their outdoor investigations of stone walls. Fifteen kits are available to be checked out free of chanrge for short term loan from the Stone Wall Initiative Resource Center.

403

Effects of Regulating Positive Emotions through Reappraisal and Suppression on Verbal and Non-Verbal Recognition Memory  

PubMed Central

Previous research has suggested that regulating emotions through reappraisal does not incur cognitive costs. However, in those experiments, cognitive costs were often assessed by recognition memory for information that was contextually related to the emotionally evocative stimuli and may have been incorporated into the reappraisal script, facilitating memory. Furthermore, there is little research on the cognitive correlates of regulating positive emotions. In the current experiment, we tested memory for information that was contextually unrelated to the emotional stimuli and could not easily be related to the reappraisal. Participants viewed neutral and mildly positive slides and either reappraised, suppressed their emotions, or viewed the images with no emotion regulation instruction. At the same time, they heard abstract words that were unrelated to the picture stimuli. Subsequent verbal recognition memory was lower after reappraising than viewing, whereas non-verbal recognition memory (of the slides) was higher after reappraising, but only for positive pictures and when participants viewed the positive pictures first. Suppression had no significant effect on either verbal or non-verbal recognition scores, although there was a trend towards poorer recognition of verbal information. The findings support the notion that reappraisal is effortful and draws on limited cognitive resources, causing decrements in performance in a concurrent memory task. PMID:23658647

Ortner, Catherine N. M.; de Koning, Monica

2013-01-01

404

Teachers Helping Teachers: Peer Observation and Assistance.  

ERIC Educational Resources Information Center

This book, a research-based text, describes peer observation and assistance (POA), a method designed to isolate behaviors and skills shown to raise student achievement levels and the process by which teachers can help their peers improve performance in these areas. The volume is organized into 10 chapters: (1) Teachers Helping Teachers: The…

Willerman, Marvin; And Others

405

Teachers' Perceptions of the Effective Teacher  

ERIC Educational Resources Information Center

In this study, researchers qualitatively analyzed middle school teacher participant perceptions of qualities of teacher effectiveness across 3 years (2006-2009) through 66 focus group sessions by comparing the participants' identified qualities to Stronge's (2007) Teacher Skills Assessment Checklist. Surprisingly, a disproportionate number (42.6%)…

Watson, S.; Miller, T.; Davis, L.; Carter, P.

2010-01-01

406

Teachers' Progress toward Becoming Expert Strategy Teachers.  

ERIC Educational Resources Information Center

Based upon teacher interviews and classroom observations, outlines a continuum of nine "points of progress" teachers seem to go through in learning to teach strategies to their lowest achieving students: confusion and rejection; teacher-controlled strategies; trying out; modeling process into content; "the wall"; "over the hump"; "I don't quite…

Duffy, Gerald G.

1993-01-01

407

Students' and teachers' cognitions about good teachers  

Microsoft Academic Search

Examined what students think about good teachers. 198 students of 4 age groups (7, 10, 13, and 16 yrs old) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated. The analysis revealed 2 dimensions. The first dimension reflected the preference of students

J. J. Beishuizen; E. Hof; Putten van C. M; S. Bouwmeester; J. J. Asscher

2001-01-01

408

Teachers and Tests: The Teacher Union Response.  

ERIC Educational Resources Information Center

Members (elementary and secondary teachers) of the American Federation of Teachers (AFT) were surveyed in preparation for a series of workshops to improve teachers' use and understanding of tests. Results showed generally positive attitudes towards tests, and a specific interest in using tests for diagnostic and prescriptive planning purposes.…

Gould, Jewell; Ward, James

409

Interpersonal, Nonverbal, and Small Group Communication: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).  

ERIC Educational Resources Information Center

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles discuss a variety of topics, including the following: (1) caregiver talk to toddlers in dyadic and polyadic care; (2) communication tactics for neutralizing verbal aggression; (3) physical attractiveness and nonverbal

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

410

Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program's Experience  

ERIC Educational Resources Information Center

The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in…

Giessman, Jacob A.; Gambrell, James L.; Stebbins, Molly S.

2013-01-01

411

Comparison among Children with Children with Autism Spectrum Disorder, Nonverbal Learning Disorder and Typically Developing Children on Measures of Executive Functioning  

ERIC Educational Resources Information Center

It has been suggested that children with nonverbal learning disabilities (NLD) or Asperger's Syndrome (AS) may show difficulties with executive functioning. There were 3 groups in this study who completed a neuropsychological battery of visual-spatial, executive functioning, and reasoning tasks; AS (n = 37), NLD (n = 31), and controls…

Semrud-Clikeman, Margaret; Fine, Jodene Goldenring; Bledsoe, Jesse

2014-01-01

412

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

ERIC Educational Resources Information Center

The aim of this study was to test whether negative cognitive errors (overgeneralizing, catastrophizing, selective abstraction, and personalizing) mediate the moderator effect of non-verbal cognitive ability on the association between adverse life events (life stress) and emotional and behavioral problems in adolescence. The sample consisted of 430…

Flouri, Eirini; Panourgia, Constantina

2011-01-01

413

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

414

Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test Identify Equal Proportions of High-Scoring White, Black, and Hispanic Students?  

Microsoft Academic Search

In a recent article in this journal, Naglieri and Ford (2003) claimed that Black and Hispanic students are as likely to earn high scores on the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) as White students. However, the sample that Naglieri and Ford used was not representative of the U.S. school population as a whole and was quite unrepresentative of

David F. Lohman

2005-01-01

415

Teaching Word Recognition to Non-Verbal Cerebral Palsied Young Adults Utilizing Word-Family Patterns and Carba-Linguaduc Electronic Communications Equipment.  

ERIC Educational Resources Information Center

The use of Carba-linguaduc equipment (an electronic device that facilitates communication in the nonverbal) in the teaching of basic reading skills was compared to gestural yes/no responses in a study with four severely cerebral palsied/moderately retarded young adults (ages 20 to 30). Results indicated that significant language learning was…

Anderson, Brenda

416

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

417

Word searches: on the use of verbal and non-verbal resources during classroom talk.  

PubMed

Word finding difficulties in children are typically characterized by search behaviours such as silence, circumlocution, repetition, and empty words. Yet, how children's word searches are constructed (including gesture, gaze, and prosody) and the actions accomplished during interaction have not yet been researched. In this study, 8-year-old Ciara is interacting with her teacher in the classroom. Thirty-seven segments containing word searches were analysed according to the procedures used by conversation analysts. Ciara's interactional resources include co-ordinated deployment of syntax, pitch height, and downward gaze during solitary searching that assist the enterprise of self-repair. Gaze shift towards the teacher signals a transition relevance place, thus constituting a direct invitation for her to participate in the search. Ciara's interactional resources include semantic category labelling, phonological self-cuing, and pronominal substitution that supply valuable linguistic information to the teacher and trigger production of the searched-for item. Recommendations for language teaching and therapy are presented. PMID:19669993

Radford, Julie

2009-08-01

418

Student Teachers Speak Out!  

ERIC Educational Resources Information Center

The high teacher attrition and early-career exodus of beginning teachers suggest that traditional methods fall short of providing the support needed by beginning teachers. This qualitative study examined the challenges encountered by student teachers during their practicum experience. Findings suggest that the attrition rate may be at least…

Berridge, Gina G.; Goebel, Vella

2013-01-01

419

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.

420

Teachers: Role and Career.  

ERIC Educational Resources Information Center

This paper presents an analysis and review of recent research on the teacher's role, rewards and incentives for teachers, and the developmental stages through which teachers progress. Studies on the role of the teacher included investigations into the social and psychological perspectives on the role, and the social and structural features of role…

Allain, Violet Anselmini; And Others

421

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

422

Multiple Teachers: Multiple Gains?  

ERIC Educational Resources Information Center

This paper explores the concept of instrumental/vocal learning when studying the same instrument or voice with more than one concurrent teacher. In this context, teachers may be working as a team, or one or both teachers may not know of the other's contribution to a student's learning. Qualitative data from music students and teachers at the…

Haddon, Elizabeth

2011-01-01

423

Sex differences in the ability to recognise non-verbal displays of emotion: a meta-analysis.  

PubMed

The present study aimed to quantify the magnitude of sex differences in humans' ability to accurately recognise non-verbal emotional displays. Studies of relevance were those that required explicit labelling of discrete emotions presented in the visual and/or auditory modality. A final set of 551 effect sizes from 215 samples was included in a multilevel meta-analysis. The results showed a small overall advantage in favour of females on emotion recognition tasks (d=0.19). However, the magnitude of that sex difference was moderated by several factors, namely specific emotion, emotion type (negative, positive), sex of the actor, sensory modality (visual, audio, audio-visual) and age of the participants. Method of presentation (computer, slides, print, etc.), type of measurement (response time, accuracy) and year of publication did not significantly contribute to variance in effect sizes. These findings are discussed in the context of social and biological explanations of sex differences in emotion recognition. PMID:24400860

Thompson, Ashley E; Voyer, Daniel

2014-01-01

424

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

425

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

426

Abstract: The paper focuses on a novel system iFeel_IM! that integrates 3D virtual world Second Life, intelligent component for automatic emotion recognition from text messages, and innovative affective haptic interfaces providing additional nonverbal  

E-print Network

affective haptic interfaces providing additional nonverbal communication channels through simulation social interaction and emotional involvement of online interpersonal communication. iFeel_IM! users can) completely ignore such important channel of social communication as sense of touch. Besides emotions conveyed

Tachi, Susumu

427

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

428

A Decade Of Teacher Professional Development With SOFIA's EXES And TEXES  

NASA Astrophysics Data System (ADS)

Since January 1998 central Texas grade 6-12 science and math teachers have met several times per year to learn first-hand about how a scientific instrument, the Echelon Cross Echelle Spectrograph (EXES), is being developed and built for SOFIA. In addition to learning about the technology of astronomical instrumentation, they have learned about the development of SOFIA, the scheduling and preparation for observing runs, and a wide range of astronomical topics. A typical Saturday meeting includes an update on SOFIA, EXES, and its ground-based prototype, TEXES (Texas Echelon Cross Echelle Spectrograph); one or more presentations on a science or technology topic; and a Standards-linked activity that they can carry back to use in their classrooms. A variety of guest-presenters - faculty, staff, and graduate students as well as visitors (e. g., Jackie Davidson and Alan Tokunaga) - enrich the program with their expertise. Field trips are important supplements to the program; the entire group visited Waco three times to observe the SOFIA aircraft modification while selected members have accompanied scientists to McDonald Observatory, IRTF, and Gemini for observing runs. In addition, the immediacy offered by live videoconferences with TEXES observers at IRTF and Gemini brought the participants a unique appreciation of nighttime observing at a professional observatory. The participants report their increased knowledge of astronomical concepts and of the culture of professional astronomy. By spreading the SOFIA EXES teacher program over its first decade of development, the staff has formed strong professional bonds with the participants while the participants have shared their experiences with each other. Support from USRA grant 8500-98-008 and the National Science Foundation AST-0607312 and AST- 0607708 is gratefully acknowledged.

Hemenway, Mary Kay; Lacy, J. H.; Sneden, C.; Teacher Associates, EXES

2007-12-01

429

Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge  

ERIC Educational Resources Information Center

To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…

Mumthas, N. S.; Blessytha, Anwar

2009-01-01

430

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

431

Mentoring Beginning Physics Teachers  

NSDL National Science Digital Library

A presentation on the PhysTEC project and the mentoring of beginning physics teachers. The presentation discusses the problem of teacher attrition and the role of mentoring in solving the attrition problem.

Isola, Ew; Freeland, Dale

2008-07-12

432

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

433

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

434

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.

2011-01-01

435

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

436

Solar Concepts: Teacher Notes.  

ERIC Educational Resources Information Center

This volume of teacher notes describes teaching methods to support the material presented in the background text and to elaborate on basic solar concepts. Included are objectives and quizzes, teacher notes and bibliographies, and selected student projects. (Author/RE)

Gorham, Jonathan W.

437

Differentiated Teacher Evaluation.  

ERIC Educational Resources Information Center

Calvert County School District, Maryland, has developed a differentiated teacher evaluation system that promotes collaboration among supervisors and administrators in rating teacher performance. Methods involve informal observation, rating observation, and nonrating observation. Implementation is accompanied by extensive formative evaluation by…

Glatthorn, Allan A.; Holler, Richard L.

1987-01-01

438

Writers as Teachers/Teachers as Writers.  

ERIC Educational Resources Information Center

In an attempt to exorcise cliched, hollow, "voiceless prose," 11 diverse novelists, poets, playwrights, essayists, and critics who are serious teachers of writing share their insights and feelings about their roles as teachers and about writing. Some of the goals expressed in these essays about the relationship between processes of writing and the…

Baumbach, Jonathan, Ed.

439

Supervisor of Teacher Education Teacher Education  

E-print Network

. The position will commence as early as July1, 2014, or as negotiated. The successful candidate supervised field experiences for student and intern teachers, and o the Teaching Performance Assessment (TPA and teacher performance assessment. Applicants with BCLAD/Bilingual Authorization or Special Education

Mills, Allen P.

440

Male teachers, homophobia, misogyny and teacher education  

Microsoft Academic Search

Placing issues of homophobia and anti?lesbianism on the agenda of teacher education programmes often meets with resistance from some students, and others. Such resistance is indicative of broader attempts to maintain the straight face of schooling. However, one way in which it is possible to place such issues on the agenda in schooling and teacher education is to demonstrate how

Martin Mills

2004-01-01

441

Male Teachers, Homophobia, Misogyny and Teacher Education  

ERIC Educational Resources Information Center

Placing issues of homophobia and anti-lesbianism on the agenda of teacher education programmes often meets with resistance from some students, and others. Such resistance is indicative of broader attempts to maintain the straight face of schooling. However, one way in which it is possible to place such issues on the agenda in schooling and teacher

Mills, Martin

2004-01-01

442

Foregrounding Preservice Teacher Identity in Teacher Education  

ERIC Educational Resources Information Center

The article examines, through comparative case study method, how secondary-language-arts preservice student teachers' identities were constructed by spacetime configurations and what those identities meant to the individuals in the study. It reflects on the findings from two of the preservice secondary arts teachers for the study in two…

Miller, S. J.

2006-01-01

443

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

444

Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability: an exploratory study of the nurse's experiences. Part 2.  

PubMed

This is the second of two articles presenting the findings of a qualitative study which explored the experiences of Registered Nurses Intellectual Disability (RNIDs) of communicating with people with an intellectual disability who communicate non-verbally. While Part 1 outlined the study background, context and methodology along with the overarching, multi-dimensional category of 'familiarity/knowing the person', the current article critically discusses the themes and subthemes encapsulated in this category. Each theme is considered in the light of current policies, strategies and philosophies shaping the provision of services to people with an intellectual disability in Ireland. The results suggest that the RNID is ideally located and key to supporting the implementation of these policies and strategies due to their highly developed and proficient skill set as well as experience of communicating with people with an intellectual disability who communicate non-verbally. PMID:22433478

Martin, Anne-Marie; Connor-Fenelon, Maureen O'; Lyons, Rosemary

2012-06-01

445

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

446

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

447

Vocational Teacher Education Study.  

ERIC Educational Resources Information Center

A study was conducted to determine the present state of vocational education in Kentucky and the supply of and demand for vocational teachers. Results are summarized for vocational teacher education in general and for teachers in the areas of agricultural education, business and office education, marketing and distributive education, health and…

Tulloch, Charlotte

448

Fixing Teacher Professional Development  

ERIC Educational Resources Information Center

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

Hill, Heather C.

2009-01-01

449

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

450

Art Teacher Education.  

ERIC Educational Resources Information Center

This journal issue provides a cogent look at general issues in art teacher education, specific teacher education programs and particular agendas as they are played out in a number of different countries. The topic is introduced in the Editorial, "The Education of Educators: Art Teacher Education around the World" (Kit Grauer). Articles that follow…

Grauer, Kit, Ed.

1994-01-01

451

National Science Teachers Association  

NSDL National Science Digital Library

The National Science Teachers Association. The National Science Teachers Association (NSTA) is committed to promoting excellence and innovation in science teaching and learning for all. NSTA's membership includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.

2003-10-10

452

Experienced New Teachers  

ERIC Educational Resources Information Center

Although many researchers have focused their efforts on studying first-year teachers, little research has been conducted about experienced new teachers, educators who have teaching experience but are new to a school or school system. This qualitative study of the experiences of three experienced new teachers reveals that many experienced new…

Gant, Angela B.

2009-01-01

453

Grading Teachers' Grading Policies.  

ERIC Educational Resources Information Center

Proposes guidelines for principals attempting to evaluate teachers' grading policies. Principals should understand teachers' perspectives, ask for copies of their grading policies, be wary of traits (like "effort") not measuring achievement, consider grading information quality, think about homework's role, expect teachers to use numbers and…

Friedman, Stephen J.

1998-01-01

454

Recruiting Male Teachers.  

ERIC Educational Resources Information Center

Offers practical recruitment and retention strategies for administrators, teacher educators, career counselors, middle and high school educators, and teachers of young children to recruit and retain men in early childhood and elementary education. Includes questions to help educators review their own beliefs and assumptions about male teachers.…

Cunningham, Bruce; Watson, Lemuel W.

2002-01-01

455

Reducing Teacher Incompetence.  

ERIC Educational Resources Information Center

Suggests how administrators may reduce teacher incompetence. Teacher incompetence can be reduced if administrators fully understand and undertake appropriate preventive and remedial measures. Two sections comprise this article. First, a taxonomy of teacher incompetence reveals the magnitude of the problem. Second, preventive and remedial measures…

Rich, John Martin

1988-01-01

456

Focus on Teacher Salaries.  

ERIC Educational Resources Information Center

This report presents teacher salary data from the Southern Regional Education Board (SREB). There is a gap between SREB states' average teacher salaries and the national average. Over the last 5 years, SREB teacher salaries increased by an average of 14.4 percent; the national increase was nearly 2 percentage points lower. Georgia and North…

Gaines, Gale F.

457

Management Engineered Teacher Education.  

ERIC Educational Resources Information Center

"Management engineered" teacher education is an instructional method designed to assist teachers in the acquisition, maintenence, and improvement of essential knowledge, skills, attributes, and professional competencies which are necessary to function effectively in varied professional roles. The system aims at improving teachers' performances as…

Blomstedt, Bob

458

Finding Exemplary Teachers  

ERIC Educational Resources Information Center

Teacher quality is the most crucial component in promoting student learning. For all the controversy about No Child Left Behind, one underlying emphasis of the federal law that is irrefutable is the importance placed on teacher quality. Therefore, a school organization committed to excellence must recruit and select outstanding teachers. The Obama…

O'Donovan, Eamonn

2010-01-01

459

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

460

The Resourceful Teacher  

NSDL National Science Digital Library

As teachers, we are given quite a list of duties to fulfill. It is tempting to take the easy way and plan your lessons for next week during your planning period. However, to be a truly dynamic teacher you must do more. In science, dynamic teachers have an

Molledo, Magdalena

2001-03-01

461

Jesus the Teacher  

Microsoft Academic Search

One of the strongest portraits of Jesus in the Gospels is that of a teacher (Lee, 1988). Other than the title “Lord,” people call Jesus “Teacher” more often than any other epithet in the New Testament, and often with a great deal of respect and admiration (Mark 10:17; Matt 22:16). Jesus also calls himself a “teacher.” In the story of

Marie Noël Keller

1998-01-01

462

Measuring Teacher Effectiveness  

ERIC Educational Resources Information Center

Prior research has shown that there is a correlation between teacher characteristics (e.g., pedagogical knowledge, teacher preparation/certification) and student achievement. Current political contexts call for the utilization of student achievement data to measure the effectiveness of our education systems. A solid research base of how teacher

Jacobo, Amber Leann

2012-01-01

463

The Teacher Talent Trove  

ERIC Educational Resources Information Center

Teacher leadership represents a powerful approach to assert the true professionalism that educators have long been seeking. Opportunities abound for teachers to contribute to school reform by demonstrating their leadership skills. This article considers strategies to rebuild the portrait of teachers and thereby encourage strong professional…

Quinn, Terrence

2003-01-01

464

Wisconsin card sorting test and Halstead Category Test performances of children and adolescents who exhibit the syndrome of nonverbal learning disabilities  

Microsoft Academic Search

Wisconsin Card Sorting Test (WCST) and Halstead Category Test (HCT) performances of 15 children\\/adolescents (age range 9 to 17 years) diagnosed with the syndrome of nonverbal learning disabilities (NLD) and 15 age-, gender-, and FSIQ-matched verbal learning-disabled (VLD) controls were examined. The VLD group made significantly fewer errors on the HCT than did the NLD group. In addition, the VLD

Nancy J. Fisher; John W. Deluca; Byron P. Rourke

1997-01-01

465

An on-line task for contrasting auditory processing in the verbal and nonverbal domains and norms for younger and older adults  

Microsoft Academic Search

Contrasting linguistic and nonlinguistic processing has been of interest to many researchers with different scientific, theoretical,\\u000a or clinical questions. However, previous work on this type of comparative analysis and experimentation has been limited. In\\u000a particular, little is known about the differences and similarities between the perceptual, cognitive, and neural processing\\u000a of nonverbal environmental sounds and that of speech sounds. With

Ay?e Pinar Saygin; Frederic Dick; Elizabeth Bates

2005-01-01

466

Transferability of norms and its implication in cross-cultural gifted education: norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine public schools  

Microsoft Academic Search

This is a normative study to investigate the transferability of norms from western-based intelligence tests to Filipino students.\\u000a More than 2,700 Filipino sixth graders were sampled across the country and administered the Naglieri Nonverbal Ability Test\\u000a (NNAT). Scores were then compared to the US normative sample. The results showed no significant differences in mean scores\\u000a and the standardized mean difference

Alvin Vista; Tarek Grantham

2009-01-01

467

Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.  

ERIC Educational Resources Information Center

A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to…

Sosa, Alicia Salinas; Gonzales, Frank

468

Teacher Education in Physics  

NSDL National Science Digital Library

This compendium of research articles on the preparation of physics and physical-science teachers is published by the Physics Teacher Education Coalition (PhysTEC). This book came about due to a need for improved preparation of physics and physical science teachers. This resulting book includes new reports that reflect cutting-edge research and practice, as well as reprints of previously published seminal papers from the body of research and research-based practice in physics teacher education. PhysTEC is a a project of the American Physical Society (APS) and American Association of Physics Teachers (AAPT).

2012-01-09

469

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.

Hanuscin, Deborah L.; Lee, Michelle H.

2008-07-01

470

NEWS: Teachers' Awards 2001  

NASA Astrophysics Data System (ADS)

Every year, as the result of an Education Group initiative, the UK Institute of Physics honours a small number of practising teachers in both the primary and secondary sectors. Nominations come from a variety of sources: students, pupils, head teachers, colleagues, governors, advisers, Institute branches and parents. Selection is by a panel of teachers and former teachers, people fully aware of the real work and rewards of being a teacher. To qualify for a Teacher's Award there is one basic criterion: is this person an exceptional teacher? It is not a competition, merely a wish to spotlight and celebrate the work of physics teachers in the classroom. This year nine awards were made, one for primary science and the rest for teaching physics in secondary schools and colleges. This was a higher number than in previous years and reflects the increased number of nominations received. If you know of a teacher who deserves recognition then please tell us. We are looking for teachers who inspire in their students a love of science (at the primary level) or physics (at the secondary level). We would particularly welcome more nominations from the primary sector. If you, or any of your children or relatives, can think of such a teacher then please contact Steven Chapman (Steven.Chapman@iop.org) for more details or a nomination form.

2000-09-01

471

STRUCTURED COMMUNICATION: EFFECTS ON STUDENT TEACHER - COOPERATING TEACHER RELATIONSHIPS  

Microsoft Academic Search

Perceptions held by agricultural science student teachers about their relationship with cooperating teachers during field experiences is a variable that may affect the number of student teachers entering the profession. The purpose of this study, which was part of a larger study, was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student

Don W. Edgar; T. Grady Roberts; Tim H. Murphy

472

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

473

New Teacher Perceptions of the "Teacher Leader" Movement  

ERIC Educational Resources Information Center

This study explored how untenured teachers define the concept of "teacher leadership" and how this understanding is evidenced in day-to-day practice. Results suggest that new teachers view "teacher leadership" as activities necessary for promotion to higher-level administrative roles. Much less consideration was given to the notion of teacher

Nolan, Barbara; Palazzolo, Laura

2011-01-01

474

Dissident Teacher Education: A Heterologic Paradigm for Teacher Preparation  

ERIC Educational Resources Information Center

As challenges are handed down from state and federal governments to demonstrate utility and efficiency within teacher education programs, it is important to stop and consider the role of teacher education within schooling. Perhaps we should prepare new teachers by asking, "How should we prepare new teachers?" By framing teacher education within a…

Parkison, Paul T.

2012-01-01

475

Teachers Teaching Teachers (T3). Volume 6, Number 2  

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) Standing Up, Speaking Out: Teacher Voices Lift to Influence National Policy (Anthony Armstrong); (2) Tool: Develop a Relationship…

Armstrong, Anthony, Ed.

2010-01-01

476

Teachers Teaching Teachers (T3)[TM]. Volume 5, 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) Building Bridges: Data Help Instructional Coach Make Vital Connections with Teachers (Theresa Long); (2) NSDC Tool: Instructional…

Crow, Tracy, Ed.

2009-01-01

477

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

478

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 5  

ERIC Educational Resources Information Center

"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Call to Action: Landmark Study on Professional Learning Calls to Teacher Leaders (Joellen Killion); (2) Tools: Hone Your Understanding of Effective…

von Frank, Valerie, Ed.

2009-01-01

479

Uncovering pain in critically ill non-verbal children: nurses' clinical experiences in the paediatric intensive care unit.  

PubMed

Critically ill paediatric patients are frequently exposed to pain that is required to be assessed and treated effectively. The most reliable resource for assessing pain is the child itself, but children in the paediatric intensive care unit (PICU) are commonly unable to communicate their needs, requiring professional caregivers to uncover and interpret pain. However, nurses and paediatricians do not have sufficient knowledge of how critical illness affects childrens' signs of pain. The aim of this study was to illuminate clinical experiences of pain in the PICU; describing nurses' perceptions of expressions of pain in non-verbal, critically ill 2-6 year old children. The participants were 17 experienced PICU nurses. Data were analysed according to the phenomenographic method and three qualitatively different main categories, gained from clinical experience, emerged: changes in the measurable parameters; perceived muscular tension; and, altered behaviour. Furthermore, contrasting the categories revealed two diverse perspectives to focus pain: measure-oriented and patient-oriented. Subtle expressions of pain were recognised when focus was patient-oriented. These findings support the necessity of actively looking for pain deriving from various perspectives and considering diverse caring needs when doing so. Acknowledging pain makes pain visible. PMID:21828165

Mattsson, Janet Yvonne; Forsner, Maria; Arman, Maria

2011-09-01

480

Performance of healthy, older adults on the Tower of London Revised: Associations with verbal and nonverbal abilities.  

PubMed

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 compared to that of 35 young adult college students. Group comparisons indicated age differences in TOL-R performance; however, these were eliminated after adjusting for individual differences in Matrix Reasoning performance. In the older adult groups, multiple regression analyses demonstrated that Matrix Reasoning performance was a stronger predictor of TOL-R performance than was chronological age or years of education. These results suggest that performance on the TOL-R is a psychometrically sound executive function measure for older adults and that individual differences in fluid intelligence are more predictive of performance than chronological age. PMID:16766340

Zook, Nancy; Welsh, Marilyn C; Ewing, Vanessa

2006-03-01

481

Functional asymmetry of human prefrontal cortex in verbal and non-verbal episodic memory as revealed by fMRI.  

PubMed

Functional neuroimaging studies have demonstrated preferential involvement of bilateral prefrontal cortex during episodic memory encoding and retrieval. The aim of the present study is to address the question whether left prefrontal model for encoding holds when highly non-verbal material is used, and which region of the brain is critically related to successful retrieval. To do this, seven normal subjects were investigated using functional magnetic resonance imaging (fMRI) during encoding and retrieval of word and checkerboard pattern. Our results revealed that word encoding activated the left prefrontal cortices and right cerebellum, whereas pattern encoding activated the bilateral middle frontal gyrus, superior parietal lobule, premotor area, and occipital visual cortex. Word-specific activation was found in the ventral prefrontal cortices, and pattern-specific activation located in the right dorsal prefrontal cortex. Conjunction analysis during encoding of word and pattern showed that activity in the left dorsal prefrontal cortex and the right cerebellum might relate to common neural network for encoding regardless of the type of material. Finally, the present study demonstrates strong association between the left ventral prefrontal cortex and retrieval success for word. The evidence, that both encoding and retrieval of words activated the left ventral prefrontal cortex, indicates that this area is involved in active and strategic operation of the mnemonic representation. A lack of the right prefrontal activation during retrieval was interpreted as that activity in this region might relate to retrieval effort rather than success. PMID:10666559

Iidaka, T; Sadato, N; Yamada, H; Yonekura, Y

2000-01-01

482

Assessing Nonverbal Same/Different Judgments of Auditory Stimuli in Individuals with Intellectual Disabilities: A Methodological Investigation  

PubMed Central

This methodological paper reports an initial attempt to evaluate the feasibility and utility of a nonverbal task for assessing generalized same/different judgments of auditory stimuli in individuals who have intellectual disabilities. Study 1 asked whether participants could readily acquire a baseline of auditory same/different, go-left/go-right performance with minimal prompting. Sample stimuli consisted of pairs of successively presented sine-wave tones. If the tones were identical, participants were reinforced for selections of a visual stimulus on the left side of the computer screen; if the two stimuli were different, selections of the visual stimulus on the right were reinforced. Two of five participants readily acquired the task, generalized performance to other stimuli and completed a rudimentary protocol for examining auditory discriminations that are potentially more difficult than those used to establish the initial task. In Study 2, two participants who could not perform the go-left/go-right task with tone stimuli, but could do so with spoken-word stimuli, successfully transferred control by spoken words to tones via an auditory superimposition-and-fading procedure. The findings support the feasibility of using the task as a general-purpose auditory discrimination assessment. PMID:23585816

Serna, Richard W.; Preston, Mark A.; Thompson, G. Brooks

2013-01-01

483

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

484

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

485

Student Teachers and Legal Issues.  

ERIC Educational Resources Information Center

In most cases, a student teacher's actions are subject to the same laws as are the teacher's actions. Numerous laws are enacted each year that affect teachers and their classrooms. Teachers and teacher educators must be kept informed of the legal consequences of their actions or inaction. Researchers sent a survey to area superintendents,…

Monts, Dana R.

486

Retaining Teachers: How Preparation Matters  

ERIC Educational Resources Information Center

Using data from the 2003-04 Schools and Staffing Survey, the authors studied how various aspects of teacher preparation affect the retention of new teachers--specifically mathematics and science teachers. They found that the preparation of new mathematics and science teachers differs from that of other new teachers in various respects, but factors…

Ingersoll, Richard; Merrill, Lisa; May, Henry

2012-01-01

487

Physics Teachers' Future Teaching Plans  

ERIC Educational Resources Information Center

There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

Physics Teacher, 2012

2012-01-01

488

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

489

Teacher leadership’: values and voice  

Microsoft Academic Search

This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers

David Frost

2008-01-01

490

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

491

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

492

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

493

Student teachers' perceptions of important characteristics of cooperating teachers  

E-print Network

A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher...

Kasperbauer, Holly Jo

2006-10-30

494

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

495

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

496

Teacher Professional Continuum  

NSF Publications Database

The Teacher Professional Continuum (TPC) program addresses critical issues and needs regarding the recruitment, preparation, induction, retention, and life-long development of K-12 science, technology, engineering, and mathematics (STEM) teachers. Its goals are to improve the quality and coherence of teacher learning experiences across the continuum through research that informs teaching practice and the development of innovative resources for the professional development of K-12 STEM ...

497

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

498

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

499

Imagining Ourselves as Teachers: the development of teacher identity in music teacher education  

Microsoft Academic Search

We all have very clear images of what teachers look like. After all, we have experienced teachers formally and informally for most of our lives. In addition to the many teachers that we hold in our memories from our schooling, we have accumulated a vast number of fictional teachers—teachers portrayed in art, in film, in theatre, and many other areas

LORI ANNE DOLLOFF

1999-01-01

500

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