Science.gov

Sample records for teacher nonverbal immediacy

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

    ERIC Educational Resources Information Center

    Finn, Amber N.; Schrodt, Paul

    2012-01-01

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

  2. Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?

    ERIC Educational Resources Information Center

    Wei, Fang-Yi Flora; Wang, Y. Ken

    2010-01-01

    This study investigated the relationship between teacher immediacy and college students' use of text messaging in class. Using a cross-sectional survey sample (N=228), structural equation model analyses showed that students' learning motivation does not mediate the potential effects of teacher immediacy and students' use of text messaging in…

  3. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Estepp, Christopher M.

    2012-01-01

    The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a college of agriculture. The independent variables for this study were verbal and nonverbal immediacy and professor/student rapport. The dependent variable in…

  4. The Effects of Nonverbal and Verbal Immediacy on Recall and Multiple Student Learning Indicators

    ERIC Educational Resources Information Center

    Goodboy, Alan K.; Weber, Keith; Bolkan, San

    2009-01-01

    A 2 x 2 experiment was conducted in which instructor nonverbal immediacy and verbal immediacy were manipulated in a college classroom to examine causal links with cognitive and affective learning outcomes. Previous criticisms concerning immediacy and learning research were considered and multiple operationalizations of cognitive learning (i.e.,…

  5. Conceptualizing Teacher Immediacy through the "Companion" Metaphor

    ERIC Educational Resources Information Center

    Sibii, Razvan

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Erlandson, Karen

    2012-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Littlejohn, Vania

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

  8. Teachers' Nonverbal Behavior and Its Impact on Student Achievement

    ERIC Educational Resources Information Center

    Chaudhry, Noureen Asghar; Arif, Manzoor

    2012-01-01

    The observational study was conducted to see the impact of teachers' nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers' both male and female…

  9. Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections

    ERIC Educational Resources Information Center

    LeFebvre, Luke; Allen, Mike

    2014-01-01

    This study examined teaching assistant's immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers' immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing…

  10. Use of Teacher Nonverbal Cues with Handicapped Students.

    ERIC Educational Resources Information Center

    Hillison, John; Crunkilton, John R.

    1983-01-01

    Teachers can use nonverbal forms of communication (facial expression, gestures, space, eye contact, body orientation, tone of voice, and head nod/head shake) to enhance the communication process with their handicapped students. (CL)

  11. Instructional immediacy in elearning.

    PubMed

    Walkem, Kerrie

    2014-01-01

    Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes. PMID:25632711

  12. The Relationship between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education: The Case of Anadolu University Open Education Faculty

    ERIC Educational Resources Information Center

    Bozkaya, Mujgan; Erdem Aydin, Irem

    2007-01-01

    A significant number of studies in the literature stress the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique…

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

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2013-01-01

    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…

  14. Understanding the embodied teacher : nonverbal cues for sociable robot learning

    E-print Network

    Berlin, Matthew Roberts, 1980-

    2008-01-01

    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 ...

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

    ERIC Educational Resources Information Center

    Darrow, Alice-Ann; Johnson, Christopher

    2009-01-01

    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…

  16. Statistics Anxiety and Instructor Immediacy

    ERIC Educational Resources Information Center

    Williams, Amanda S.

    2010-01-01

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

  17. Verbal and Non-Verbal Communication in Teaching: A Study of Trainee P.E. Teachers in the Gymnasium.

    ERIC Educational Resources Information Center

    Fox, Cynthia; Poppleton, Pam

    1983-01-01

    Argyle and Kendon's model of social skills provided the framework for examining the relationship between verbal and nonverbal aspects of the performance of 77 female student teachers at a British physical education college. (Author/RM)

  18. The Role of Verbal and Nonverbal Communication between Students with Special Needs and Their Teachers in Middle School

    ERIC Educational Resources Information Center

    Williams, Dottie S.

    2009-01-01

    Previous research has demonstrated that a positive relationship between teacher and student improves student performance in school. However, less information is available regarding the verbal and nonverbal communications between the students with special needs and their teachers within this middle school subgroup. Personal attention and support…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  20. Verbal and Non-Verbal Communication in Teaching: A Study of Trainee P.E. Teachers in the Gymnasium.

    ERIC Educational Resources Information Center

    Fox, Cynthia; Poppleton, Pam

    1983-01-01

    Seventy-seven female student teachers at an English Physical Education college were observed during teaching practice in order to examine the relationship between their verbal and nonverbal performance. Results are discussed in relation to Argyle and Kendon's model of social skills. (Author/GC)

  1. The Importance of Nonverbal Aspects of Communication in Teaching and the Pre- and Inservice Teacher Education Curriculum

    ERIC Educational Resources Information Center

    Klinzing, Hans Gerhard

    2009-01-01

    The ability to express and decode nonverbal cues is assumed to be an essential quality in communication and teaching. To validate, generalize and expand upon earlier research on the importance of nonverbal competencies in communication and teaching, i.e., the relationship of nonverbal competencies (e.g., expressiveness/"charisma" and nonverbal

  2. Nonverbal Communication in One-to-One Music Performance Instruction

    ERIC Educational Resources Information Center

    Kurkul, Wen W.

    2007-01-01

    This study explored nonverbal communication in one-to-one music performance instruction by investigating relationships among nonverbal sensitivity, nonverbal behaviors and lesson effectiveness. Subjects (N = 120) comprised 60 college teachers and 60 of their non-music major students. Using the Music Lesson Evaluation Form, lesson effectiveness was…

  3. Disorders of Nonverbal Communication

    ERIC Educational Resources Information Center

    Starkweather, C. Woodruff

    1977-01-01

    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)

  4. Further Validation of the Learning Alliance Inventory: The Roles of Working Alliance, Rapport, and Immediacy in Student Learning

    ERIC Educational Resources Information Center

    Rogers, Daniel T.

    2015-01-01

    This study further examined the reliability and validity of the Learning Alliance Inventory (LAI), a self-report measure designed to assess the working alliance between a student and a teacher. The LAI was found to have good internal consistency and test--retest reliability, and it demonstrated the predicted convergence with measures of immediacy

  5. Immediacy bias in social-emotional comparisons.

    PubMed

    White, Katherine; Van Boven, Leaf

    2012-08-01

    In seven studies of naturally occurring, "real-world" emotional events, people demonstrated an immediacy bias in social-emotional comparisons, perceiving their own current or recent emotional reactions as more intense compared with others' emotional reactions to the same events. The events examined include crossing a scary bridge (study 1a), a national tragedy (study 1b), terrorist attacks (studies 2a and 3b), a natural disaster (study 2b), and a presidential election (study 3b). These perceived differences between one's own and others' emotions declined over time, as relatively immediate and recent emotions subsided, a pattern that people were not intuitively aware of (study 2c). This immediacy bias in social-emotional comparisons emerged for both explicit comparisons (studies 1a, 1b, and 3b), and for absolute judgments of emotional intensity (studies 2a, 2b, and 3a). Finally, the immediacy bias in social-emotional comparisons was reduced when people were reminded that emotional display norms might lead others' appearances to understate emotional intensity (studies 3a and 3b). Implications of these findings for social-emotional phenomena are discussed. PMID:22148998

  6. Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-Narratives

    ERIC Educational Resources Information Center

    Manarte, Joana; Lopes, Amélia; Pereira, Fátima

    2014-01-01

    Pedagogical communication is an action wherein the body, being a part of a relational whole, performs a fundamental role. A bibliographical survey of studies on the interaction between teacher and student confirms that there is a strong correlation between the teacher's nonverbal behavior and the students' level of motivation and…

  7. Nonverbal Predicates in Modern Petter Haugereid

    E-print Network

    Nonverbal Predicates in Modern Hebrew Petter Haugereid University of Bergen The Open University of Israel University of Haifa Nurit Melnik The Open University of Israel Shuly Wintner University of Haifa dani (hu) (he) more/nexmad teacher.SM/nice.SM `Dani is a teacher/nice.' b. ha-yeladim the-kids (hem

  8. Nonverbal Behavior Analysis Nonverbal Behavior Analysis

    E-print Network

    Gatica-Perez, Daniel

    Vinciarelli and Jean-Marc Odobez 12.1 Introduction: a brief history of nonverbal behavior research in IM2 the subject of research in psychology and communication for decades. Furthermore, computing research has

  9. Hawaiian Nonverbal Communication: Two Classroom Applications.

    ERIC Educational Resources Information Center

    Anthony, Alberta Pualani

    Although there are only about 2,000 active speakers of the Hawaiian language, there exists a coherent system of nonverbal behavior which can be identified as Hawaiian and which contrasts sharply with middle class white American behavior. Teachers of Hawaiian children should be aware of this in order to avoid potential misunderstandings in the…

  10. Nonverbal Communication in "Friends"

    ERIC Educational Resources Information Center

    Chang, Yanrong

    2006-01-01

    This activity uses video clips from a popular sitcom, "Friends," to help students grasp the relational, rule-governed, and culture-specific nature of nonverbal communication. It opens students' eyes to nonverbal behaviors that are happening on a daily basis so that they not only master the knowledge but are able to apply it. While other popular…

  11. The Relationship between Perceived Instructor Immediacy and Student Challenge Behavior

    ERIC Educational Resources Information Center

    Goodboy, Alan K.; Myers, Scott A.

    2009-01-01

    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…

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

    E-print Network

    Pfeifer, Holger

    The Nonverbal Toolkit: Towards a Framework for Automatic Integration of Nonverbal Communication, support for seamless and automatic integration of nonverbal communication is essential. In this paper we correct fusion of nonverbal features. Keywords-nonverbal communication; emotion; avatar; multi- modal

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

    E-print Network

    Hayes, Gillian R.

    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

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

    ERIC Educational Resources Information Center

    Bailie, Jeffrey L.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Furlich, Stephen A.

    2013-01-01

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

  16. Nonverbal Communication: Increasing Awareness in the General Music Classroom

    ERIC Educational Resources Information Center

    Battersby, Sharyn L.

    2009-01-01

    Busy music teachers try to strike a balance between everything that they want to accomplish in a lesson and the constraints of their own teaching circumstances. What is sometimes overlooked in their efforts to fulfill their expectations is how their students really see them and what they are communicating to them with their bodies. Nonverbal

  17. Identifying Emergent Leadership in Small Groups using Nonverbal Communicative Cues

    E-print Network

    Gatica-Perez, Daniel

    Identifying Emergent Leadership in Small Groups using Nonverbal Communicative Cues Dairazalia nonverbal communicative cues. We hypothesize that the difference in individual nonverbal features between and nonverbal infor- mation. Verbal communication was transcribed from video- tapes. Nonverbal communication

  18. Effective Teaching in the Multi-Cultural Classroom.

    ERIC Educational Resources Information Center

    Gotch, Donna; Brydges, Michael

    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…

  19. A Theory of Nonverbal Creativity.

    ERIC Educational Resources Information Center

    Anderson, Charles C.

    Nonverbal creativity, here primarily referring to scientific or mathematical creativity, is considered a function of a set of psychophysiological characteristics. The most important of these, necessary and sufficient for nonverbal creativity, is seen to be a slight dominance of hippocampal or cortical inhibitory activity over reticular, or…

  20. Nonverbal learning disability.

    PubMed

    Volden, Joanne

    2013-01-01

    Nonverbal learning disability (NLD) is described as a subtype of specific learning disability where the source of the disability is a difficulty in processing nonverbal information. The child with NLD presents with problems in visual, spatial, and tactile perception but with strengths in rote verbal skills. Traditionally, these children were recognized by their difficulties in arithmetic which presented a stark contrast with their strengths in spelling and decoding text. They also exhibited a split between their verbal IQ (VIQ) and performance IQ (PIQ) scores with the VIQ being significantly higher than PIQ. Over time, however, diagnostic criteria have evolved and the broadened definition of the NLD syndrome has led many to question the utility and uniqueness of the NLD diagnosis. In addition, shifting diagnostic standards have made research results difficult to replicate. In short, the research to date leaves many unanswered questions about (1) the definition of the NLD syndrome, (2) the pervasiveness of the academic, social and psychopathological difficulties, (3) the source of the NLD syndrome, and (4) the degree to which it overlaps with other conditions. This chapter outlines a brief history of the NLD syndrome, how it is currently conceptualized, and some of the current debate about the unanswered questions above. PMID:23622171

  1. Towards a Technology of Nonverbal Communication: Vocal

    E-print Network

    Vinciarelli, Alessandro

    Towards a Technology of Nonverbal Communication: Vocal Behavior in Social and Affective Phenomena, 1015 Lausanne, Switzerland ABSTRACT Nonverbal communication is the main channel through which we. This attracts the interest of the computing community because nonverbal communication is based on cues like

  2. Innovative Communication Intervention for Older Nonverbal

    E-print Network

    Murphy, Susan A.

    Innovative Communication Intervention for Older Nonverbal Children with Autism Connie Kasari from most studies if nonverbal Evidence that speaking by age 5 is significant predictor of better long-30% of children with ASD have not developed spoken language by age 5 Children nonverbal despite involvement

  3. Nonverbal and Bodily Interaction in Ambient Entertainment

    E-print Network

    Nijholt, Anton

    activity and other display of nonverbal communication. The role of affect and persuasion in these ambient.Nijholt@ewi.utwente.nl. Fundamentals of Verbal and Nonverbal Communication and the Biometric Issue A. Esposito et al. (Eds.) IOS PressNonverbal and Bodily Interaction in Ambient Entertainment Anton NIJHOLT1 , Dennis REIDSMA, Zsofia

  4. The Effects of Instructor Transformational Leadership and Verbal Immediacy on Learner Autonomy and Creativity in Online Contexts

    ERIC Educational Resources Information Center

    Harrison, Janelle L.

    2013-01-01

    Transformational leadership and immediacy behaviors within educational contexts have received a great deal of attention from researchers in the past few decades. Generally, the literature has focused on the impact of instructor transformational behaviors and instructor immediacy behaviors on educational outcomes. However, the relationship between…

  5. Nonverbal Communication: Readings with Commentary.

    ERIC Educational Resources Information Center

    Weitz, Shirley, Ed.

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

  6. The Role of Teacher Communicator Style in the Delivery of a Middle School Substance Use Prevention Program

    ERIC Educational Resources Information Center

    Giles, Steven M.; Pankratz, Melinda M.; Ringwalt, Chris; Jackson-Newsom, Julia; Hansen, William B.; Bishop, Dana; Dusenbury, Linda; Gottfredson, Nisha

    2012-01-01

    We examine whether teachers' communicator style relates to student engagement, teacher-student relationships, student perceptions of teacher immediacy, as well as observer ratings of delivery skills during the implementation of All Stars, a middle school-based substance use prevention program. Data from 48 teachers who taught All Stars up to 3…

  7. Teachers' Opinions about the Use of Body Language

    ERIC Educational Resources Information Center

    Benzer, Ahmet

    2012-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  9. Social Signal Processing: Understanding Nonverbal Communication in Social Interactions

    E-print Network

    Social Signal Processing: Understanding Nonverbal Communication in Social Interactions Alessandro Processing, human-human communication, nonverbal behavior, social interactions. ACM Classification Keywords A in human sciences have shown that nonverbal communication is the main channel through which we express

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Dincer, Baris; Erbas, Dilek

    2010-01-01

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

  12. Body, Identity and Interaction: Interpreting Nonverbal Communication.

    ERIC Educational Resources Information Center

    Canfield, Allan

    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…

  13. Cultural Norms and Nonverbal Communication: An Illustration

    ERIC Educational Resources Information Center

    Chang, Yanrong

    2015-01-01

    Nonverbal communication takes place in specific cultural contexts and is influenced by cultural norms. Cultural norms are "social rules for what certain types of people should and should not do" (Hall, 2005). Different cultures might have different norms for nonverbal behaviors in specific social, relational, and geographical contexts.…

  14. Accounting: Nonverbal Communication: The Unworded Message.

    ERIC Educational Resources Information Center

    Manos, James A.

    1979-01-01

    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)

  15. Nonverbal Communication and Writing Lab Tutorials.

    ERIC Educational Resources Information Center

    Claywell, Gina

    Writing labs should utilize the knowledge gained from a variety of fields to enhance further their programs, particularly with regard to the study of nonverbal communication. Regardless of the sincerity and importance of the tutor's suggestions, nonverbal messages often are sent to the student which undermine the session. Various channels of…

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

    ERIC Educational Resources Information Center

    Berg, Mark E.; Grace, Randolph C.

    2004-01-01

    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…

  17. Symbolic Action in India: Gandhi's Nonverbal Persuasion

    ERIC Educational Resources Information Center

    Merriam, Allen H.

    1975-01-01

    Examines symbolic action as a method of exerting public influence nonverbally through nonviolent behavior. Discusses Gandhi's persuasive tactics including fasting, propaganda tours, silence, clothing and adoption of symbols. (MH)

  18. Effects of Alcohol on the Nonverbal Communication of Anxiety: The Impact of Beliefs on Nonverbal Behavior.

    ERIC Educational Resources Information Center

    Woolfolk, Anita E.; And Others

    1979-01-01

    Results of this study indicate that naive female observers can detect nonverbally communicated differences in anxiety levels of male subjects. Subjects who believed thay received alcohol were perceived as more relaxed and less anxious in their nonverbal behavior. The actual drink consumed had no impact upon the raters' perception. (Author)

  19. Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception

    ERIC Educational Resources Information Center

    Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary

    2015-01-01

    There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…

  20. Three Characteristics of Effective Teachers

    ERIC Educational Resources Information Center

    Steele, Natalie A.

    2010-01-01

    This article discusses three characteristics that are often associated with successful music educators. The three characteristics discussed include nonverbal communication, teacher self-efficacy, and servant leadership. Although there is no magical combination of characteristics that will produce an effective music teacher, these three attributes…

  1. Towards a Technology of Nonverbal Communication: Vocal Behavior in

    E-print Network

    Towards a Technology of Nonverbal Communication: Vocal Behavior in Social and Affective Phenomena, 1015 Lausanne, Switzerland ABSTRACT Nonverbal communication is the main channel through which we. This attracts the interest of the computing community because nonverbal communication is based on cues like

  2. Nonverbal Behaviours Improving a Simulation of Small Group Discussion

    E-print Network

    Carletta, Jean

    Nonverbal Behaviours Improving a Simulation of Small Group Discussion Emiliano Padilha Jean on the interaction and the coordination of turn-taking. We describe the addition of nonverbal behaviours, base model, one without the nonverbal behaviours, to show that it better approximates the statistics

  3. Nonverbal Communication With a Humanoid Robot Via Head Gestures

    E-print Network

    Berns, Karsten

    Nonverbal Communication With a Humanoid Robot Via Head Gestures Salah Saleh Robotics Research Lab an interaction model for communicating verbally and nonverbally with human. Hu- man behavior, during.1145/2769493.2769543 Keywords Human-Robot Interaction, Nonverbal Communication, Hu- manoid Robot 1. INTRODUCTION The demand

  4. Decreased interpretation of nonverbal cues in rape victims.

    PubMed

    Giannini, A J; Price, W A; Kniepple, J L

    The ability to receive nonverbal facial cues was tested in twelve female victims of multiple nonserial rapes and matched controls. Subjects attempted to interpret nonverbal messages transmitted by male and female senders who were covertly taped while involved in a gambling task. Rape victims had significantly decreased ability to interpret the nonverbal facial cues of both male and female senders. PMID:3557809

  5. A Generational Approach to Using Emoticons as Nonverbal Communication

    ERIC Educational Resources Information Center

    Krohn, Franklin B.

    2004-01-01

    The purpose of this article is to help determine whether the use of emoticons in computer mediated communication (CMC) are truly nonverbal cues. A review of the literature revealed that the traditional nonverbal theorists failed to predict the future employment of nonverbal cues in electronic CMC. A variety of emoticons are then described…

  6. Mentoring New Teachers.

    ERIC Educational Resources Information Center

    Portner, Hal

    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…

  7. Dissociating Verbal and Nonverbal Audiovisual Object Processing

    ERIC Educational Resources Information Center

    Hocking, Julia; Price, Cathy J.

    2009-01-01

    This fMRI study investigates how audiovisual integration differs for verbal stimuli that can be matched at a phonological level and nonverbal stimuli that can be matched at a semantic level. Subjects were presented simultaneously with one visual and one auditory stimulus and were instructed to decide whether these stimuli referred to the same…

  8. Facilitative Effects of Practice upon Nonverbal Creativity.

    ERIC Educational Resources Information Center

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

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

  9. Nonverbal Communication Can Be a Motivational Tool.

    ERIC Educational Resources Information Center

    Baird, John E., Jr.; Weiting, Gretchen K.

    1979-01-01

    Stating that motivation is a product of the interaction between employer and employee, the authors discuss the "Pygmalion effect" (whereby the expectations of a manager influence the performance of subordinates), the importance of communication, and the components of nonverbal communication: environment, proxemics, postures, gestures,…

  10. Impairment of nonverbal recognition in Alzheimer disease

    E-print Network

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

  11. Nonverbal social communication and gesture control in schizophrenia.

    PubMed

    Walther, Sebastian; Stegmayer, Katharina; Sulzbacher, Jeanne; Vanbellingen, Tim; Müri, René; Strik, Werner; Bohlhalter, Stephan

    2015-03-01

    Schizophrenia patients are severely impaired in nonverbal communication, including social perception and gesture production. However, the impact of nonverbal social perception on gestural behavior remains unknown, as is the contribution of negative symptoms, working memory, and abnormal motor behavior. Thus, the study tested whether poor nonverbal social perception was related to impaired gesture performance, gestural knowledge, or motor abnormalities. Forty-six patients with schizophrenia (80%), schizophreniform (15%), or schizoaffective disorder (5%) and 44 healthy controls matched for age, gender, and education were included. Participants completed 4 tasks on nonverbal communication including nonverbal social perception, gesture performance, gesture recognition, and tool use. In addition, they underwent comprehensive clinical and motor assessments. Patients presented impaired nonverbal communication in all tasks compared with controls. Furthermore, in contrast to controls, performance in patients was highly correlated between tasks, not explained by supramodal cognitive deficits such as working memory. Schizophrenia patients with impaired gesture performance also demonstrated poor nonverbal social perception, gestural knowledge, and tool use. Importantly, motor/frontal abnormalities negatively mediated the strong association between nonverbal social perception and gesture performance. The factors negative symptoms and antipsychotic dosage were unrelated to the nonverbal tasks. The study confirmed a generalized nonverbal communication deficit in schizophrenia. Specifically, the findings suggested that nonverbal social perception in schizophrenia has a relevant impact on gestural impairment beyond the negative influence of motor/frontal abnormalities. PMID:25646526

  12. The Motivational Effect of Televised Instruction on Teacher Directed Science Learning.

    ERIC Educational Resources Information Center

    Ganguly, Indrani

    It has been suggested that in science education the immediacy and pervasiveness of television and its ability to bring the world into the classroom could be effectively used by the teacher. The motivational uses of instructional television in a high school environmental science class were studied with 57 tenth graders at a suburban high school.…

  13. Nonverbal synchrony and affect in dyadic interactions

    PubMed Central

    Tschacher, Wolfgang; Rees, Georg M.; Ramseyer, Fabian

    2014-01-01

    In an experiment on dyadic social interaction, we invited participants to verbal interactions in cooperative, competitive, and ‘fun task’ conditions. We focused on the link between interactants’ affectivity and their nonverbal synchrony, and explored which further variables contributed to affectivity: interactants’ personality traits, sex, and the prescribed interaction tasks. Nonverbal synchrony was quantified by the coordination of interactants’ body movement, using an automated video-analysis algorithm (motion energy analysis). Traits were assessed with standard questionnaires of personality, attachment, interactional style, psychopathology, and interpersonal reactivity. We included 168 previously unacquainted individuals who were randomly allocated to same-sex dyads (84 females, 84 males, mean age 27.8 years). Dyads discussed four topics of general interest drawn from an urn of eight topics, and finally engaged in a fun interaction. Each interaction lasted 5 min. In between interactions, participants repeatedly assessed their affect. Using hierarchical linear modeling, we found moderate to strong effect sizes for synchrony to occur, especially in competitive and fun task conditions. Positive affect was associated positively with synchrony, negative affect was associated negatively. As for causal direction, data supported the interpretation that synchrony entailed affect rather than vice versa. The link between nonverbal synchrony and affect was strongest in female dyads. The findings extend previous reports of synchrony and mimicry associated with emotion in relationships and suggest a possible mechanism of the synchrony-affect correlation. PMID:25505435

  14. Issues in Multimodal Nonverbal Communication and Emotion in Embodied (Conversational) Agents

    E-print Network

    Nijholt, Anton

    Issues in Multimodal Nonverbal Communication and Emotion in Embodied (Conversational) Agents Anton. INTRODUCTION We report about ongoing activities on modeling nonverbal communication and emotion in embodied not only allow verbal interaction, but also interacts through nonverbal means, including a display

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

    E-print Network

    Hoque, Mohammed Ehsan

    2013-01-01

    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 ...

  16. Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties.

    PubMed

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

    2010-01-01

    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, gender, and sociocultural level. The children were presented with a visuospatial working memory battery of recognition tests involving visual, spatial-sequential and spatial-simultaneous processes, and two arithmetic tasks (number ordering and written calculations). The two groups were found to differ on some spatial tasks but not in the visual working memory tasks. On the arithmetic tasks, the children with nonverbal learning difficulties made more errors than controls in calculation and were slower in number ordering. A discriminant function analysis confirmed the crucial role of spatial-sequential working memory in distinguishing between the two groups. Results are discussed with reference to spatial working memory and arithmetic difficulties in nonverbal learning disabilities. Implications for the relationship between visuospatial working memory and arithmetic are also considered. PMID:20375290

  17. Languagedriven nonverbal communication in a bilingual conversational agent

    E-print Network

    Knott, Alistair

    Language­driven nonverbal communication in a bilingual conversational agent Scott A. King, Alistair with a linguistically motivated human­machine dialogue system. The agent has a range of nonverbal behaviors, which. The system's architecture couples the agent's non­ verbal communicative processes very tightly to its model

  18. Nonverbal Social Interaction Skills of Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Agaliotis, Ioannis; Kalyva, Efrosini

    2008-01-01

    Many children with learning disabilities (LD) face problems in their nonverbal communication, which constitutes an important component of their social skills. This study explores the frequency of nonverbal initiations and responses of 36 children with LD and 36 children without LD matched for age and gender, who were observed for 40 min during the…

  19. Walking the Walk: Understanding Nonverbal Communication through Walking

    ERIC Educational Resources Information Center

    Harper, Vernon B., Jr.

    2006-01-01

    Nonverbal communication is fundamental to any comprehensive examination of human interaction. This article presents an activity that can be easily applied by any instructor as a starting point for a discussion of nonverbal communication, or as a demonstration of learning points previously discussed. Instructors should have a slight background in…

  20. Language-driven nonverbal communication in a bilingual conversational agent

    E-print Network

    Knott, Alistair

    Language-driven nonverbal communication in a bilingual conversational agent Scott A. King, Alistair with a linguistically motivated human-machine dialogue system. The agent has a range of nonverbal behaviors, which. The system's architecture couples the agent's non- verbal communicative processes very tightly to its model

  1. Japanese Nonverbal Communication: A Review and Critique of Literature.

    ERIC Educational Resources Information Center

    McDaniel, Edwin R.

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

  2. Slap What? An Interactive Lesson in Nonverbal Communication

    ERIC Educational Resources Information Center

    Haithcox-Dennis, Melissa J.

    2011-01-01

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

  3. Nonverbal Behaviors of Speech Pathologists in the Therapy Setting.

    ERIC Educational Resources Information Center

    Mercer, Anne L.; Schubert, George W.

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

  4. Competitive Live Discussion: The Effective Use of Nonverbal Cues.

    ERIC Educational Resources Information Center

    Littlefield, Robert S.

    Verbal and nonverbal dimensions of communication are a vital part of competitive group discussion. Specific nonverbal elements that have been found useful in competitive group discussion include environment, proxemics, kinesics, objectics, and chronemics. For example, equalizing arrangements for the discussion in the best area of a room enhances…

  5. Unspoken Cultural Influence: Exposure to and Influence of Nonverbal Bias

    PubMed Central

    Weisbuch, Max; Ambady, Nalini

    2009-01-01

    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

  6. The disturbance of nonverbal functions in dysphasia.

    PubMed

    Smiljkovi?, P; Filipovi?, S; Oci?, G; Levi?, Z

    1990-01-01

    Various modalities of six neuropsychological functions (graphia, calculia, finger gnosis, right-left orientation, praxia and constructive praxia) referred to as parietal or nonverbal have been investigated in the light of speech disorders. We examined 20 patients with brain lesion of vascular origin, who met the diagnostic criteria of mild and moderate dysphagia, 13 patients with Wernicke's and 7 with Broca's dysphasia. Verbal and nonverbal functions in patients with ischemic focuses of the speech area of the left hemisphere were investigated the Boston Diagnostic Aphasia Examination (BDAE). The investigation revealed that the presence and the type of mild and moderate dysphasia had a noteworthy role in pathoplasticity of correlated signs, thus implying in clinical practice a parietal lesion. Generally, poorer and at the same time more heterogeneous results were obtained in patients with Wernicke's dysphasia, mostly on calculia and right-left orientation. Finger agnosia was not considered as an authentic parietal sign, while each modality of graphia was impaired to a varying extent in speech disorders caused by presylvian and retrosylvian lesions. The paper also deals with the significance of lobulus parietalis inferior in speech. PMID:1705313

  7. Computational modeling of face-to-face social interaction using nonverbal behavioral cues

    E-print Network

    of the nonverbal phenomenon in social psychology and nonverbal communication. How- ever, the problem has onlyComputational modeling of face-to-face social interaction using nonverbal behavioral cues TH of face-to-face interactions using nonverbal behavioral cues is an emerging and relevant problem in social

  8. Non-verbal argument structure : evidence from Tagalog

    E-print Network

    Sabbagh, Joseph

    2005-01-01

    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, ...

  9. Teacher Radar: The View from the Front of the Class

    ERIC Educational Resources Information Center

    Owens, Lynn

    2006-01-01

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

  10. Measuring Teacher Immediacy and Communication Competence on Student Achievement in Calculus: A Sequential Explanatory Mixed Method Design

    ERIC Educational Resources Information Center

    Barclay, Allen C.

    2012-01-01

    On a national level, data indicate that about 40 percent of students in calculus courses finish with a grade of D or F, drop the course, or withdraw (Reinholz, 2009). This high failure rate has led to research studies investigating the teaching of calculus at the national level (House, 1995). Calculus courses have a history of high failure rates,…

  11. Using Asynchronous Video to Achieve Instructor Immediacy and Closeness in Online Classes: Experiences from Three Cases

    ERIC Educational Resources Information Center

    Griffiths, Michael; Graham, Charles

    2010-01-01

    This research sought to understand the experiences of students and instructors with asynchronous video (video-mail) using webcams in three online sections of teacher education classes at Brigham Young University. We examined the experiences of students through scores and comments posted in student ratings surveys, and the experiences of…

  12. Is Nonverbal Communication Disrupted in Interactions Involving Patients With Schizophrenia?

    PubMed Central

    Lavelle, Mary

    2013-01-01

    Background: Nonverbal communication is a critical feature of successful social interaction and interpersonal rapport. Social exclusion is a feature of schizophrenia. This experimental study investigated if the undisclosed presence of a patient with schizophrenia in interaction changes nonverbal communication (ie, speaker gesture and listener nodding). Method: 3D motion-capture techniques recorded 20 patient (1 patient, 2 healthy participants) and 20 control (3 healthy participants) interactions. Participants rated their experience of rapport with each interacting partner. Patients’ symptoms, social cognition, and executive functioning were assessed. Four hypotheses were tested: (1) Compared to controls, patients display less speaking gestures and listener nods. (2) Patients’ increased symptom severity and poorer social cognition are associated with patients’ reduced gesture and nods. (3) Patients’ partners compensate for patients’ reduced nonverbal behavior by gesturing more when speaking and nodding more when listening. (4) Patients’ reduced nonverbal behavior, increased symptom severity, and poorer social cognition are associated with others experiencing poorer rapport with the patient. Results: Patients gestured less when speaking. Patients with more negative symptoms nodded less as listeners, while their partners appeared to compensate by gesturing more as speakers. Patients with more negative symptoms also gestured more when speaking, which, alongside increased negative symptoms and poorer social cognition, was associated with others experiencing poorer patient rapport. Conclusions: Patients’ symptoms are associated with the nonverbal behavior of patients and their partners. Patients’ increased negative symptoms and gesture use are associated with poorer interpersonal rapport. This study provides specific evidence about how negative symptoms impact patients’ social interactions. PMID:22941744

  13. Non-Verbal Communication in Retarded Pupils.

    ERIC Educational Resources Information Center

    Powell, Evan R.; Dennis, Virginia Collier

    Thirty educable mentally retarded (EMR) and 20 trainable mentally retarded (TMR) black or white pupils were observed interacting with classmates and 25 teachers in a retardation center. Multi-modal communicative behavior was noted, with focus on interpersonal spatial distance as one index of relationship and affect between interacting partners.…

  14. Automatic nonverbal analysis of social interaction in small groups: A review Daniel Gatica-Perez

    E-print Network

    Gatica-Perez, Daniel

    the key role that nonverbal communication plays in the formation, maintenance, and evolution of a number analysis of small group conversations using nonverbal communication, and aims at bridging the currentAutomatic nonverbal analysis of social interaction in small groups: A review Daniel Gatica

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

    ERIC Educational Resources Information Center

    Duggan, Ashley P.; Parrott, Roxanne L.

    2001-01-01

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

  16. Combining Verbal and Nonverbal Features to Overcome the `Information Gap' in Task-Oriented Dialogue

    E-print Network

    Young, R. Michael

    analysis (Joty et al., 2011). Human interaction involves not only verbal communication but also nonverbal communication. Research on nonverbal communication (Knapp and Hall, 2006; Mehrabian, 2007; Russell et al., 2003Combining Verbal and Nonverbal Features to Overcome the `Information Gap' in Task-Oriented Dialogue

  17. Behavioral Overlays for NonVerbal Communication Expression on a Humanoid Robot

    E-print Network

    Behavioral Overlays for Non­Verbal Communication Expression on a Humanoid Robot Andrew G. Brooks of non­verbal communication display behaviors to an autonomous humanoid robot, including the use the robot to communicate information non­verbally while simultaneously fulfilling its existing instrumental

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

    E-print Network

    Greenberg, Saul

    communication to interrupting users. Yet many robots will be non-verbal, and there are likely many situationsExploring Minimal Nonverbal Interruption in Social HRI Paul Saulnier, Ehud Sharlin and Saul evaluate a minimal set of physical and nonverbal cues that can be exhibited by a robot to initiate robot

  19. Effects of Nonverbal Communication on Efficiency and Robustness in Human-Robot Teamwork

    E-print Network

    Breazeal, Cynthia

    Effects of Nonverbal Communication on Efficiency and Robustness in Human-Robot Teamwork Cynthia-449, Cambridge, MA 02139 cynthiab@media.mit.edu Abstract-- Nonverbal communication plays an important role hypothesis that implicit non-verbal communication positively impacts human- robot task performance

  20. More Than Words: Inference of Socially Relevant Information From Nonverbal Vocal

    E-print Network

    and social aspects of the interactions we are involved in [14]. Nonverbal communication has been studiedMore Than Words: Inference of Socially Relevant Information From Nonverbal Vocal Cues in Speech A nonverbal commu- nication can be automatically detected and interpreted in terms of social phenomena

  1. 790 IEEE TRANSACTIONS ON MULTIMEDIA, VOL. 12, NO. 8, DECEMBER 2010 Mining Group Nonverbal Conversational Patterns

    E-print Network

    the verbal channel is the primary mode of communication, the nonverbal channel has very useful and honest790 IEEE TRANSACTIONS ON MULTIMEDIA, VOL. 12, NO. 8, DECEMBER 2010 Mining Group Nonverbal descriptor called bag of group-nonverbal-patterns (NVPs) defined on brief observations of group interaction

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

    ERIC Educational Resources Information Center

    Call, Josep; Tomasello, Michael

    1999-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  4. A description of the comprehensive test of nonverbal intelligence.

    PubMed

    Wiederholt, J L; Rees, F J

    1998-05-01

    The Comprehensive Test of Nonverbal Intelligence, or CTONI, has become an essential compliment to the traditional tests of intelligence, such as the WISC-III, DTLA-3, and the Binet. The CTONI provides examiners with a measure of nonverbal reasoning that requires no spoken language or complex motor skills. The CTONI has been proven to be unbiased with regard to gender, minority, or disabling condition. Finally, it is possible to estimate the intelligence of people without the contamination of social, ethnic, or disability bias. PMID:9620014

  5. Nonverbal Communication Skills in Young Children with Autism

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  6. Memory Profile of Children with Nonverbal Learning Disability

    ERIC Educational Resources Information Center

    Liddell, Glennis A.; Rasmussen, Carmen

    2005-01-01

    The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have…

  7. Verbal and Nonverbal Cognitive Control in Bilinguals and Interpreters

    ERIC Educational Resources Information Center

    Woumans, Evy; Ceuleers, Evy; Van der Linden, Lize; Szmalec, Arnaud; Duyck, Wouter

    2015-01-01

    The present study explored the relation between language control and nonverbal cognitive control in different bilingual populations. We compared monolinguals, Dutch-French unbalanced bilinguals, balanced bilinguals, and interpreters on the Simon task (Simon & Rudell, 1967) and the Attention Network Test (ANT; Fan, McCandliss, Sommer, Raz,…

  8. Matched False-Belief Performance during Verbal and Nonverbal Interference

    ERIC Educational Resources Information Center

    Dungan, James; Saxe, Rebecca

    2012-01-01

    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…

  9. A Competitive Nonverbal False Belief Task for Children and Apes

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  10. Sensory Response Patterns in Nonverbal Children with ASD

    PubMed Central

    Ausderau, Karla K.; Baranek, Grace T.

    2013-01-01

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

  11. Children Assess Informant Reliability Using Bystanders' Non-Verbal Cues

    ERIC Educational Resources Information Center

    Fusaro, Maria; Harris, Paul L.

    2008-01-01

    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…

  12. Assessing the Nonverbal Ability of Foreign Language Learners.

    ERIC Educational Resources Information Center

    Jungheim, Nicholas O.

    This paper discusses a study that sought to design an instrument for assessing the nonverbal ability of foreign language learners. The subjects were 28 educated Japanese non-native speakers (NNS) of English and 20 educated North American native speakers (NS) of English. Materials used were the institutional Test of English as a Foreign Language…

  13. Vlogcast Yourself: Nonverbal Behavior and Attention in Social Media

    E-print Network

    Gatica-Perez, Daniel

    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

  14. 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

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

    ERIC Educational Resources Information Center

    Fowler, Thaddeus W.

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

  16. A Study to Determine the Grading Biases of Vocational Teacher Educators.

    ERIC Educational Resources Information Center

    Hillison, John

    A study was conducted at Virginia Polytechnic Institute and State University to determine the relationship between the use of verbal and nonverbal interaction by preservice education students and the grades assigned to them by vocational education teacher educators. The study also investigated the assignment of grades by vocational teacher

  17. Maintenance of auditory-nonverbal information in working memory.

    PubMed

    Soemer, Alexander; Saito, Satoru

    2015-12-01

    According to the multicomponent view of working memory, both auditory-nonverbal information and auditory-verbal information are stored in a phonological code and are maintained by an articulation-based rehearsal mechanism (Baddeley, 2012). Two experiments have been carried out to investigate this hypothesis using sound materials that are difficult to label verbally and difficult to articulate. Participants were required to maintain 2 to 4 sounds differing in timbre over a delay of up to 12 seconds while performing different secondary tasks. While there was no convincing evidence for articulatory rehearsal as a main maintenance mechanism for auditory-nonverbal information, the results suggest that processes similar or identical to auditory imagery might contribute to maintenance. We discuss the implications of these results for multicomponent models of working memory. PMID:25962688

  18. TEACHER RECOMMENDATION TO THE TEACHER

    E-print Network

    Zeng, Ning

    TEACHER RECOMMENDATION TO THE TEACHER: Please complete all of the following sections before. __________________________________________________________ Teacher's Name ______________________________ __________________________ Teacher's Telephone Number Teacher's Email Address __________________________________________________________ Teacher's Signature

  19. Study on Nonverbal Communication by Avatars and Pictograms

    NASA Astrophysics Data System (ADS)

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

    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.

  20. Detection of Nonverbal Synchronization through Phase Difference in Human Communication

    PubMed Central

    Kwon, Jinhwan; Ogawa, Ken-ichiro; Ono, Eisuke; Miyake, Yoshihiro

    2015-01-01

    Nonverbal communication is an important factor in human communication, and body movement synchronization in particular is an important part of nonverbal communication. Some researchers have analyzed body movement synchronization by focusing on changes in the amplitude of body movements. However, the definition of “body movement synchronization” is still unclear. From a theoretical viewpoint, phase difference is the most important factor in synchronization analysis. Therefore, there is a need to measure the synchronization of body movements using phase difference. The purpose of this study was to provide a quantitative definition of the phase difference distribution for detecting body movement synchronization in human communication. The phase difference distribution was characterized using four statistical measurements: density, mean phase difference, standard deviation (SD) and kurtosis. To confirm the effectiveness of our definition, we applied it to human communication in which the roles of speaker and listener were defined. Specifically, we examined the difference in the phase difference distribution between two different communication situations: face-to-face communication with visual interaction and remote communication with unidirectional visual perception. Participant pairs performed a task supposing lecture in the face-to-face communication condition and in the remote communication condition via television. Throughout the lecture task, we extracted a set of phase differences from the time-series data of the acceleration norm of head nodding motions between two participants. Statistical analyses of the phase difference distribution revealed the characteristics of head nodding synchronization. Although the mean phase differences in synchronized head nods did not differ significantly between the conditions, there were significant differences in the densities, the SDs and the kurtoses of the phase difference distributions of synchronized head nods. These results show the difference in nonverbal synchronization between different communication types. Our study indicates that the phase difference distribution is useful in detecting nonverbal synchronization in various human communication situations. PMID:26208100

  1. The nonverbal basis of attraction: flirtation, courtship, and seduction.

    PubMed

    Givens, D B

    1978-11-01

    According to a familiar phrase, the "language" of love is universal. Recent ethological studies of nonlinguistic communication in courtship using facial expression, gesture, posture, distance, paralanguage, and gaze have begun to establish that a universal, culture-free, nonverbal sign system may exist (Eibl-Eibesfeldt, 1975), which is available to all persons for negotiating sexual relationships. The nonverbal mode, more powerful than the verbal for expressing such fundamental contingencies in social relationships as liking, disliking, superiority, timidity, fear and so on, appears to be rooted firmly in man's zoological heritage (Bateson, 1966, 1968). Paralleling a vertebrate-wide plan, human courtship expressivity often relies on nonverbal signs of submissiveness (meekness, harmlessness) and affiliation (willingness to form a social bond). Adoption of a submissive-affiliative social pose enables a person to convey an engaging, nonthreatening image that tends to attract potential mates. This report explores several conspicuous nonlinguistic cues that appear to be used widely in contexts of flirtation, courtship, and seduction. The expressive units are discussed from the standpoint of their occurence in five phases of courtship, and are illustrated by four cases. PMID:715095

  2. Equal Opportunity in the Classroom--Making Teachers Aware.

    ERIC Educational Resources Information Center

    Didham, Cheryl K.

    This paper examines the research and literature on teacher expectations since the Pygmalion study by Rosenthal and Jacobson. Included in the bibliography is research on race, gender, nonverbal behavior and socioeconomic status as it pertains to expectancies. The paper demonstrates how this information can and should be incorporated in the…

  3. Physician cross-cultural nonverbal communication skills, patient satisfaction and health outcomes in the physician-patient relationship.

    E-print Network

    Coelho, Ken Russell; Galan, Chardee

    2012-01-01

    Prince, “Relationship of physicians’ nonverbal communicationrelationship of verbal and nonverbal codes,” in Progress in communicationCommunication Skills, Patient Satisfaction and Health Outcomes in the Physician-Patient Relationship

  4. Crossed-Brain Representation of Verbal and Nonverbal Functions

    PubMed Central

    Matute, Esmeralda; Ardila, Alfredo; Rosselli, Monica; Molina Del Rio, Jahaziel; López Elizalde, Ramiro; López, Manuel; Ontiveros, Angel

    2015-01-01

    A 74-year-old, left-handed man presented with a rapidly evolving loss of strength in his right leg associated with difficulty in walking. MR images disclosed an extensive left hemisphere tumor. A neuropsychological examination revealed that language was broadly normal but that the patient presented with severe nonlinguistic abnormalities, including hemineglect (both somatic and spatial), constructional defects, and general spatial disturbances; symptoms were usually associated with right hemisphere pathologies. No ideomotor apraxia was found. The implications of crossed-brain representations of verbal and nonverbal functions are analyzed. PMID:25802778

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

    ERIC Educational Resources Information Center

    Verhulsdonck, Gustav

    2010-01-01

    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…

  6. Broader Autism Phenotype and Nonverbal Sensitivity: Evidence for an Association in the General Population

    ERIC Educational Resources Information Center

    Ingersoll, Brooke

    2010-01-01

    This study examined the relationship between characteristics of the Broader Autism Phenotype (BAP) and nonverbal sensitivity, the ability to interpret nonverbal aspects of communication, in a non-clinical sample of college students. One hundred and two participants completed a self-report measure of the BAP, the Autism Spectrum Quotient (AQ), and…

  7. The Effect of Nonverbal Signals on Student Role-Play Evaluations

    ERIC Educational Resources Information Center

    Taute, Harry A.; Heiser, Robert S.; McArthur, David N.

    2011-01-01

    Although salespeople have long been urged to recognize and adapt to customer needs and wants by observing communications style and other cues or signals by the buyer, nonverbal communications by the salesperson have received much less empirical scrutiny. However, nonverbal communications may be important in this context; research in several…

  8. Computers to Help with Conversations: Affective Framework to Enhance Human Nonverbal Skills

    E-print Network

    ubiquitous access to social skills training. The system includes a virtual agent that reads facial and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior canComputers to Help with Conversations: Affective Framework to Enhance Human Nonverbal Skills

  9. Introducing and Evaluating the Behavior of Non-Verbal Features in the Virtual Learning

    ERIC Educational Resources Information Center

    Dharmawansa, Asanka D.; Fukumura, Yoshimi; Marasinghe, Ashu; Madhuwanthi, R. A. M.

    2015-01-01

    The objective of this research is to introduce the behavior of non-verbal features of e-Learners in the virtual learning environment to establish a fair representation of the real user by an avatar who represents the e-Learner in the virtual environment and to distinguish the deportment of the non-verbal features during the virtual learning…

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

    ERIC Educational Resources Information Center

    Hartley, Sigan L.; Birgenheir, Denis G.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Rollman, Steven A.; Gaut, Deborah Roach

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

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

    ERIC Educational Resources Information Center

    Ramseyer, Fabian; Tschacher, Wolfgang

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Lee, Dong Yul; And Others

    1988-01-01

    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…

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

    ERIC Educational Resources Information Center

    Silverman, Michael J.

    2008-01-01

    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…

  15. Voice as Sound: Using Non-verbal Voice Input for Interactive Control

    E-print Network

    Hughes, John

    -as-sound techniques can enhance traditional voice recognition approach. KEYWORDS: Voice, Interaction technique, directVoice as Sound: Using Non-verbal Voice Input for Interactive Control Takeo Igarashi John F. Hughes@acm.org, jfh@cs.brown.edu ABSTRACT We describe the use of non-verbal features in voice for direct control

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

    ERIC Educational Resources Information Center

    Wigham, Ciara R.; Chanier, Thierry

    2013-01-01

    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"…

  17. The Complementary Effects of Empathy and Nonverbal Communication Training on Persuasion Capabilities

    ERIC Educational Resources Information Center

    Peterson, Robin T.; Leonhardt, James M.

    2015-01-01

    This paper investigates the possible complementary effects that training in empathy and nonverbal communication may have on persuasion capabilities. The narrative considers implications from the literature and describes an exploratory study in which students, in a managerial setting, were trained in empathy and nonverbal communication. Subsequent…

  18. Interactive Television Instructors' Perceptions of Students' Nonverbal Responsiveness and Their Influence on Distance Teaching.

    ERIC Educational Resources Information Center

    Mottet, Timothy P.

    The objective of this study was to examine the relationships between interactive television instructors' perceptions of students' nonverbal responsiveness and the influence of these perceptions on distance teaching. The study yielded three general conclusions. First, interactive television instructors' perceptions of students' nonverbal

  19. The Study of Non-Verbal Action of Counselees. Final Report. WSU-cord.

    ERIC Educational Resources Information Center

    Duetscher, John

    The author discusses: (1) the development of a review of the literature on the nonverbal behavior of clients in a counseling situation; and (2) the development of a tape for use in a Counseling Theories class to demonstrate the importance of listening carefully for nonverbal counselee cues. The literature review is broken down into 4 main areas of…

  20. Two-Year-Olds Are Vigilant of Others' Non-Verbal Cues to Credibility

    ERIC Educational Resources Information Center

    Birch, Susan A. J.; Akmal, Nazanin; Frampton, Kristen L.

    2010-01-01

    Data from three experiments provide the first evidence that children, at least as young as age two, are vigilant of others' non-verbal cues to credibility, and flexibly use these cues to facilitate learning. Experiment 1 revealed that 2- and 3-year-olds prefer to learn about objects from someone who appears, through non-verbal cues, to be…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Miller, Carol A.; Gilbert, Erin

    2008-01-01

    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…

  3. The Effects of Nonverbal Involvement and Communication Apprehension on State Anxiety, Interpersonal Attraction, and Speech Duration.

    ERIC Educational Resources Information Center

    Remland, Martin S.; Jones, Tricia S.

    1989-01-01

    Examines whether communication apprehension mediates the effect of nonverbal involvement cues (head nods, eye contact, body orientation, etc.) on state anxiety, interpersonal attraction, and speech duration in information gathering interviews. Finds that nonverbal cues affect loquacity and liking, but that a speaker's communication apprehension…

  4. Nonverbal Behaviors in Developing Relationships: An Empirically-Based Descriptive Analysis.

    ERIC Educational Resources Information Center

    Elsea, Ken; Ashley, Dennis

    A study was designed to describe the nonverbal behaviors of two male/female couples as they initiated, maintained, and terminated their relationships. Over a five-month period, couple one met seven times and couple two met six times in a laboratory setting. During the meetings, observers coded the couples' nonverbal behaviors as eye gaze, smiles,…

  5. Nonverbal Behaviors within Communicator Style as Possible Predictors of Hireability in Employment Interviews.

    ERIC Educational Resources Information Center

    Sampugnaro, Vincent J.; And Others

    A study was conducted to identify the nonverbal behaviors predicting hireability, as well as the nonverbal behaviors candidates employ that predict hireability. Subjects were 25 campus recruiters, each of whom was given a cover letter explaining the purpose of the study and three copies of a Likert-type questionnaire on a single communicator…

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

    ERIC Educational Resources Information Center

    Lanas, Maija

    2011-01-01

    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…

  7. A Nonverbal Phoneme Deletion Task Administered in a Dynamic Assessment Format

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  8. Relations among Verbal and Nonverbal Cognitive Skills in Normal Language and Specifically Language-Impaired Children.

    ERIC Educational Resources Information Center

    Restrepo, Maria Adelaida; And Others

    1992-01-01

    Administration of verbal and nonverbal measures to 20 normal language and 20 specifically language-impaired children (ages 4-5) indicated that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in subjects than a "low-normal" model. (Author/JDD)

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

    ERIC Educational Resources Information Center

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

    2002-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

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

    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.

  11. Attachment predicting nonverbal behaviour, interaction quality and perception accuracy in romantic and stranger dyads 

    E-print Network

    Witts, Nathan

    2006-01-01

    This study examined the nonverbal, interaction quality and perceptual accuracy correlates of attachment style within two interactions groups; strangers and romantic couples. Twenty eight stranger dyads and twenty eight ...

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

    E-print Network

    Milne, Jennifer S. (Jennifer Sarah)

    2012-01-01

    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 ...

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

    PubMed Central

    Weisbuch, Max; Pauker, Kristin

    2013-01-01

    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

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

    ERIC Educational Resources Information Center

    Hendricks, Karin S.

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Orland-Barak, Lily; Maskit, Ditza

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Koran, J. J., Jr.

    1972-01-01

    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…

  17. Studies of the Cognitive Abilities of Science Teachers in the Philippines.

    ERIC Educational Resources Information Center

    Acuna, Jasmin E.

    1980-01-01

    Describes two studies conducted with selected groups of elementary and secondary science teachers, which established levels of cognitive functioning, cognitive style, nonverbal intelligence, verbal ability and abstract reasoning. Constructs models of the relationship between variables from intercorrelations and partial correlations among tests.…

  18. What Is Suspicious When Trying to be Inconspicuous? Criminal Intentions Inferred From Nonverbal Behavioral Cues.

    PubMed

    Koller, Corinne I; Wetter, Olive E; Hofer, Franziska

    2015-01-01

    The present study investigates whether nonverbal behavioral cues to hidden criminal intentions during the build-up phase of a criminal act can be measured. To this end, we created recordings of actors once in a search situation and once committing a mock crime (theft or bomb placing) in a public crowded area. For ecological validation, we used authentic CCTV footage of real crimes in Experiment I. In this experiment, the two behavioral clusters pattern of movement in space and nonverbal communication behavior were analyzed. The results showed a deviance in pattern of movement in space for offenders' compared with the nonoffenders' condition as well as a bystanders' baseline. There was no significant difference between nonverbal communication behavior in the offenders' and nonoffenders' conditions. Experiment 2 was conducted to examine the two behavior clusters use of object- and self-adaptors while controlling for interpersonal differences. The results showed an increased use of object- and decreased use of self-adaptors during the build-up phase of a mock crime compared with a control condition (search). Thus, nonverbal behavior of offenders seems to differ from nonverbal behavior of nonoffenders. However, this holds only under the conditions of a valid baseline and of judging not only a single, typical behavioral cue but a whole cluster of nonverbal behaviors, such as pattern of movement in space or use of object-adaptors in general. PMID:26489210

  19. On Manipulating Nonverbal Interaction Style to Increase Anthropomorphic Computer Character Credibility

    SciTech Connect

    Cowell, Andrew J.; Stanney, Kay M.

    2003-09-01

    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.

  20. Verbal and nonverbal cognitive control in bilinguals and interpreters.

    PubMed

    Woumans, Evy; Ceuleers, Evy; Van der Linden, Lize; Szmalec, Arnaud; Duyck, Wouter

    2015-09-01

    The present study explored the relation between language control and nonverbal cognitive control in different bilingual populations. We compared monolinguals, Dutch-French unbalanced bilinguals, balanced bilinguals, and interpreters on the Simon task (Simon & Rudell, 1967) and the Attention Network Test (ANT; Fan, McCandliss, Sommer, Raz, & Posner, 2002). All bilingual groups showed a smaller congruency effect in the Simon task than the monolingual group. They were also faster overall in the ANT. Furthermore, interpreters outperformed unbalanced, but not balanced, bilinguals in terms of overall accuracy on both tasks. In the ANT, the error congruency effect was significantly smaller for interpreters and balanced bilinguals. Using a measure of switching fluency in language production, this study also found direct evidence for a relation between language control and executive control. This relation was only observed in balanced bilinguals, where fluent switching was correlated with the Simon effect. These findings support the existence of a bilingual advantage and also indicate that different patterns of bilingual language use modulate the nature and extent of a cognitive control advantage in multilingual populations. PMID:25689001

  1. Estimating working memory capacity for lists of nonverbal sounds.

    PubMed

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

    2013-01-01

    Working memory (WM) capacity limit has been extensively studied in the domains of visual and verbal stimuli. Previous studies have suggested a fixed WM capacity of typically about three or four items, on the basis of the number of items in working memory reaching a plateau after several items as the set size increases. However, the fixed WM capacity estimate appears to rely on categorical information in the stimulus set (Olsson & Poom Proceedings of the National Academy of Sciences 102:8776-8780, 2005). We designed a series of experiments to investigate nonverbal auditory WM capacity and its dependence on categorical information. Experiments 1 and 2 used simple tones and revealed capacity limit of up to two tones following a 6-s retention interval. Importantly, performance was significantly higher at set sizes 2, 3, and 4 when the frequency difference between target and test tones was relatively large. In Experiment 3, we added categorical information to the simple tones, and the effect of tone change magnitude decreased. Maximal capacity for each individual was just over three sounds, in the range of typical visual procedures. We propose that two types of information, categorical and detailed acoustic information, are kept in WM and that categorical information is critical for high WM performance. PMID:23143913

  2. Active versus passive maintenance of visual nonverbal memory.

    PubMed

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

    2014-08-01

    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

  3. Use of non-verbal construing and metaphor in psychotherapy.

    PubMed

    Delmonte, M M

    1991-01-01

    This article begins by looking at the way we try to construe or make sense of the world in which we live. How in the very nature of such sense-making there is the potential for sowing the seeds of self-deception by trying to fit our (relatively simplified) bipolar constructs to a complex unitary universe. Non-verbal and verbal construing are compared. Verbal construing enables us to reach an even more sophisticated level of self-deception, via myths created by limiting metaphors--such as "man-the-machine." The institutions which we create and the people who are invested in them tend to solidify in-group myths, often with the help of metaphor. It is argued that personal, constructivist, and eclectic approaches to psychotherapy can be envisaged as enterprises to begin the process of demythologising clients in the safety of the therapeutic setting. In therapy, clients can experiment with empowering themselves in reconstruing the problem areas of their lives and actively testing out these new constructions against personal experience. Clients can also learn to explore the meaning behind symptoms, i.e., to give cognitive form to feeling with the help of their intuitive sensitivity. PMID:1723396

  4. Foetal antiepileptic drug exposure and verbal versus non-verbal abilities at three years of age.

    PubMed

    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

    2011-02-01

    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 pregnant females with epilepsy on monotherapy from 1999 to 2004. The study seeks to determine if differential long-term neurodevelopmental effects exist across four commonly used drugs (carbamazepine, lamotrigine, phenytoin and valproate). This report compares verbal versus non-verbal cognitive outcomes in 216 children who completed testing at the age of three years. Verbal and non-verbal index scores were calculated from the Differential Ability Scales, Preschool Language Scale, Peabody Picture Vocabulary Test and Developmental Test of Visual-Motor Integration. Verbal abilities were lower than non-verbal in children exposed in utero to each drug. Preconceptional folate use was associated with higher verbal outcomes. Valproate was associated with poorer cognitive outcomes. Performance was negatively associated with valproate dose for both verbal and non-verbal domains and negatively associated with carbamazepine dose for verbal performance. No dose effects were seen for lamotrigine and phenytoin. Since foetal antiepileptic drug exposure is associated with lower verbal than non-verbal abilities, language may be particularly susceptible to foetal exposure. We hypothesize that foetal drug exposure may alter normal cerebral lateralization. Further, a dose-dependent relationship is present for both lower verbal and non-verbal abilities with valproate and for lower verbal abilities with carbamazepine. Preconceptional folate may improve cognitive outcomes. Additional research is needed to confirm these findings, extend the study to other drugs, define the risks associated with drug treatment for seizures in the neonates, and understand the underlying mechanisms. PMID:21224309

  5. Sensory processing in children with Autism Spectrum Disorder: Relationship with non-verbal IQ, autism severity and Attention Deficit/Hyperactivity Disorder symptomatology.

    PubMed

    Sanz-Cervera, Pilar; Pastor-Cerezuela, Gemma; Fernández-Andrés, Maria-Inmaculada; Tárraga-Mínguez, Raul

    2015-01-01

    The main objective of this study was to analyze in a sample of children with ASD the relationship between sensory processing, social participation and praxis impairments and some of the child's characteristics, such as non-verbal IQ, severity of ASD symptoms and the number of ADHD symptoms (inattention and hyperactivity/impulsivity), both in the home and main-classroom environments. Participants were the parents and teachers of 41 children with ASD from 5 to 8 years old (M=6.09). They completed the Sensory Processing Measure (SPM) to evaluate sensory processing, social participation and praxis; the Gilliam Autism Rating Scale (GARS-2) to evaluate autism severity; and a set of items (the DSM-IV-TR criteria) to evaluate the number of inattention and hyperactivity/impulsivity symptoms in the child. Non-verbal IQ - measured by the Raven's Coloured Progressive Matrices Test - did not show a relationship with any of the SPM variables. The SPM variables were significant predictors of autism severity and had similar weights in the two environments. In the case of ADHD symptoms, the SPM variables had a greater weight in the home than in the classroom environment, and they were significant predictors of both inattention and hyperactivity/impulsivity - especially inattention - only in the family context. The moderate association between inattention and auditory processing found in the main-classroom suggests the possible utility of certain measures aimed to simplify any classroom's acoustic environment. PMID:26263405

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

    NASA Astrophysics Data System (ADS)

    She, Hsiao-Ching; Fisher, Darrell

    2002-01-01

    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.

  7. Can Teachers Lead Teachers?

    ERIC Educational Resources Information Center

    Mihans, Richard

    2009-01-01

    The numbers are in, and they are not rosy. According to the "Schools and Staffing Survey," 64,954 public schools reported vacancies during the 2003-04 school year. Projections suggest teacher attrition rates will continue to soar, while student enrollments climb. American schools have an urgent challenge: the retention of teachers. Teachers can do…

  8. Assessing potentially gifted students from lower socioeconomic status with nonverbal measures of intelligence.

    PubMed

    Shaunessy, Elizabeth; Karnes, Frances A; Cobb, Yolanda

    2004-06-01

    The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to consider other measures. Nonverbal measures of intelligence have been utilized to increase the number of gifted children from diverse backgrounds. Researchers in the current study sought to increase the number of culturally diverse gifted students at a rural public school enrolling predominantly African-American students from low socioeconomic homes. 169 students in Grades 2 through 6 were assessed using three nonverbal measures of intelligence: the Culture-Fair Intelligence Test, the Naglieri Nonverbal Abilities Test, and the Raven Standard Progressive Matrices. The scores on these nonverbal measures indicated that the Culture-Fair Intelligence Test and the Raven Standard Progressive Matrices identified more students than the Naglieri Nonverbal Abilities Test. A discussion of the results and implications for research are presented. PMID:15291199

  9. Nonverbal Communication: Implications for the Global Music Classroom

    ERIC Educational Resources Information Center

    Battersby, Sharyn L.; Bolton, Jami

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Klinzing, Hans Gerhard; Aloisio, Bernadette Gerada

    2007-01-01

    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…

  11. Short-Term Memory Skills in Children with Specific Language Impairment: The Effect of Verbal and Nonverbal Task Content

    ERIC Educational Resources Information Center

    Botting, Nicola; Psarou, Popi; Caplin, Tamara; Nevin, Laura

    2013-01-01

    Background and Design: In recent years, evidence has emerged that suggests specific language impairment (SLI) does not exclusively affect linguistic skill. Studies have revealed memory difficulties, including those measured using nonverbal tasks. However, there has been relatively little research into the nature of the verbal/nonverbal boundaries…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  13. Grammatical Tense Deficits in Children with Specific Language Impairment (SLI) and Nonspecific Language Impairment: Relationships with Nonverbal IQ over Time

    ERIC Educational Resources Information Center

    Rice, Mabel L.; Tomblin, J. Bruce; Hoffman, Lesa; Richman, W. Allen; Marquis, Janet

    2004-01-01

    The relationship between children's language acquisition and their nonverbal intelligence has a long tradition of scientific inquiry. Current attention focuses on the use of nonverbal IQ level as an exclusionary criterion in the definition of specific language impairment (SLI). Grammatical tense deficits are known as a clinical marker of SLI, but…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  15. A Review of the Universal Nonverbal Intelligence Test (UNIT): An Advance for Evaluating Youngsters with Diverse Needs.

    ERIC Educational Resources Information Center

    Fives, Christopher J.; Flanagan, Rosemary

    2002-01-01

    The Universal Nonverbal Intelligence Test (UNIT) is reviewed and critiqued. The UNIT is a completely nonverbal test that can be administered as a screening battery, a standard battery for special education eligibility decisions, or as an extended battery for diagnostic purposes. Implications for school psychology practice and research are…

  16. Non-Verbal Behavior of Children Who Disclose or Do Not Disclose Child Abuse in Investigative Interviews

    ERIC Educational Resources Information Center

    Katz, Carmit; Hershkowitz, Irit; Malloy, Lindsay C.; Lamb, Michael E.; Atabaki, Armita; Spindler, Sabine

    2012-01-01

    Objective: The study focused on children's nonverbal behavior in investigative interviews exploring suspicions of child abuse. The key aims were to determine whether non-verbal behavior in the pre-substantive phases of the interview predicted whether or not children would disclose the alleged abuse later in the interview and to identify…

  17. Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  18. The role of nonverbal working memory in morphosyntactic processing by school-aged monolingual and bilingual children.

    PubMed

    Gangopadhyay, Ishanti; Davidson, Meghan M; Ellis Weismer, Susan; Kaushanskaya, Margarita

    2016-02-01

    The current study examined the relationship between nonverbal working memory and morphosyntactic processing in monolingual native speakers of English and bilingual speakers of English and Spanish. We tested 42 monolingual children and 42 bilingual children between the ages of 8 and 10years matched on age and nonverbal IQ. Children were administered an auditory Grammaticality Judgment task in English to measure morphosyntactic processing and a visual N-Back task and Corsi Blocks task to measure nonverbal working memory capacity. Analyses revealed that monolinguals were more sensitive to English morphosyntactic information than bilinguals, but the groups did not differ in reaction times or response bias. Furthermore, higher nonverbal working memory capacity was associated with greater sensitivity to morphosyntactic violations in bilinguals but not in monolinguals. The findings suggest that nonverbal working memory skills link more tightly to syntactic processing in populations with lower levels of language knowledge. PMID:26550957

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

    ERIC Educational Resources Information Center

    Peterson, Robin T.

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

    Okoro, Ephraim; Washington, Melvin

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Grossman, Ruth B.; Tager-Flusberg, Helen

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Stamatis, Panagiotis J.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Gazaille, Mariane

    2011-01-01

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

  4. Functional Developmental Similarities and Differences in the Neural Correlates of Verbal and Nonverbal Working Memory Tasks

    ERIC Educational Resources Information Center

    Brahmbhatt, Shefali B.; McAuley, Tara; Barch, Deanna M.

    2008-01-01

    Relatively little is known about the functional development of verbal and nonverbal working memory during adolescence. Behavioral studies have demonstrated that WM capacity increases with age, yet relatively few studies have assessed the relationship between brain-activity and age-related changes in WM capacity, especially as it differs across…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  6. A Communication-Based Intervention for Nonverbal Children with Autism: What Changes? Who Benefits?

    ERIC Educational Resources Information Center

    Gordon, Kate; Pasco, Greg; McElduff, Fiona; Wade, Angie; Howlin, Pat; Charman, Tony

    2011-01-01

    Objective: This article examines the form and function of spontaneous communication and outcome predictors in nonverbal children with autism following classroom-based intervention (Picture Exchange Communication System [PECS] training). Method: 84 children from 15 schools participated in a randomized controlled trial (RCT) of PECS (P. Howlin, R.…

  7. Representation of Survey and Route Spatial Descriptions in Children with Nonverbal (Visuospatial) Learning Disabilities

    ERIC Educational Resources Information Center

    Mammarella, Irene C.; Meneghetti, Chiara; Pazzaglia, Francesca; Gitti, Filippo; Gomez, Claudia; Cornoldi, Cesare

    2009-01-01

    This study aims to investigate the types of difficulty encountered by children with nonverbal (visuospatial) learning disabilities (NLD) during the processing of spatial information derived from descriptions. Two spatial descriptions--one in survey, one in route perspective--and one nonspatial description were orally presented to children aged…

  8. Nonverbal Requesting and Problem-Solving by Toddlers with Down Syndrome

    ERIC Educational Resources Information Center

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

    2005-01-01

    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…

  9. A Comparison of Group Versus Individual Production of Non-Verbal Artistic Creativity. Final Report.

    ERIC Educational Resources Information Center

    Zambito, Stephen Charles

    Two tests, one with six cursive shapes and the other with six colored angular shapes to be arranged artistically, were examined to determine whether the degree of non-verbal artistic aspects of creativity is greater in products of individuals or in products of groups. Each test was give both individually and in small groups to 499 students (grades…

  10. Client Verbal and Nonverbal Reinforcement of Counselor Behavior: Its Impact on Interviewing Behavior and Postinterview Evaluation.

    ERIC Educational Resources Information Center

    Lee, Dong Yul; And Others

    1979-01-01

    Examined effects of client reinforcement on counselor behavior and on attitudinal judgments about the client. Counselor-trainees interviewed a standard client. Counselors in verbal and verbal plus nonverbal conditions showed increases in reflection of feeling statements. Differences in counselor attraction and clinical impression of the client…

  11. A Model to Guide the Conceptualization, Assessment, and Diagnosis of Nonverbal Learning Disorder

    ERIC Educational Resources Information Center

    Casey, Joseph E.

    2012-01-01

    Although many learning disability types are formally recognized in major classification systems such as "DSM-IV-TR" and ICD-10, Nonverbal Learning Disorder (NLD) is not despite over 40 years of literature addressing its theoretical and neuropsychological foundation, its major features, and the methods by which to assess and diagnose it. Currently,…

  12. The Effects of Repeated Testing on Verbal and Nonverbal Ability Assessment.

    ERIC Educational Resources Information Center

    Lewis, Ernest L.; Beggs, Donald L.

    The purpose of this study was to attempt to determine if score gains obtained upon repeated testing with an intelligence test result from a practice effect, from students remembering specific items, or from a combination of both. The verbal and nonverbal batteries of an I.Q. test were administered to 860 sixth graders on three occasions with…

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

    ERIC Educational Resources Information Center

    Ucles, Paulino; Mendez, Mario; Garay, Jose

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Antshel, Kevin M.; Khan, Fahad M.

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

    Sak-Wernicka, Jolanta

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Bloom, Elana; Heath, Nancy

    2010-01-01

    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…

  17. Clever Hans, Non-Verbal Literacy, and the Improvement of Instruction.

    ERIC Educational Resources Information Center

    Ciampa, Bartholomew J.

    Skillful interpretation of nonverbal communication on the part of college administrators is pointed out as an important factor in the success or failure of educational enterprises. A method is presented of using such instruments as the Occupational Climate Description Questionnaire and the Leadership Behavior Description Questionnaire in assessing…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  19. Effect of Nonverbal Behavioral Patterns on the Performance of Small Groups

    E-print Network

    nonverbal audio-visual behavioral features from the group interaction and apply a multivariate binary Influence Model to quantify interactions between team members. We compare and contrast the differences between forms of in- teraction for distinct performance clusters and describe the factors affecting group

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

    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…

  2. Can Human-Taught Primates Produce a Non-Verbal Language?

    ERIC Educational Resources Information Center

    Jaramillo, James A.

    The debate over whether primates can be taught visual language is examined, and evidence of use of nonverbal language in primate studies is compared with the language criteria of a number of linguistic researchers. Background information on language, visual language (including sign language), and the parameters of the studies is offered, including…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  5. The Development of the Control of Adult Instructions Over Non-Verbal Behavior.

    ERIC Educational Resources Information Center

    Van Duyne, H. John

    The purpose of the study was (1) to examine the results from a two-association perceptual-motor task as to their implications for Luria's theory about the development of verbal control of non-verbal behavior; (2) to explore the effects of various learning experiences upon this development. The sample consisted of 20 randomly selected children in…

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

    ERIC Educational Resources Information Center

    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

    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…

  7. Reduction of Left Visual Field Lexical Decision Accuracy as a Result of Concurrent Nonverbal Auditory Stimulation

    ERIC Educational Resources Information Center

    Van Strien, Jan W.

    2004-01-01

    To investigate whether concurrent nonverbal sound sequences would affect visual-hemifield lexical processing, lexical-decision performance of 24 strongly right-handed students (12 men, 12 women) was measured in three conditions: baseline, concurrent neutral sound sequence, and concurrent emotional sound sequence. With the neutral sequence,…

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

    ERIC Educational Resources Information Center

    Wong, Regine; Niu, Weihua

    2013-01-01

    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…

  9. The Human Potential Movement: Body/Nonverbal/Movement Approaches to Human Growth.

    ERIC Educational Resources Information Center

    Caldwell, Stratton F.

    This report briefly describes the recent search for personal and interpersonal growth which has been termed the "Human Potential Movement," and the institutions or "growth centers" which have evolved as a result of this movement. It presents a list of body, nonverbal, and movement experiences derived from descriptive literature of the growth…

  10. Americans and Japanese Nonverbal Communication. Linguistic Communications 15 (Papers in Japanese Linguistics 3).

    ERIC Educational Resources Information Center

    Taylor, Harvey M.

    Each culture has its own nonverbal as well as its verbal language. Movements, gestures and sounds have distinct and often conflicting interpretations in different countries. For Americans communicating with Japanese, misunderstandings are of two types: Japanese behavior which is completely new to the American, and Japanese behavior which is…

  11. On Intersubjective Engagement in Autism: A Controlled Study of Nonverbal Aspects of Conversation

    ERIC Educational Resources Information Center

    Garcia-Perez, Rosa M.; Lee, Anthony; Hobson, R. Peter

    2007-01-01

    Does autism involve a deficit in intersubjective engagement with other persons? We studied nonverbal communication in children and adolescents with and without autism (n = 12 per group), group-matched for chronological age and verbal mental age, during 3 min of a videotaped interview. In keeping with previous studies, there were only subtle but…

  12. The Role of Nonverbal Communication in Beginners' EFL Classrooms: Sale Junior High Schools as a Case

    ERIC Educational Resources Information Center

    Elfatihi, Mohamed

    2006-01-01

    This paper has as objective to investigate the nonverbal features used in beginners' EFL classroom in Morocco. It is based on a field research conducted in a junior high school in Sale, Morocco. The main sample is composed of 3rd form students in junior high school (their age ranges from 15 to 19), and the techniques for data collection are…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

    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…

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

    ERIC Educational Resources Information Center

    Hooper, V. Scott; Bell, Sherry Mee

    2006-01-01

    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…

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

    ERIC Educational Resources Information Center

    Creedon, Margaret Procyk

    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…

  16. Comprehension of Humor in Children with Nonverbal Learning Disabilities, Reading Disabilities, and without Learning Disabilities

    ERIC Educational Resources Information Center

    Semrud-Clikeman, Margaret; Glass, Kimberly

    2008-01-01

    The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a…

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

    E-print Network

    Beskow, Jonas

    Perception of Nonverbal Gestures of Prominence in Visual Speech Animation Samer Al Moubayed that visual speech information is impor- tant for speech perception [McGurk and MacDonald 1976] [Sum- merfield the visual and the acous- tic modalities from production and perception perspectives. One of the prosodic

  18. Social Cognition and Its Relation to Psychosocial Adjustment in Children with Nonverbal Learning Disabilities

    ERIC Educational Resources Information Center

    Galway, Tanya M.; Metsala, Jamie L.

    2011-01-01

    The current study examined social cognitive skills in children with nonverbal learning disabilities (NLD) compared to normally achieving (NA) children. The relation between social cognitive skills and psychosocial adjustment was also investigated. There were no group differences on children's ability to represent orally presented social vignettes.…

  19. A New Look at Nonverbal Expressiveness: The Affective Communication Test (ACT-10).

    ERIC Educational Resources Information Center

    Hensley, Wayne E.

    A study investigated the validity and usefulness of the Affective Communication Test (ACT) which measures a person's ability to project a nonverbal message to others. The ACT test was reduced to 10 items and administered to 130 college students. The results were analyzed for interpersonal display of effect, public display, and small group display.…

  20. Why Verbalization of Non-Verbal Memory Reduces Recognition Accuracy: A Computational Approach to Verbal Overshadowing

    PubMed Central

    Hatano, Aya; Ueno, Taiji; Kitagami, Shinji; Kawaguchi, Jun

    2015-01-01

    Verbal overshadowing refers to a phenomenon whereby verbalization of non-verbal stimuli (e.g., facial features) during the maintenance phase (after the target information is no longer available from the sensory inputs) impairs subsequent non-verbal recognition accuracy. Two primary mechanisms have been proposed for verbal overshadowing, namely the recoding interference hypothesis, and the transfer-inappropriate processing shift. The former assumes that verbalization renders non-verbal representations less accurate. In contrast, the latter assumes that verbalization shifts processing operations to a verbal mode and increases the chance of failing to return to non-verbal, face-specific processing operations (i.e., intact, yet inaccessible non-verbal representations). To date, certain psychological phenomena have been advocated as inconsistent with the recoding-interference hypothesis. These include a decline in non-verbal memory performance following verbalization of non-target faces, and occasional failures to detect a significant correlation between the accuracy of verbal descriptions and the non-verbal memory performance. Contrary to these arguments against the recoding interference hypothesis, however, the present computational model instantiated core processing principles of the recoding interference hypothesis to simulate face recognition, and nonetheless successfully reproduced these behavioral phenomena, as well as the standard verbal overshadowing. These results demonstrate the plausibility of the recoding interference hypothesis to account for verbal overshadowing, and suggest there is no need to implement separable mechanisms (e.g., operation-specific representations, different processing principles, etc.). In addition, detailed inspections of the internal processing of the model clarified how verbalization rendered internal representations less accurate and how such representations led to reduced recognition accuracy, thereby offering a computationally grounded explanation. Finally, the model also provided an explanation as to why some studies have failed to report verbal overshadowing. Thus, the present study suggests it is not constructive to discuss whether verbal overshadowing exists or not in an all-or-none manner, and instead suggests a better experimental paradigm to further explore this phenomenon. PMID:26061046

  1. The role of background behavior in televised debates: does displaying nonverbal agreement and/or disagreement benefit either debater?

    PubMed

    Seiter, John S; Weger, Harry; Jensen, Andrea; Kinzer, Harold J

    2010-01-01

    This study examined the effects of background nonverbal behavior displayed with the purpose of undermining one's opponent in televised debates. Students watched one of four versions of a televised debate. In each, while the speaking debater appeared on the main screen, subscreens displayed her nonspeaking opponent's background nonverbal behavior. In one version, the non-speaking debater remained "stone faced" during her opponent's speech, while in the other three she nonverbally displayed occasional disagreement, nearly constant disagreement, or both agreement and disagreement. After viewing the debates, students rated the debaters' credibility, appropriateness, objectivity, and debate skills, in addition to judging who won the debate. Analysis indicated that background nonverbal behavior influenced audience perceptions of debaters' credibility, appropriateness, objectivity, debate skill, and the extent to which the debate was won. These results suggest that adding nonverbal agreement to expressions of nonverbal disagreement do not reduce the negative impacts of communicating disagreement nonverbally during an opponent's speech and may in fact further decrease the audiences' perception of a debater's credibility and overall performance. PMID:20575335

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

    ERIC Educational Resources Information Center

    Hackworth, Rhonda S.

    2007-01-01

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

  3. Teacher Perceptions of Teacher Bullying

    ERIC Educational Resources Information Center

    Zerillo, Christine; Osterman, Karen F

    2011-01-01

    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…

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

    E-print Network

    Vuong, Ngan Kim

    2008-04-07

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

  5. TEACHER TRAINING, TEACHER EDUCATION AND EDUCATIONAL

    E-print Network

    Anderson, Jim

    #12;TEACHER TRAINING, TEACHER EDUCATION AND EDUCATIONAL STUDIES AT SOUTHAMPTON UNIVERSITY to write a centenary history of teacher training, teacher education and educational studies at Southampton 26th April, 1999 #12;Teacher Training, Teacher Education and Educational Studies at Southampton

  6. E.M.P.A.T.H.Y.: a tool to enhance nonverbal communication between clinicians and their patients.

    PubMed

    Riess, Helen; Kraft-Todd, Gordon

    2014-08-01

    There is a gap in the medical education literature on teaching nonverbal detection and expression of empathy. Many articles do not address nonverbal interactions, instead focusing on "what to say" rather than "how to be." This focus on verbal communication overlooks the essential role nonverbal signals play in the communication of emotions, which has significant effects on patient satisfaction, health outcomes, and malpractice claims. This gap is addressed with a novel teaching tool for assessing nonverbal behavior using the acronym E.M.P.A.T.H.Y.-E: eye contact; M: muscles of facial expression; P: posture; A: affect; T: tone of voice; H: hearing the whole patient; Y: your response. This acronym was the cornerstone of a randomized controlled trial of empathy training at Massachusetts General Hospital, 2010-2012. Used as an easy-to-remember checklist, the acronym orients medical professionals to key aspects of perceiving and responding to nonverbal emotional cues. An urgent need exists to teach nonverbal aspects of communication as medical practices must be reoriented to the increasing cultural diversity represented by patients presenting for care. Where language proficiency may be limited, nonverbal communication becomes more crucial for understanding patients' communications. Furthermore, even in the absence of cultural differences, many patients are reluctant to disagree with their clinicians, and subtle nonverbal cues may be the critical entry point for discussions leading to shared medical decisions. A detailed description of the E.M.P.A.T.H.Y. acronym and a brief summary of the literature that supports each component of the teaching tool are provided. PMID:24826853

  7. Teachers and artificial intelligence. The Logo connection.

    PubMed

    Merbler, J B

    1990-12-01

    This article describes a three-phase program for training special education teachers to teach Logo and artificial intelligence. Logo is derived from the LISP computer language and is relatively simple to learn and use, and it is argued that these factors make it an ideal tool for classroom experimentation in basic artificial intelligence concepts. The program trains teachers to develop simple demonstrations of artificial intelligence using Logo. The material that the teachers learn to teach is suitable as an advanced level topic for intermediate- through secondary-level students enrolled in computer competency or similar courses. The material emphasizes problem-solving and thinking skills using a nonverbal expressive medium (Logo), thus it is deemed especially appropriate for hearing-impaired children. It is also sufficiently challenging for academically talented children, whether hearing or deaf. Although the notion of teachers as programmers is controversial, Logo is relatively easy to learn, has direct implications for education, and has been found to be an excellent tool for empowerment-for both teachers and children. PMID:2091452

  8. Teacher Development.

    ERIC Educational Resources Information Center

    1997

    Eight conference papers on language teacher development are presented, including: "Mosaics of Teacher Development and Socialization" (Andrew Barfield, Paul A. Beaufait, Sean Conley, Tim Murphey, Katsura Haruko), a panel presentation on aspects of and experiments in teacher development; "Questions About Teaching? Answers from Teachers!" (David…

  9. Neural coding of assessing another person's knowledge based on nonverbal cues.

    PubMed

    Kuhlen, Anna K; Bogler, Carsten; Swerts, Marc; Haynes, John-Dylan

    2015-05-01

    For successful communication, conversational partners need to estimate each other's current knowledge state. Nonverbal facial and bodily cues can reveal relevant information about how confident a speaker is about what they are saying. Using functional magnetic resonance imaging, we aimed to identify brain regions that encode how confident a speaker is perceived to be. Participants viewed videos of people answering general knowledge questions and judged each respondent's confidence in their answer. Our results suggest a distinct role of two neural networks known to support social inferences, the so-called mentalizing and the mirroring network. While activation in both networks underlies the processing of nonverbal cues, only activity in the mentalizing network, most notably the medial prefrontal cortex and the bilateral temporoparietal junction, is modulated by how confident the respondent is judged to be. Our results support an integrative account of the mirroring and mentalizing network, in which the two systems support each other in aiding pragmatic processing. PMID:25140046

  10. Mediate evaluation of replicating a Training Program in Nonverbal Communication in Gerontology.

    PubMed

    Schimidt, Teresa Cristina Gioia; Duarte, Yeda Aparecida de Oliveira; Silva, Maria Julia Paes da

    2015-01-01

    OBJECTIVE Replicating the training program in non-verbal communication based on the theoretical framework of interpersonal communication; non-verbal coding, valuing the aging aspects in the perspective of active aging, checking its current relevance through the content assimilation index after 90 days (mediate) of its application. METHOD A descriptive and exploratory field study was conducted in three hospitals under direct administration of the state of São Paulo that caters exclusively to Unified Health System (SUS) patients. The training lasted 12 hours divided in three meetings, applied to 102 health professionals. RESULTS Revealed very satisfactory and satisfactory mediate content assimilation index in 82.9%. CONCLUSION The program replication proved to be relevant and updated the setting of hospital services, while remaining efficient for healthcare professionals. PMID:25992831

  11. NEWEST teachers

    NASA Technical Reports Server (NTRS)

    1996-01-01

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

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

    SciTech Connect

    Cowell, Andrew J.; Stanney, Kay M.

    2005-02-01

    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.

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

    NASA Astrophysics Data System (ADS)

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

    2002-07-01

    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.

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

    PubMed

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

    2013-11-01

    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

  15. Non-Verbal Auditory Cognition in Patients with Temporal Epilepsy Before and After Anterior Temporal Lobectomy

    PubMed Central

    Bidet-Caulet, Aurelie; Ye, Xiao Lai; Bouchet, Patrick; Guénot, Marc; Fischer, Catherine; Bertrand, Olivier

    2009-01-01

    For patients with pharmaco-resistant temporal epilepsy, unilateral anterior temporal lobectomy (ATL) – i.e. the surgical resection of the hippocampus, the amygdala, the temporal pole and the most anterior part of the temporal gyri – is an efficient treatment. There is growing evidence that anterior regions of the temporal lobe are involved in the integration and short-term memorization of object-related sound properties. However, non-verbal auditory processing in patients with temporal lobe epilepsy (TLE) has raised little attention. To assess non-verbal auditory cognition in patients with temporal epilepsy both before and after unilateral ATL, we developed a set of non-verbal auditory tests, including environmental sounds. We could evaluate auditory semantic identification, acoustic and object-related short-term memory, and sound extraction from a sound mixture. The performances of 26 TLE patients before and/or after ATL were compared to those of 18 healthy subjects. Patients before and after ATL were found to present with similar deficits in pitch retention, and in identification and short-term memorisation of environmental sounds, whereas not being impaired in basic acoustic processing compared to healthy subjects. It is most likely that the deficits observed before and after ATL are related to epileptic neuropathological processes. Therefore, in patients with drug-resistant TLE, ATL seems to significantly improve seizure control without producing additional auditory deficits. PMID:20011222

  16. Assessment of Nonverbal and Verbal Apraxia in Patients with Parkinson's Disease

    PubMed Central

    Presotto, Monia; Olchik, Maira Rozenfeld; Shumacher Shuh, Artur Francisco; Rieder, Carlos R. M.

    2015-01-01

    Objective. To assess the presence of nonverbal and verbal apraxia in patients with Parkinson's disease (PD) and analyze the correlation between these conditions and patient age, education, duration of disease, and PD stage, as well as evaluate the correlation between the two types of apraxia and the frequency and types of verbal apraxic errors made by patients in the sample. Method. This was an observational prevalence study. The sample comprised 45 patients with PD seen at the Movement Disorders Clinic of the Clinical Hospital of Porto Alegre, Brazil. Patients were evaluated using the Speech Apraxia Assessment Protocol and PD stages were classified according to the Hoehn and Yahr scale. Results. The rate of nonverbal apraxia and verbal apraxia in the present sample was 24.4%. Verbal apraxia was significantly correlated with education (p ? 0.05). The most frequent types of verbal apraxic errors were omissions (70.8%). The analysis of manner and place of articulation showed that most errors occurred during the production of trill (57.7%) and dentoalveolar (92%) phonemes, consecutively. Conclusion. Patients with PD presented nonverbal and verbal apraxia and made several verbal apraxic errors. Verbal apraxia was correlated with education levels. PMID:26543663

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

    PubMed Central

    Lupyan, Gary; Thompson-Schill, Sharon L.

    2014-01-01

    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

  18. Can Teachers Lead Teachers?

    ERIC Educational Resources Information Center

    Mihans, Richard

    2008-01-01

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

  19. Teacher Cooperatives

    ERIC Educational Resources Information Center

    Hawkins, Beth

    2009-01-01

    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…

  20. [Teacher Training.

    ERIC Educational Resources Information Center

    Palmatier, Robert A., Ed.

    1977-01-01

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

  1. All eyes on the patient: the influence of oncologists' nonverbal communication on breast cancer patients' trust.

    PubMed

    Hillen, Marij A; de Haes, Hanneke C J M; van Tienhoven, Geertjan; Bijker, Nina; van Laarhoven, Hanneke W M; Vermeulen, Daniëlle M; Smets, Ellen M A

    2015-08-01

    Trust in the oncologist is crucial for breast cancer patients. It reduces worry, enhances decision making, and stimulates adherence. Optimal nonverbal communication by the oncologist, particularly eye contact, body posture, and smiling, presumably benefits patients' trust. We were the first to experimentally examine (1) how the oncologist's nonverbal behavior influences trust, and (2) individual differences in breast cancer patients' trust. Analogue patients (APs) viewed one out of eight versions of a video vignette displaying a consultation about chemotherapy treatment. All eight versions varied only in the oncologist's amount of eye contact (consistent vs. inconsistent), body posture (forward leaning vs. varying), and smiling (occasional smiling vs. no smiling). Primary outcome was trust in the observed oncologist (Trust in Oncologist Scale). 214 APs participated. Consistent eye contact led to stronger trust (? = -.13, p = .04). This effect was largely explained by lower educated patients, for whom the effect of consistent eye contact was stronger than for higher educated patients (? = .18, p = .01). A forward leaning body posture did not influence trust, nor did smiling. However, if the oncologist smiled more, he was perceived as more friendly (rs = .31, p < .001) and caring (rs = .18, p = .01). Older (? = .17, p = .01) and lower educated APs (? = -.25, p < .001) were more trusting. Trust was weaker for more avoidantly attached APs (? = -.16, p = .03). We experimentally demonstrated the importance of maintaining consistent eye contact for breast cancer patients' trust, especially among lower educated patients. These findings need to be translated into training for oncologists in how to optimize their nonverbal communication with breast cancer patients while simultaneously managing increased time pressure and computer use during the consultation. PMID:26227472

  2. In the ear of the beholder: how age shapes emotion processing in nonverbal vocalizations.

    PubMed

    Lima, César F; Alves, Tiago; Scott, Sophie K; Castro, São Luís

    2014-02-01

    It is well established that emotion recognition of facial expressions declines with age, but evidence for age-related differences in vocal emotions is more limited. This is especially true for nonverbal vocalizations such as laughter, sobs, or sighs. In this study, 43 younger adults (M = 22 years) and 43 older ones (M = 61.4 years) provided multiple emotion ratings of nonverbal emotional vocalizations. Contrasting with previous research, which often includes only one positive emotion (happiness) versus several negative ones, we examined 4 positive and 4 negative emotions: achievement/triumph, amusement, pleasure, relief, anger, disgust, fear, and sadness. We controlled for hearing loss and assessed general cognitive decline, cognitive control, verbal intelligence, working memory, current affect, emotion regulation, and personality. Older adults were less sensitive than younger ones to the intended vocal emotions, as indicated by decrements in ratings on the intended emotion scales and accuracy. These effects were similar for positive and negative emotions, and they were independent of age-related differences in cognitive, affective, and personality measures. Regression analyses revealed that younger and older participants' responses could be predicted from the acoustic properties of the temporal, intensity, fundamental frequency, and spectral profile of the vocalizations. The two groups were similarly efficient in using the acoustic cues, but there were differences in the patterns of emotion-specific predictors. This study suggests that ageing produces specific changes on the processing of nonverbal vocalizations. That decrements were not attenuated for positive emotions indicates that they cannot be explained by a positivity effect in older adults. PMID:24219391

  3. Patient Attitudes towards Physician Nonverbal Behaviors during Consultancy: Result from a Developing Country

    PubMed Central

    Khan, Fahad Hanif; Hanif, Raheela; Tabassum, Rumina

    2014-01-01

    Background. Nonverbal behaviors have a significant impact on patients during consultations. This study was undertaken to find out the attitudes and preferences of the patients regarding nonverbal communication during consultations with physicians, in a tertiary care hospital. Methods. A questionnaire based cross-sectional study was carried out at the Aga Khan University Hospital, Karachi, Pakistan, during the months of January to March 2012. All patients (>18 years of age) coming for consultancy in the family medicine clinics were approached; out of 133, 120 agreed to participate. The subjects were asked questions regarding physician's comforting touch and eye contact and their responses were noted. The data were analyzed using SPSS and chi-square test was used to identify corelations. Results. Overall, 120 patients were enrolled. About 58.3% were men and 41.7% were women with a mean age of 34.9 ± 10.9 years. 95.8% were Muslims and 57.6% had more than 12 years of education. Among females 74% wanted supportive touch from doctors, used to comfort the patient (45%) or to show respect (27.5%) or as healing (30%). 86.1% of the respondents believe that establishing eye contact with the patient shows that the doctor is attentive towards his/her patient. The eye contact should be brief but regular (54.1%) and prolonged staring (36.7%) makes them uncomfortable. Conclusion. Nonverbal communication helps to strengthen the doctor-patient relation as patients do appreciate positive touch and eye contact from their physicians. PMID:24977140

  4. Perception of ‘Back-Channeling’ Nonverbal Feedback in Musical Duo Improvisation

    PubMed Central

    Moran, Nikki; Hadley, Lauren V.; Bader, Maria; Keller, Peter E.

    2015-01-01

    In witnessing face-to-face conversation, observers perceive authentic communication according to the social contingency of nonverbal feedback cues (‘back-channeling’) by non-speaking interactors. The current study investigated the generality of this function by focusing on nonverbal communication in musical improvisation. A perceptual experiment was conducted to test whether observers can reliably identify genuine versus fake (mismatched) duos from musicians’ nonverbal cues, and how this judgement is affected by observers’ musical background and rhythm perception skill. Twenty-four musicians were recruited to perform duo improvisations, which included solo episodes, in two styles: standard jazz (where rhythm is based on a regular pulse) or free improvisation (where rhythm is non-pulsed). The improvisations were recorded using a motion capture system to generate 16 ten-second point-light displays (with audio) of the soloist and the silent non-soloing musician (‘back-channeler’). Sixteen further displays were created by splicing soloists with back-channelers from different duos. Participants (N = 60) with various musical backgrounds were asked to rate the point-light displays as either real or fake. Results indicated that participants were sensitive to the real/fake distinction in the free improvisation condition independently of musical experience. Individual differences in rhythm perception skill did not account for performance in the free condition, but were positively correlated with accuracy in the standard jazz condition. These findings suggest that the perception of back-channeling in free improvisation is not dependent on music-specific skills but is a general ability. The findings invite further study of the links between interpersonal dynamics in conversation and musical interaction. PMID:26086593

  5. Perception of 'Back-Channeling' Nonverbal Feedback in Musical Duo Improvisation.

    PubMed

    Moran, Nikki; Hadley, Lauren V; Bader, Maria; Keller, Peter E

    2015-01-01

    In witnessing face-to-face conversation, observers perceive authentic communication according to the social contingency of nonverbal feedback cues ('back-channeling') by non-speaking interactors. The current study investigated the generality of this function by focusing on nonverbal communication in musical improvisation. A perceptual experiment was conducted to test whether observers can reliably identify genuine versus fake (mismatched) duos from musicians' nonverbal cues, and how this judgement is affected by observers' musical background and rhythm perception skill. Twenty-four musicians were recruited to perform duo improvisations, which included solo episodes, in two styles: standard jazz (where rhythm is based on a regular pulse) or free improvisation (where rhythm is non-pulsed). The improvisations were recorded using a motion capture system to generate 16 ten-second point-light displays (with audio) of the soloist and the silent non-soloing musician ('back-channeler'). Sixteen further displays were created by splicing soloists with back-channelers from different duos. Participants (N = 60) with various musical backgrounds were asked to rate the point-light displays as either real or fake. Results indicated that participants were sensitive to the real/fake distinction in the free improvisation condition independently of musical experience. Individual differences in rhythm perception skill did not account for performance in the free condition, but were positively correlated with accuracy in the standard jazz condition. These findings suggest that the perception of back-channeling in free improvisation is not dependent on music-specific skills but is a general ability. The findings invite further study of the links between interpersonal dynamics in conversation and musical interaction. PMID:26086593

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

    PubMed Central

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

    2014-01-01

    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

  7. Deaf children's non-verbal working memory is impacted by their language experience

    PubMed Central

    Marshall, Chloë; Jones, Anna; Denmark, Tanya; Mason, Kathryn; Atkinson, Joanna; Botting, Nicola; Morgan, Gary

    2015-01-01

    Several recent studies have suggested that deaf children perform more poorly on working memory tasks compared to hearing children, but these studies have not been able to determine whether this poorer performance arises directly from deafness itself or from deaf children's reduced language exposure. The issue remains unresolved because findings come mostly from (1) tasks that are verbal as opposed to non-verbal, and (2) involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities within a normal developmental timeframe for language acquisition). A more direct, and therefore stronger, test of the hypothesis that the type and quality of language exposure impact working memory is to use measures of non-verbal working memory (NVWM) and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition and reduced quality of language input compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6–11 years: hearing children (n = 28), deaf children who were native users of British Sign Language (BSL; n = 8), and deaf children who used BSL but who were not native signers (n = 19). We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and whether scores on language tasks predicted scores on NVWM tasks. For the two executive-loaded NVWM tasks included in our battery, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another). Multiple regression analysis revealed that scores on the vocabulary measure predicted scores on those two executive-loaded NVWM tasks (with age and non-verbal reasoning partialled out). Our results suggest that whatever the language modality—spoken or signed—rich language experience from birth, and the good language skills that result from this early age of acquisition, play a critical role in the development of NVWM and in performance on NVWM tasks. PMID:25999875

  8. Deaf children's non-verbal working memory is impacted by their language experience.

    PubMed

    Marshall, Chloë; Jones, Anna; Denmark, Tanya; Mason, Kathryn; Atkinson, Joanna; Botting, Nicola; Morgan, Gary

    2015-01-01

    Several recent studies have suggested that deaf children perform more poorly on working memory tasks compared to hearing children, but these studies have not been able to determine whether this poorer performance arises directly from deafness itself or from deaf children's reduced language exposure. The issue remains unresolved because findings come mostly from (1) tasks that are verbal as opposed to non-verbal, and (2) involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities within a normal developmental timeframe for language acquisition). A more direct, and therefore stronger, test of the hypothesis that the type and quality of language exposure impact working memory is to use measures of non-verbal working memory (NVWM) and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition and reduced quality of language input compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6-11 years: hearing children (n = 28), deaf children who were native users of British Sign Language (BSL; n = 8), and deaf children who used BSL but who were not native signers (n = 19). We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and whether scores on language tasks predicted scores on NVWM tasks. For the two executive-loaded NVWM tasks included in our battery, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another). Multiple regression analysis revealed that scores on the vocabulary measure predicted scores on those two executive-loaded NVWM tasks (with age and non-verbal reasoning partialled out). Our results suggest that whatever the language modality-spoken or signed-rich language experience from birth, and the good language skills that result from this early age of acquisition, play a critical role in the development of NVWM and in performance on NVWM tasks. PMID:25999875

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

    PubMed Central

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

    2013-01-01

    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

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

    PubMed

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

    1979-09-01

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

  11. "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

    Dickson, Esther; Burton, Neil

    2011-01-01

    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…

  12. 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

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

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    PubMed

    Furley, Philip; Schweizer, Geoffrey

    2014-06-01

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

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

    NASA Astrophysics Data System (ADS)

    Skhiri, Mustapha; Cerrato, Loredana

    2002-11-01

    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.

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

    NASA Astrophysics Data System (ADS)

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

    2003-04-01

    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.

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

    PubMed

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

    2013-01-01

    Visuospatial working memory (VSWM) and intuitive geometry were examined in two groups aged 11-13, one with children displaying symptoms of nonverbal learning disability (NLD; n?=?16), and the other, a control group without learning disabilities (n?=?16). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with simple storage and complex-span tasks involving VSWM and with the intuitive geometry task devised by Dehaene, Izard, Pica, and Spelke (2006 ). Results revealed that the two groups differed in the intuitive geometry task. Differences were particularly evident in Euclidean geometry and in geometrical transformations. Moreover, the performance of NLD children was worse than controls to a larger extent in complex-span than in simple storage tasks, and VSWM differences were able to account for group differences in geometry. Finally, a discriminant function analysis confirmed the crucial role of complex-span tasks involving VSWM in distinguishing between the two groups. Results are discussed with reference to the relationship between VSWM and mathematics difficulties in nonverbal learning disabilities. PMID:22375915

  18. Motor system contributions to verbal and non-verbal working memory.

    PubMed

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

    2014-01-01

    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. PMID:25309402

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

    PubMed Central

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

    2014-01-01

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

  20. Russell-Silver syndrome and nonverbal learning disability: a case study.

    PubMed

    Plotts, Cynthia A; Livermore, Christina L

    2007-01-01

    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 intelligence, deficient visual-spatial memory, fine motor coordination and motor planning problems, relatively greater difficulty in math compared to other achievement areas, decreased writing fluency, and social behavior impediments. LP also experienced attention and concentration problems along with a ruminative cognitive-emotional style and mild depression. His pattern of processing weaknesses indicated a need for academic accommodations to complete his college-level academic work, along with counseling to address emotional issues. Further studies of individuals with RSS should consider neuropsychological assessment to address patterns of cognitive processing and possible need for educational and psychosocial intervention. PMID:17523887

  1. Housing mobility and cognitive development: Change in verbal and nonverbal abilities.

    PubMed

    Fowler, Patrick J; McGrath, Lauren M; Henry, David B; Schoeny, Michael; Chavira, Dina; Taylor, Jeremy J; Day, Orin

    2015-10-01

    This study investigates the influence of housing instability on verbal and nonverbal cognitive development among at-risk children and adolescents involved in the child welfare system. Frequent residential changes threaten child mental health, especially among low-income families. Little is known regarding disruptions to cognitive growth, specifically the impact on verbal and nonverbal abilities. The study tests whether developmental timing of housing mobility affects cognitive development beyond individual and family risks. A nationally representative study of families (n=2,442) susceptible to housing and family instability tracked children and adolescents aged 4-14 years (M=8.95 years) over 36 months following investigation by the child welfare system. Youth completed standardized cognitive assessments while caregivers reported on behavior problems and family risk at three time points. Latent growth models examined change in cognitive abilities over time. Housing mobility in the 12 months prior to baseline predicts lower verbal cognitive abilities that improve marginally. Similar effects emerge for all age groups; however, frequent moves in infancy diminish the influence of subsequent housing mobility on verbal tasks. Housing instability threatened cognitive development beyond child maltreatment, family changes, poverty, and other risks. Findings inform emerging research on environmental influences on neurocognitive development, as well as identify targets for early intervention. Systematic assessment of family housing problems, including through the child welfare system, provides opportunities for coordinated responses to prevent instability and cognitive threats. PMID:26184055

  2. Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

    ERIC Educational Resources Information Center

    Kagoda, Alice Merab; Sentongo, John

    2015-01-01

    Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Ebert, Kerry Danahy

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Doody, John P.; Bull, Peter

    2013-01-01

    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…

  9. Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Yoder, Paul; Watson, Linda R.; Lambert, Warren

    2015-01-01

    Eighty-seven preschoolers with autism spectrum disorders who were initially nonverbal (under 6 words in language sample and under 21 parent-reported words said) were assessed at five time points over 16 months. Statistical models that accounted for the intercorrelation among nine theoretically- and empirically-motivated predictors, as well as two…

  10. Interest Level in 2-Year-Olds with Autism Spectrum Disorder Predicts Rate of Verbal, Nonverbal, and Adaptive Skill Acquisition

    ERIC Educational Resources Information Center

    Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna

    2015-01-01

    Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2?years predicts subsequent rates of verbal, nonverbal, and adaptive skill…

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

    E-print Network

    Howe, Fiona

    2008-06-27

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

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

    ERIC Educational Resources Information Center

    Massa, Idalia; Rivera, Vivina

    2009-01-01

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

  13. A Study on the Functions of Western Cultural Non-Verbal Behavior in English Classroom in China

    ERIC Educational Resources Information Center

    Wei, Yuehong

    2013-01-01

    In China, English classroom is the main place of English language acquisition. Therefore, how to improve English classroom teaching effectively has become the scholars' concern. This paper reports a study conducted at North China Electric Power University on the functions of western cultural nonverbal behaviors in English classroom in China.…

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

    PubMed Central

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Phelvin, Andrew

    2013-01-01

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

  17. A Common Representational System Governed by Weber's Law: Nonverbal Numerical Similarity Judgments in 6-Year-Olds and Rhesus Macaques

    ERIC Educational Resources Information Center

    Jordan, Kerry E.; Brannon, Elizabeth M.

    2006-01-01

    This study compared nonverbal numerical processing in 6-year-olds with that in nonhuman animals using a numerical bisection task. In the study, 16 children were trained on a delayed match-to-sample paradigm to match exemplars of two anchor numerosities. Children were then required to indicate whether a sample intermediate to the anchor values was…

  18. 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

    Minskoff, Esther H.

    1980-01-01

    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)

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

    ERIC Educational Resources Information Center

    Vista, Alvin; Care, Esther

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    PubMed

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

    2014-01-01

    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

  2. Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition.

    PubMed

    Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna

    2015-11-01

    Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2?years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3?years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9?months, were scored using Interest Level Scoring for Autism, quantifying toddlers' interest in toys, social routines, and activities that could serve as reinforcers in an intervention. Adaptive level and mental age were measured concurrently (Time 1) and again after a mean of 16.3?months of treatment (Time 2). Interest Level Scoring for Autism score, Autism Diagnostic Observation Schedule score, adaptive age equivalent, verbal and nonverbal mental age, and intensity of intervention were entered into regression models to predict rates of skill acquisition. Interest level at Time 1 predicted subsequent acquisition rate of adaptive skills (R(2)?=?0.36) and verbal mental age (R(2)?=?0.30), above and beyond the effects of Time 1 verbal and nonverbal mental ages and Autism Diagnostic Observation Schedule scores. Interest level at Time 1 also contributed (R(2)?=?0.30), with treatment intensity, to variance in development of nonverbal mental age. PMID:25398893

  3. Creative Teachers

    ERIC Educational Resources Information Center

    Bramwell, Gillian; Reilly, Rosemary C.; Lilly, Frank R.; Kronish, Neomi; Chennabathni, Revathi

    2011-01-01

    Good teaching is creative teaching, yet there is little research focusing on creative teachers themselves. In this article we report a synthesis of 13 qualitative case studies and 2 quantitative studies of teachers who demonstrated everyday or local creativity in their work. Themes and categories were identified through constant comparison and…

  4. Teacher Cooperatives

    ERIC Educational Resources Information Center

    Hawkins, Beth

    2009-01-01

    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…

  5. Teachers' Pay.

    ERIC Educational Resources Information Center

    International Labour Office, Geneva (Switzerland).

    This study, undertaken at the request of the Joint International Labour Office/UNESCO Committee of Experts on the Application of the Recommendation concerning the Status of Teachers, examines the earnings of teachers in a worldwide context. Drawing on material relating to the public sector of education in over 70 countries, it considers…

  6. Teacher Compensation.

    ERIC Educational Resources Information Center

    Minnesota State Office of the Legislative Auditor, St. Paul. Program Evaluation Div.

    Minnesota state policy makers are concerned about teacher compensation because it constitutes a major category of state and local spending and can affect education results. This report examines compensation issues by describing the pay structure of Minnesota's K-12 public school teachers, making pay comparisons with other professionals, and…

  7. Representation of survey and route spatial descriptions in children with nonverbal (visuospatial) learning disabilities.

    PubMed

    Mammarella, Irene C; Meneghetti, Chiara; Pazzaglia, Francesca; Gitti, Filippo; Gomez, Claudia; Cornoldi, Cesare

    2009-11-01

    This study aims to investigate the types of difficulty encountered by children with nonverbal (visuospatial) learning disabilities (NLD) during the processing of spatial information derived from descriptions. Two spatial descriptions--one in survey, one in route perspective--and one nonspatial description were orally presented to children aged 9-12 divided in three groups: (i) with NLD (N=12), (ii) with reading disability (RD) (N=11), and (iii) without learning disabilities who served as controls (N=16). Children performed two tasks: sentence verification and location. In the verification task, NLD performed worse in survey text than control and RD groups. Moreover, in the location task NLD were worse than controls in both survey and route descriptions, but significantly poorer than the RD group only in the survey description. The results are discussed considering their implications in understanding the neuropsychological profile of NLD and the processes involved by different types of spatial descriptions. PMID:19520476

  8. Visual perception and memory impairments in children at risk of nonverbal learning disabilities.

    PubMed

    Mammarella, Irene C; Pazzaglia, Francesca

    2010-01-01

    Visuospatial working memory (VSWM) and visual perception were examined in two groups aged 11-13, one with children displaying symptoms of nonverbal learning disability (NLD) (n = 18) and the other a control group without learning disabilities (n = 18). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with VSWM tests involving visual and spatial-simultaneous processes, and also with a classical visual illusion, a classical ambiguous figure, as well as visual perception tests specifically devised for the present study. Results revealed that performance of children at risk of NLD was worse than controls in some VSWM and in visual perception tests without memory involvement; these latter required comparisons of visual stimuli and locations in space with distractors. Moreover, the two groups differed in perceiving the classical ambiguous figure. Findings are discussed in the light of both theoretical and clinical implications. PMID:20574867

  9. Impairment of simultaneous-spatial working memory in nonverbal (visuospatial) learning disability: a treatment case study.

    PubMed

    Mammarella, Irene C; Coltri, Silvia; Lucangeli, Daniela; Cornoldi, Cesare

    2009-10-01

    We report the case of B.A., an 11-year-old child with a nonverbal (visuospatial) learning disability (NLD). Detailed psychometric and neuropsychological assessment on visuospatial working memory (VSWM) revealed specific simultaneous-spatial working memory impairment. A treatment targeting simultaneous-spatial working memory was given to B.A. for seven sessions (over one month); this resulted in improvement of simultaneous-spatial working memory, with the benefit that the training was maintained after six months. Discussion of clinical and theoretical implications is given, taking account of the distinctions that can be made between the different components of visuospatial working memory and different subtypes of NLD, thus allowing the tailoring of specific training to target the impaired VSWM component. PMID:19370448

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

    PubMed

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

    2013-01-01

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

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

    PubMed

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

    2014-04-14

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

  12. Training nonverbal and verbal play skills to mentally retarded and autistic children.

    PubMed

    Coe, D; Matson, J; Fee, V; Manikam, R; Linarello, C

    1990-06-01

    Two mentally retarded boys with autism and one mentally retarded girl with Down syndrome were taught to initiate and play a ball game with an adult confederate. The program targeted both nonverbal responses related to the actual execution of the ball game as well as verbal responses for play initiation and providing compliments for the confederate's behavior. Training sessions provided ample practice in all aspects of the game from initiation to termination through use of brief play cycles. Instruction was provided using a combination of physical and verbal prompts as well as reinforcement and time-out. All three children learned the game and by the study's completion executed multiple play cycles each session. The implications of combining play and social skills training in programming for developmentally handicapped children are discussed. PMID:2347818

  13. Nonverbal Requesting and Problem-Solving by Toddlers With Down Syndrome

    PubMed Central

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

    2015-01-01

    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 Down syndrome showed fewer instrumental requests than did those in the typically developing group, but equal numbers of social routine requests. Toddlers with Down syndrome also showed poorer problem-solving strategies and received more help than children in both comparison groups on the object-retrieval task. Results showed a significant association between instrumental requests and problem-solving in the Down syndrome group. Implications for strengthening problem-solving skills in Down syndrome are discussed. PMID:15941367

  14. NONVERBAL GENERICS: Human Infants Interpret Objects as Symbols of Object Kinds

    PubMed Central

    Csibra, Gergely; Shamsudheen, Rubeena

    2015-01-01

    Human infants are involved in communicative interactions with others well before they start to speak or understand language. It is generally thought that this communication is useful for establishing interpersonal relations and supporting joint activities, but, in the absence of symbolic functions that language provides, these early communicative contexts do not allow infants to learn about the world. However, recent studies suggest that when someone demonstrates something using an object as the medium of instruction, infants can conceive the object as an exemplar of the whole class of objects of the same kind. Thus, an object, just like a word, can play the role of a symbol that stands for something else than itself, and infants can learn generic knowledge about a kind of object from nonverbal communication about a single item of that kind. This rudimentary symbolic capacity may be one of the roots of the development of symbolic understanding in children. PMID:25251493

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

    PubMed Central

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

    2013-01-01

    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

  16. Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

    ERIC Educational Resources Information Center

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  17. Teacher's Counselor

    ERIC Educational Resources Information Center

    Noon, Elizabeth F.

    1977-01-01

    Dan DuCote brought in his friend Mike Shane to be the sixth-grade team leader and introduce intraclass instruction. Mike did just that, without consulting the other three teachers. And the war was on! (Editor)

  18. Teachers' Professional Development. Teachers in Society Series.

    ERIC Educational Resources Information Center

    Hughes, Phillip, Ed.

    This book is the first in a series on teachers and teaching, a result of the Australian Council for Educational Research program of research on teachers. The theme, teachers in society, has been constructed around three broad areas: the context of teaching, teacher education, and teachers' work. The book is divided into 8 chapters as follows: (l)…

  19. How to Activate Teachers through Teacher Evaluation?

    ERIC Educational Resources Information Center

    Tuytens, Melissa; Devos, Geert

    2014-01-01

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

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

    PubMed

    Iao, Lai-Sang; Leekam, Susan R

    2014-06-01

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

  1. Teaching the Teachers: Physical Science for the Non-Scientific

    NASA Astrophysics Data System (ADS)

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

    2004-12-01

    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.

  2. TEACHER EDUCATION STUDENT HANDBOOK Teacher Education Unit

    E-print Network

    Minnesota, University of

    TEACHER EDUCATION STUDENT HANDBOOK Teacher Education Unit University of Minnesota, Crookston October 2011 #12;TABLE OF CONTENTS I. TEACHER EDUCATION ­ OVERVIEW A. Introduction. PROGRAM REQUIREMENTS A. UMC Liberal Education Requirements....................................... 16 B

  3. Treating Depressive Symptoms in Psychosis: A Network Meta-Analysis on the Effects of Non-Verbal Therapies

    PubMed Central

    Steenhuis, Laura A.; Nauta, Maaike H.; Bocking, Claudi L. H.; Pijnenborg, Gerdina H. M.

    2015-01-01

    Aims The aim of this study was to examine whether non-verbal therapies are effective in treating depressive symptoms in psychotic disorders. Material and Methods A systematic literature search was performed in PubMed, Psychinfo, Picarta, Embase and ISI Web of Science, up to January 2015. Randomized controlled trials (RCTs) comparing a non-verbal intervention to a control condition in patients with psychotic disorders, whilst measuring depressive symptoms as a primary or secondary outcome, were included. The quality of studies was assessed using the ‘Clinical Trials Assessment Measure for psychological treatments’ (CTAM) scale. Cohen’s d was calculated as a measure of effect size. Using a Network Meta-analysis, both direct and indirect evidence was investigated. Results 10 RCTs were included, of which three were of high quality according to the CTAM. The direct evidence demonstrated a significant effect on the reduction in depressive symptoms relative to treatment as usual (TAU), in favor of overall non-verbal therapy (ES: -0.66, 95% C.I. = -0.88, -0.44) and music therapy (ES: -0.59, 95% C.I. = -0.85, -0.33). Combining both direct and indirect evidence, yoga therapy (ES: -0.79, 95% C.I. = -1.24, -0.35) had a significant effect on depressive symptoms, and occupational therapy (ES: 1.81, 95% C.I. = 0.81, 2.81) was less effective, relative to TAU. Exercise therapy did not show a significant effect on depressive symptoms in comparison to TAU (ES: -0.02 95% C.I. = -0.67, 0.62). Due to inconsistency of study evidence, the indirect effects should be interpreted cautiously. Conclusions Non-verbal therapies appear to be effective in reducing depressive symptomatology in psychotic disorders, in particular music therapy and yoga therapy. PMID:26485401

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

    PubMed Central

    Ramseyer, Fabian; Tschacher, Wolfgang

    2014-01-01

    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. PMID:25249994

  5. The Role of Auditory Nonverbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment

    PubMed Central

    Ebert, Kerry Danahy

    2015-01-01

    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 nonverbal memory has not yet been considered. Aims The purpose of this study was to explore the relationship between a measure of nonverbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI. Methods & Procedures Forty-seven school-aged Spanish-English bilingual children with LI completed sentence repetition and nonword repetition tasks in both Spanish and English as well as an NVWM task. Hierarchical multiple linear regression was used to predict sentence repetition in each language using age, nonword repetition, and NVWM. Outcomes & Results NVWM predicted unique variance in sentence repetition performance in both languages after accounting for chronological age and language-specific phonological memory, as measured by nonword repetition. Conclusions & Implications Domain-general memory resources play a unique role in sentence repetition performance in children with LI. Nonverbal working memory weaknesses may contribute to the poor performance of children with LI on sentence repetition tasks. PMID:24894308

  6. Teacher as Researcher: Teacher Action Research in Teacher Education

    ERIC Educational Resources Information Center

    Souto-Manning, Mariana

    2012-01-01

    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…

  7. Challenge: Teacher's Utilization Manual.

    ERIC Educational Resources Information Center

    Lincoln Public Schools, NE.

    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…

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

    NASA Astrophysics Data System (ADS)

    Morris, Lynnae Carol

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

  9. Verbal and nonverbal predictors of language-mediated anticipatory eye movements.

    PubMed

    Rommers, Joost; Meyer, Antje S; Huettig, Falk

    2015-04-01

    During language comprehension, listeners often anticipate upcoming information. This can draw listeners' overt attention to visually presented objects before the objects are referred to. We investigated to what extent the anticipatory mechanisms involved in such language-mediated attention rely on specific verbal factors and on processes shared with other domains of cognition. Participants listened to sentences ending in a highly predictable word (e.g., "In 1969 Neil Armstrong was the first man to set foot on the moon") while viewing displays containing three unrelated distractor objects and a critical object, which was either the target object (e.g., a moon), an object with a similar shape (e.g., a tomato), or an unrelated control object (e.g., rice). Language-mediated anticipatory eye movements were observed to targets and to shape competitors. Importantly, looks to the shape competitor were systematically related to individual differences in anticipatory attention, as indexed by a spatial cueing task: Participants whose responses were most strongly facilitated by predictive arrow cues also showed the strongest effects of predictive language input on their eye movements. By contrast, looks to the target were related to individual differences in vocabulary size and verbal fluency. The results suggest that verbal and nonverbal factors contribute to different types of language-mediated eye movements. The findings are consistent with multiple-mechanism accounts of predictive language processing. PMID:25795276

  10. Is interactional dissynchrony a clue to deception? Insights from automated analysis of nonverbal visual cues.

    PubMed

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

    2015-03-01

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

  11. An analysis of the criteria used to diagnose children with Nonverbal Learning Disability (NLD).

    PubMed

    Mammarella, Irene C; Cornoldi, Cesare

    2014-01-01

    Based on a review of the literature, the diagnostic criteria used for children with nonverbal learning disabilities (NLD) were identified as follows: (a) low visuospatial intelligence; (b) discrepancy between verbal and visuospatial intelligence; (c) visuoconstructive and fine-motor coordination skills; (d) visuospatial memory tasks; (e) reading better than mathematical achievement; and (f) socioemotional skills. An analysis of the effect size was used to investigate the strength of criteria for diagnosing NLD considering 35 empirical studies published from January 1980 to February 2011. Overall, our results showed that the most important criteria for distinguishing children with NLD from controls were as follows: a low visuospatial intelligence with a relatively good verbal intelligence, visuoconstructive and fine-motor coordination impairments, good reading decoding together with low math performance. Deficits in visuospatial memory and social skills were also present. A preliminary set of criteria for diagnosing NLD was developed on these grounds. It was concluded, however, that-although some consensus is emerging-further research is needed to definitively establish shared diagnostic criteria for children with NLD. PMID:23705673

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

    PubMed

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

    2014-01-01

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

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

    PubMed Central

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

    2015-01-01

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

  14. Integrating Verbal and Nonverbal Communication in a Dynamic Neural Field Architecture for Human–Robot Interaction

    PubMed Central

    Bicho, Estela; Louro, Luís; Erlhagen, Wolfram

    2010-01-01

    How do humans coordinate their intentions, goals and motor behaviors when performing joint action tasks? Recent experimental evidence suggests that resonance processes in the observer's motor system are crucially involved in our ability to understand actions of others’, to infer their goals and even to comprehend their action-related language. In this paper, we present a control architecture for human–robot collaboration that exploits this close perception-action linkage as a means to achieve more natural and efficient communication grounded in sensorimotor experiences. The architecture is formalized by a coupled system of dynamic neural fields representing a distributed network of neural populations that encode in their activation patterns goals, actions and shared task knowledge. We validate the verbal and nonverbal communication skills of the robot in a joint assembly task in which the human–robot team has to construct toy objects from their components. The experiments focus on the robot's capacity to anticipate the user's needs and to detect and communicate unexpected events that may occur during joint task execution. PMID:20725504

  15. More than accuracy: Nonverbal dialects modulate the time course of vocal emotion recognition across cultures.

    PubMed

    Jiang, Xiaoming; Paulmann, Silke; Robin, Jessica; Pell, Marc D

    2015-06-01

    Using a gating paradigm, this study investigated the nature of the in-group advantage in vocal emotion recognition by comparing 2 distinct cultures. Pseudoutterances conveying 4 basic emotions, expressed in English and Hindi, were presented to English and Hindi listeners. In addition to hearing full utterances, each stimulus was gated from its onset to construct 5 processing intervals to pinpoint when the in-group advantage emerges, and whether this differs when listening to a foreign language (English participants judging Hindi) or a second language (Hindi participants judging English). An index of the mean emotion identification point for each group and unbiased measures of accuracy at each time point was calculated. Results showed that in each language condition, native listeners were faster and more accurate than non-native listeners to recognize emotions. The in-group advantage emerged in both conditions after processing 400 ms to 500 ms of acoustic information. In the bilingual Hindi group, greater oral proficiency in English predicted faster and more accurate recognition of English emotional expressions. Consistent with dialect theory, our findings provide new evidence that nonverbal dialects impede both the accuracy and the efficiency of vocal emotion processing in cross-cultural settings, even when individuals are highly proficient in the out-group target language. PMID:25775176

  16. Teachers Guide.

    ERIC Educational Resources Information Center

    Linsky, Ronald B.; Schnitger, Ronald L.

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

  17. Master Teacher

    ERIC Educational Resources Information Center

    Miranda, Maria Eugenia

    2011-01-01

    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…

  18. Teacher workshops

    NASA Technical Reports Server (NTRS)

    1993-01-01

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

  19. Supporting Teachers

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Burkhauser, Mary A.; Kelley, Joan G.

    2013-01-01

    Material resources, personalized support, time to collaborate, and strong principal leadership are necessary for making curricular and instructional shifts. The authors of this article share the lessons they learned about supporting implementation of the Common Core State Standards. They draw on interviews with teachers, as well as field notes…

  20. Teacher to Teacher: Learning from Each Other.

    ERIC Educational Resources Information Center

    Duckworth, Eleanor

    Thirteen teachers and a teacher educator describe a year-long graduate program for experienced teachers in which they learned from each other how to become better teachers. The program, which was situated at Harvard's Graduate School of Education, included an integrative seminar, three required courses, and two elective courses. This book is…

  1. Australian Teachers' Careers. Teachers in Society.

    ERIC Educational Resources Information Center

    Maclean, Rupert, Ed.; McKenzie, Phillip, Ed.

    This book focuses on career patterns and promotion of Australian school teachers. Following an introduction by the editors, the book is divided into 4 parts: Part 1, entitled "Understanding Teachers' Careers" includes 2 chapters: (l) "Teachers' Careers: A Conceptual Framework" (Rupert Maclean); and (2) "Teachers' Work: A Perspective on Schooling,"…

  2. Male Teacher Shortage: Black Teachers' Perspectives

    ERIC Educational Resources Information Center

    Martino, Wayne; Rezai-Rashti, Goli M.

    2010-01-01

    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…

  3. Teacher to Teacher: Bullying Prevention

    ERIC Educational Resources Information Center

    Feldman, Sandra

    2004-01-01

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

  4. Learning and processing of nonverbal symbolic information in bilinguals and monolinguals.

    PubMed

    Blumenfeld, Henrike K; Adams, Ashley M

    2014-01-01

    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

  5. Computerized training of non-verbal reasoning and working memory in children with intellectual disability

    PubMed Central

    Söderqvist, Stina; Nutley, Sissela B.; Ottersen, Jon; Grill, Katja M.; Klingberg, Torkel

    2012-01-01

    Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM) that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive training for improving WM and non-verbal reasoning (NVR) ability in children with intellectual disability. Participants were randomized to a 5-week adaptive training program (intervention group) or non-adaptive version of the program (active control group). Cognitive assessments were conducted prior to and directly after training and 1 year later to examine effects of the training. Improvements during training varied largely and amount of progress during training predicted transfer to WM and comprehension of instructions, with higher training progress being associated with greater transfer improvements. The strongest predictors for training progress were found to be gender, co-morbidity, and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of training were observed at the 1-year follow-up, suggesting that training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive training is feasible in this clinical sample and can help improve their cognitive performance. However, a minimum cognitive capacity or training ability seems necessary for the training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive training should take into consideration how inter-individual differences in training progress influence transfer effects and further investigate how baseline capacities predict training outcome. PMID:23060775

  6. Learning and processing of nonverbal symbolic information in bilinguals and monolinguals

    PubMed Central

    Blumenfeld, Henrike K.; Adams, Ashley M.

    2014-01-01

    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

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

    PubMed

    Gilboa-Schechtman, Eva; Shachar-Lavie, Iris

    2013-01-01

    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

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

    PubMed Central

    Gilboa-Schechtman, Eva; Shachar-Lavie, Iris

    2013-01-01

    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

  9. Mature Teachers Matter

    ERIC Educational Resources Information Center

    Berl, Patricia Scallan

    2005-01-01

    In this article, the author discusses the consequences of losing mature teachers due to voluntary separation or retirement and the mindset of a mature teacher that is different from younger teachers in a number of ways. Mature teachers are colleagues over 45 years of age possessing significant experience in the field. Future trends in teacher

  10. Teachers as Learners

    ERIC Educational Resources Information Center

    Feiman-Nemser, Sharon

    2012-01-01

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

  11. Teachers and Educational Reform.

    ERIC Educational Resources Information Center

    Spencer, Dee Ann

    1996-01-01

    Examines the recent phenomenon of educators attacking their own on the issue of professionalizing teachers and improving teacher education. Explores the issue of the professionalization of teaching and discusses the role of teachers in educational reform. Concludes that teacher "bashing" may hamper attracting potential teacher education students…

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

    PubMed Central

    Kashihara, Koji

    2014-01-01

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

  13. EEG oscillations reflect the complexity of social interactions in a non-verbal social cognition task using animated triangles.

    PubMed

    Blume, Christine; Lechinger, Julia; del Giudice, Renata; Wislowska, Malgorzata; Heib, Dominik P J; Schabus, Manuel

    2015-08-01

    The ability to attribute independent mental states (e.g. opinions, perceptions, beliefs) to oneself and others is termed Theory of Mind (ToM). Previous studies investigating ToM usually employed verbal paradigms and functional neuroimaging methods. Here, we studied oscillatory responses in the electroencephalogram (EEG) in a non-verbal social cognition task. The aim of this study was twofold: First, we wanted to investigate differences in oscillatory responses to animations differing with regard to the complexity of social "interactions". Secondly, we intended to evaluate the basic cognitive processes underlying social cognition. To this end, we analyzed theta, alpha, beta and gamma task-related de-/synchronization (TRD/TRS) during presentation of six non-verbal videos differing in the complexity of (social) "interactions" between two geometric shapes. Videos were adopted from Castelli et al. (2000)and belonged to three conditions: Videos designed to evoke attributions of mental states (ToM), interaction descriptions (goal-directed, GD) and videos in which the shapes moved randomly (R). Analyses revealed that only theta activity consistently varied as a function of social "interaction" complexity. Results suggest that ToM/GD videos attract more attention and working-memory resources and may have activated related memory contents. Alpha and beta results were less consistent. While alpha effects suggest that observation of social "interactions" may benefit from inhibition of self-centered processing, oscillatory responses in the beta range could be related to action observation. In summary, the results provide insight into basic cognitive processes involved in social cognition and render the paradigm attractive for the investigation of social cognitive processes in non-verbal populations. PMID:26111488

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

    ERIC Educational Resources Information Center

    Rings, Lana

    1992-01-01

    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)…

  15. Reducing Teacher Stress.

    ERIC Educational Resources Information Center

    Docking, R. A.; Docking, E.

    1984-01-01

    Reports on a case study of inservice training conducted to enhance the teacher/student relationship and reduce teacher anxiety. Found significant improvements in attitudes, classroom management activities, and lower anxiety among teachers. (MD)

  16. Teacher at Sea.

    ERIC Educational Resources Information Center

    Beighley, Karl

    1998-01-01

    Outlines the experiences of a teacher in the National Oceanic and Atmospheric Administration's (NOAA) Teacher At Sea Program in which teachers are placed on NOAA vessels to work with professional scientists doing critical, real world research. (DDR)

  17. Teacher Candidate Internship Handbook

    E-print Network

    Teacher Candidate Internship Handbook 2014-2015 #12;i Copyright @ 2008 Darden College of Education of Contents PART ONE- THE TEACHER CANDIDATE INTERNSHIP PROCEDURES: Introduction..............................................................................................................................2 Teacher Candidate Internship

  18. Exploring emotional climate in preservice science teacher education

    NASA Astrophysics Data System (ADS)

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

    2013-09-01

    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.

  19. Ten Tips for Teachers

    ERIC Educational Resources Information Center

    Mahon, Robert Lee

    2005-01-01

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

  20. Information Systems and the Teacher of Teachers

    ERIC Educational Resources Information Center

    Harvey, Robert

    1970-01-01

    Mentions NCTE/ERIC products available and of interest to teachers of English teachers: bibliographies, state-of-the-art papers, informational brochures; describes "Research in Education and "Current Index to Journals in Education, ERIC index-journals. (RD)

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

    PubMed

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

    2015-02-01

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

  2. Test Anxiety Among College Students With Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors.

    PubMed

    Nelson, Jason M; Lindstrom, Will; Foels, Patricia A

    2015-01-01

    Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to college students without RD, up to 5 times as many college students with RD reported clinically significant test anxiety. College students with RD reported significantly higher cognitively based test anxiety than physically based test anxiety. Reading skills, verbal ability, and processing speed were not correlated with test anxiety. General intelligence, nonverbal ability, and working memory were negatively correlated with test anxiety, and the magnitude of these correlations was medium to large. When these three cognitive constructs were considered together in multiple regression analyses, only working memory and nonverbal ability emerged as significant predictors and varied based on the test anxiety measure. Implications for assessment and intervention are discussed. PMID:24153402

  3. Teachers and Testing: Mentor Teachers Share Experiences

    ERIC Educational Resources Information Center

    Franklin, Cheryl A.; Snow-Gerono, Jennifer

    2005-01-01

    This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how…

  4. State Teacher Evaluation and Teacher Education

    ERIC Educational Resources Information Center

    Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

    2015-01-01

    Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

  5. Teacher Efficacy of Turkish Physical Education Teachers

    ERIC Educational Resources Information Center

    Gencay, Okkes Alpaslan

    2015-01-01

    The main purpose of this study is to determine the validity and reliability of the Teacher Efficacy Scale in Physical Education (TESPE) in Turkey's conditions, and to test if there are any differences in gender and teaching experience of Turkish PE teachers. Turkish version of the scale was administered to 257 physical education teachers (184…

  6. Teacher to Teacher: Music Educator's Survival Guide

    ERIC Educational Resources Information Center

    MENC: The National Association for Music Education, 2004

    2004-01-01

    Another new title addressing the issue of teacher retention, this practical guide is full of "real-life" strategies and suggestions for coping with the challenges facing teachers today. An excellent resource for beginning teachers, it includes chapters on classroom management, relationships with colleagues and students, setting goals, curriculum,…

  7. Highly Quantified Teachers: NCLB and Teacher Education

    ERIC Educational Resources Information Center

    Selwyn, Doug

    2007-01-01

    In this article the author looks at the impact NCLB is having on teacher education programs, focusing on three major areas: who is entering teacher preparation programs; the experience they have while they are in those programs; and the experience they have while in the schools as student teachers. The increased focus on testing to determine who…

  8. National New Teacher Study: Beginning Teachers' Concerns.

    ERIC Educational Resources Information Center

    Meister, Denise G.; Melnick, Steven A.

    2003-01-01

    Surveyed first- and second-year teachers nationwide regarding concerns in four areas: classroom management, time management, communication with parents, and academic preparation. Data on 273 teachers indicated that new teachers needed more direct experience in school settings and continued assistance in discipline, time management, and…

  9. Preparing America's Teachers.

    ERIC Educational Resources Information Center

    Cruickshank, Donald R.

    This book provides an overview of the modal curriculum in teacher education, summarizing 29 teacher education reform proposals and examining six instructional approaches to teacher education. Chapter 1 describes the modal teacher preparation curriculum (general studies, content studies, professional education, integrative studies, and guidelines…

  10. Custodial Teacher Social Types.

    ERIC Educational Resources Information Center

    Licata, Joseph W.

    Two types of teacher behavior were elicited from student responses to the Pupil Control Behavior Form (PCB). Two custodial teacher types emerged from the data: the "screamer" type, described as a teacher who controlled pupil behavior with verbal methods that expressed anger or frustration; and the "cold fish" type, depicted as a teacher who…

  11. Student Teachers Speak Out!

    ERIC Educational Resources Information Center

    Berridge, Gina G.; Goebel, Vella

    2013-01-01

    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…

  12. next generation TEACHER EDUCATION

    E-print Network

    Escher, Christine

    Shape the next generation TEACHER EDUCATION #12;Few people are in a better position to touch the lives of others than teachers. #12;Think about it: You can probably remember several teachers who had an impact on who you are today and who you're becoming. BY BECOMING A TEACHER, you can make that same kind

  13. Inventing the Chartered Teacher

    ERIC Educational Resources Information Center

    Reeves, Jenny

    2007-01-01

    This paper explores the effects of enacting a collaborative and enquiry based model of teacher professionalism in the UK. Based on work with Chartered Teachers in Scotland, it indicates that the barriers to changing the basis of teacher professionalism are complex and multi-faceted because of the contested nature of teachers' work identities.…

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

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC.

    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,…

  15. Evidence for a Double Dissociation between Spatial-Simultaneous and Spatial-Sequential Working Memory in Visuospatial (Nonverbal) Learning Disabled Children

    ERIC Educational Resources Information Center

    Mammarella, Irene C.; Cornoldi, Cesare; Pazzaglia, Francesca; Toso, Cristina; Grimoldi, Mario; Vio, Claudio

    2006-01-01

    The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides…

  16. 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

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

    2014-01-01

    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…

  17. 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

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

    2013-01-01

    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…

  18. 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

    Flouri, Eirini; Panourgia, Constantina

    2011-01-01

    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…

  19. Direct and Indirect Measures of Social Perception, Behavior, and Emotional Functioning in Children with Asperger's Disorder, Nonverbal Learning Disability, or ADHD

    ERIC Educational Resources Information Center

    Semrud-Clikeman, Margaret; Walkowiak, Jenifer; Wilkinson, Alison; Minne, Elizabeth Portman

    2010-01-01

    Understanding social interactions is crucial for development of social competence. The present study was one of the first to utilize direct and indirect measures of social perception to explore possible differences among children with nonverbal learning disability (NLD), Asperger's Syndrome (AS), Attention Deficit Hyperactivity Disorder-Combined…

  20. Cultural Factors in the Regression of Non-verbal Communication Perception Tim Sheerman-Chase, Eng-Jon Ong and Richard Bowden

    E-print Network

    Bowden, Richard

    Cultural Factors in the Regression of Non-verbal Communication Perception Tim Sheerman-Chase, Eng and de- signing user centric user interfaces. Cultural differences affect the expression and perception of NVC but no previ- ous automatic system considers these cultural differences. Annotation data

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

    E-print Network

    Martin, Ralph R.

    animations to meet the demands of the entertainment industry is an important issue. ·Speech driven animationAUTOMATIC AUDIO DRIVEN ANIMATION OF NON-VERBAL ACTIONS D. Cosker1, C. Holt2, D. Mason2, G. Whatling on a system designed to address this issue are presented. Synthesised motion-capture animation results show

  2. Value-added predictors of expressive and receptive language growth in initially nonverbal preschoolers with autism spectrum disorders.

    PubMed

    Yoder, Paul; Watson, Linda R; Lambert, Warren

    2015-05-01

    Eighty-seven preschoolers with autism spectrum disorders who were initially nonverbal (under 6 words in language sample and under 21 parent-reported words said) were assessed at five time points over 16 months. Statistical models that accounted for the intercorrelation among nine theoretically- and empirically-motivated predictors, as well as two background variables (i.e., cognitive impairment level, autism severity), were applied to identify value-added predictors of expressive and receptive spoken language growth and outcome. The results indicate that responding to joint attention, intentional communication, and parent linguistic responses were value-added predictors of both expressive and receptive spoken language growth. In addition, consonant inventory was a value-added predictor of expressive growth; early receptive vocabulary and autism severity were value-added predictors of receptive growth. PMID:25344152

  3. Deficits in visual short-term memory binding in children at risk of non-verbal learning disabilities.

    PubMed

    Garcia, Ricardo Basso; Mammarella, Irene C; Pancera, Arianna; Galera, Cesar; Cornoldi, Cesare

    2015-01-01

    It has been hypothesized that learning disabled children meet short-term memory (STM) problems especially when they must bind different types of information, however the hypothesis has not been systematically tested. This study assessed visual STM for shapes and colors and the binding of shapes and colors, comparing a group of children (aged between 8 and 10 years) at risk of non-verbal learning disabilities (NLD) with a control group of children matched for general verbal abilities, age, gender, and socioeconomic level. Results revealed that groups did not differ in retention of either shapes or colors, but children at risk of NLD were poorer than controls in memory for shape-color bindings. PMID:26301905

  4. Brief report: Inner speech impairment in children with autism is associated with greater nonverbal than verbal skills.

    PubMed

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

    2009-08-01

    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 > verbal (NV > V) skills profile would show the greatest inner speech impairment. CWA and typically developing controls (n = 23 in each group) undertook a timed mathematical task-switching test, known to benefit from inner speech use. Participants completed the task with and without articulatory suppression (AS), which disrupts inner speech. The hypothesis was supported: AS interference varied with cognitive profile among CWA but not among controls. Only the NV > V autism group showed no AS interference, indicating an inner speech impairment. PMID:19330432

  5. Common and differential brain responses in men and women to nonverbal emotional vocalizations by the same and opposite sex.

    PubMed

    Chun, Ji-Won; Park, Hae-Jeong; Park, Il-Ho; Kim, Jae-Jin

    2012-05-01

    Nonverbal emotional vocalizations are one of the most elementary ways of communicating in humans. We examined the impact of sex differences on neural responses to laughter and crying produced by the same and opposite sex. Thirty subjects (15 women) underwent functional magnetic resonance imaging during a sex identification task for laughter, crying, and neutral voices. The parahippocampal gyrus was involved in both men and women while hearing laughter of the same sex, suggesting greater positive emotional processing and greater attention toward emotional context in response to laughter of the same sex than of the opposite sex. The posterior cingulate was involved in both men and women while hearing crying of the opposite sex, suggesting that empathic processing may occur more in response to crying of the opposite sex than of the same sex. Furthermore, brain responses to crying of the opposite sex seem to reflect upon men's efforts to perform emotional regulation and women's empathic concerns. PMID:22465324

  6. Excavating the Teacher Pipeline: Teacher Preparation Programs and Teacher Attrition

    ERIC Educational Resources Information Center

    Goldhaber, Dan; Cowan, James

    2014-01-01

    We analyze the placement and attrition patterns of teachers by preparation programs and document large differences in the rate at which teachers exit both their schools and the profession. These differences are robust to within-school comparisons. Moreover, assumptions about turnover and the persistence of program effects prove important for…

  7. Student Teaching Handbook Student Teachers

    E-print Network

    Minnesota, University of

    Student Teaching Handbook for Student Teachers Cooperating Teachers University Supervisors Early. INTRODUCTION A. Teacher Education Mission & Vision Statement..................... 3 B. Conceptual Framework........ 10 B. The Student Teacher's Role......................................... 11 V. MENTORING

  8. Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge

    ERIC Educational Resources Information Center

    Mumthas, N. S.; Blessytha, Anwar

    2009-01-01

    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…

  9. Teacher Involvement in Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Mason, Kevin O.

    2013-01-01

    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…

  10. Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

    ERIC Educational Resources Information Center

    Vallade, Jessalyn I.; Malachowski, Colleen M.

    2015-01-01

    Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants…

  11. Teacher Education: Perspective in Uttarakhand

    ERIC Educational Resources Information Center

    Singh, Ramesh Chandra

    2015-01-01

    Uttarakhand state is producing large numbers of primary and secondary teachers every year. Teacher training programmers face inadequate facilities for teacher educators and teacher trainees. Professional preparation of teacher educators and trainee teachers needs to be made more relevant and effective. The government and university should develop…

  12. 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)

    Frechette, M. Casey

    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.

  13. Planners and Teachers.

    ERIC Educational Resources Information Center

    Storm, Michael

    1981-01-01

    Summarized is Arnstein's "ladder of citizen participation" for environmental decision making which indicates the necessity for collaboration between teachers and planners. A ladder of "teacher-planner" collaboration is needed to precede Arnstein's. (DC)

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

    ERIC Educational Resources Information Center

    Sosa, Alicia Salinas; Gonzales, Frank

    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…

  15. Apple Jumper, Teacher Babe, and Bland Uniformer Teachers: Fashioning Feminine Teacher Bodies

    ERIC Educational Resources Information Center

    Atkinson, Becky

    2008-01-01

    A student teacher group's conversation about teacher clothing as reflective of certain kinds of reprehensible or desirable teacher identities provoked the writing of this article. I use a feminist poststructuralist analysis to explore the three categories of women teachers' dress suggested by the student teachers as signifiers of women teachers'…

  16. Linking Teacher Compensation to Teacher Career Development.

    ERIC Educational Resources Information Center

    Conley, Sharon; Odden, Allan

    The idea of changing the teacher compensation system is not new, but concepts regarding the appropriate basis for paying teachers have changed in recent years. Three major options to the single-salary schedule include pay based on either individual or organizational performance, job tasks, or skills and knowledge. This paper seeks to broaden the…

  17. Neuromyths among Teachers and Student Teachers

    ERIC Educational Resources Information Center

    Tardif, Eric; Doudin, Pierre-André; Meylan, Nicolas

    2015-01-01

    Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers

  18. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  19. English Teacher Education as Literacy Teacher Education

    ERIC Educational Resources Information Center

    Mayher, John S.

    2012-01-01

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

  20. Foregrounding Preservice Teacher Identity in Teacher Education

    ERIC Educational Resources Information Center

    Miller, S. J.

    2006-01-01

    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…

  1. The Master Science Teacher

    ERIC Educational Resources Information Center

    Toh, Kok-Aun; Tsoi, Mun-Fie

    2008-01-01

    The dire need of some schools to boost the academic performance of their students inevitably rests with their ability to attract highly qualified teachers. As such, the UK has put in place the Advanced Skills Teacher (AST) scheme, while the US has set the ball rolling in laying down standards for the certification of the master science teacher, to…

  2. Teacher Communities for Equity

    ERIC Educational Resources Information Center

    Cochran-Smith, Marilyn

    2015-01-01

    Teachers working together in learning communities is a popular aspect of school reform projects in countries around the world. However, teacher communities vary greatly from one another. This article describes two communities whose purpose is to help teachers work for equity by focusing on questions that emerge from practice and from genuine…

  3. Enhanced Teacher Training Program

    ERIC Educational Resources Information Center

    Harrington, Ingrid

    2013-01-01

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

  4. Computer Literacy: Teacher Competencies.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This document provides assistance to teachers who will present computer literacy courses established by the State Board of Education and required of all seventh and eight grade Texas students, beginning September 1, 1985, and to other educators responsible for teacher training. Designed to guide the teachers' training program, define the necessary…

  5. Becoming Teacher Researchers.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    1998-01-01

    This serial issue contains eight articles all on the theme of "Becoming Teacher Researchers.""Becoming a Network of Teacher Researchers" (Scott Christian) discusses how portfolios of classroom work provide documentation and encourage more systematic teacher research involving established research techniques. "Identifying Features of Language:…

  6. Enhancing Democracy for Teachers

    ERIC Educational Resources Information Center

    Nichols, Shannon; Parsons, Jim

    2010-01-01

    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.…

  7. Contract Teachers in India

    ERIC Educational Resources Information Center

    Goyal, Sangeeta; Pandey, Priyanka

    2013-01-01

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

  8. Recruiting New Teachers.

    ERIC Educational Resources Information Center

    Camp, William G.; And Others

    1997-01-01

    This special theme issue includes: "How Can We Solve the Teacher Shortage?" (Camp); "A Student's Perspective" (Swafford); "Recruitment" (Dyer, Andreasen); "Top 10 Reasons to Become an Agriculture Teacher and FFA Advisor" (Bembardt, McMaben); "Supply and Demand of Agriculture Teachers since 1965" (Brown); "Recruitment and Retention of Agricultural…

  9. Mapping Teacher-Faces

    ERIC Educational Resources Information Center

    Thompson, Greg; Cook, Ian

    2013-01-01

    This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and…

  10. Teachers and Their Survivors.

    ERIC Educational Resources Information Center

    Robinson, Thomas E.; Brower, Walter A.

    1982-01-01

    The influence of a good teacher never ends; successful teachers build a kind of immortality through the lives and activities of their students. The authors illustrate these assertions with a personal account of memories voiced by former students at a revered teacher's funeral. (Author/WD)

  11. Teachers and Eros

    ERIC Educational Resources Information Center

    Britzman, Deborah P.

    2010-01-01

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

  12. TEACHER SELECTION METHODS.

    ERIC Educational Resources Information Center

    GILBERT, HARRY B.; LANG, GERHARD

    THIS REPORT OF A TWO-DAY CONFERENCE ON TEACHER SELECTION METHODS, ATTENDED BY 45 EXPERTS IN THE FIELD, CONTAINS 13 POSITION PAPERS DEALING WITH (1) PERSONNEL SELECTION IN NON-TEACHING FIELDS, (2) PROBLEMS IN TEACHER SELECTION, RECRUITMENT AND IN VALIDATION OF SELECTION PROCEDURES, AND (3) NEEDED RESEARCH IN TEACHER SELECTION--ALSO CONFERENCE…

  13. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

    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…

  14. Supporting Music Teacher Mentors

    ERIC Educational Resources Information Center

    Zaffini, Erin Dineen

    2015-01-01

    While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

  15. Maximizing Uncertified Teachers' Potential

    ERIC Educational Resources Information Center

    Sterling, Donna R.; Frazier, Wendy M.

    2010-01-01

    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…

  16. Teachers on Standards.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2001-01-01

    This theme issue on standards contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. These narratives describe how teachers in Alaska, South Carolina, Ohio, Massachusetts, Kentucky, Arizona, and New Mexico are implementing state content standards while honoring local contexts for…

  17. Reducing Teacher Incompetence.

    ERIC Educational Resources Information Center

    Rich, John Martin

    1988-01-01

    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…

  18. Clinical Teacher Development Revisited.

    ERIC Educational Resources Information Center

    McNergney, Robert F.; Francis, Patricia

    1986-01-01

    Summarizes results of a study exploring verbal communication processes of supervisors and teachers involved in teacher development conferences. Highlights supervisors' need for leadership and effective communication skills in observation sessions, so that both inexperienced and self-confident teachers will be encouraged to improve instructional…

  19. Teacher Leadership for Change

    ERIC Educational Resources Information Center

    Brondyk, Susan; Stanulis, Randi

    2014-01-01

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

  20. ARTICULATION AGREEMENT Teacher Preparation

    E-print Network

    Hammack, Richard

    ARTICULATION AGREEMENT For Teacher Preparation Between J. Sargeant Reynolds Community College in Liberal Arts, Teacher Preparation Specialization; (2) the Associate of Science (A.S.) degree in Social Sciences, Teacher Preparation Specialization; and (3) the Associate of Science (A.S.) degree in Science

  1. Teacher Education in Scandinavia.

    ERIC Educational Resources Information Center

    Wasser, Henry

    The trend in Scandinavia is to broaden teacher education and training for academic secondary school teachers in order to overcome excessive specialization. The context of apprenticeship of pre-school, primary teachers is changing toward a more academically oriented program. However, the affective part of the learning/teaching process is becoming…

  2. Urban Mathematics Teacher Retention

    ERIC Educational Resources Information Center

    Hamdan, Kamal

    2010-01-01

    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…

  3. Thoughts on Teacher Mentoring

    ERIC Educational Resources Information Center

    Lataille, Louise M.

    2005-01-01

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

  4. Globalization and Teacher Education

    ERIC Educational Resources Information Center

    Flinders, David J.

    2009-01-01

    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…

  5. Evidence for a double dissociation between spatial-simultaneous and spatial-sequential working memory in visuospatial (nonverbal) learning disabled children.

    PubMed

    Mammarella, Irene C; Cornoldi, Cesare; Pazzaglia, Francesca; Toso, Cristina; Grimoldi, Mario; Vio, Claudio

    2006-10-01

    The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides evidence of a double dissociation between spatial-simultaneous processes, underpinning the memorization item positioning in a spatial configuration, and spatial-sequential processes, which allow memorization of the presentation order. In both groups of children of the two studies, a selective impairment either on spatial-sequential or on spatial-simultaneous working memory tasks was observed. These data support the existence of -simultaneous and -sequential modality-dependent processes in visuospatial working memory and confirm the importance of distinguishing between different subtypes of visuospatial (nonverbal) learning-disabled children. PMID:16750287

  6. NEWS: Teachers' Awards 2001

    NASA Astrophysics Data System (ADS)

    2000-09-01

    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.

  7. Teacher Enhancement Institute

    NASA Technical Reports Server (NTRS)

    Simmons, Ron W.

    1994-01-01

    In a team building, team teaching strategy with four faculty, can learning strategies such as educational technology and problem based learning be provided to forty local teachers of primary, elementary, and secondary students? The impetus for the effort is to provide information about science and engineering at NASA and motivate students to pursue careers in science and technology. Teachers, identified and selected through a rigorous application procedure, participated in a two week workshop for a graduate credit. Teachers were exposed to computer applications such as INTERNET, MOSAIC, Power Machintosh word processing, NASA scientists, and laboratory experiments. Teachers were evaluated on level and quality of their participation, design of teacher application materials and relevant lesson plans and presentations. The results show that teachers, regardless of preparation and background, can learn science and engineering applications and develop relevant materials to transfer information to their classroom. Follow-up during the academic year will show that teachers are successfully using materials.

  8. Passing the Torch: Retired Teachers as Mentors for New Teachers.

    ERIC Educational Resources Information Center

    Gold, Milton J.; Pepin, Bernadette

    Using retired teachers as mentors for beginning teachers in New York City has made real differences in the lives of the new teachers, their mentors, the students, and the supervisors in approximately 100 schools. In these schools more than 100 mentors have worked with 500 teachers over a three-year period. The New York City Mentor/New Teacher

  9. Comprehensive Teacher Induction: Linking Teacher Induction to Theory

    ERIC Educational Resources Information Center

    Keilwitz, Heather A.

    2014-01-01

    Teacher retention is a wide concern in education and in response school districts throughout the United States are developing more comprehensive teacher induction programs. Components of teacher induction programs that have assisted with successful teacher development include release time for teacher observation, assignment of a knowledgeable…

  10. Teacher Quality and Teacher Mobility. Working Paper 57

    ERIC Educational Resources Information Center

    Feng, Li; Sass, Tim

    2011-01-01

    Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

  11. Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 1

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

    "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) Districts Harness the Expertise of Classroom Teachers (Valerie von Frank); (2) Tool: Measuring Collaborative Norms; (3) Lessons from…

  12. Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 2

    ERIC Educational Resources Information Center

    Crow, Tracy, Ed.

    2009-01-01

    "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) Sharpening Skills for Our Century (Valerie von Frank); (2) Lessons from a Coach: First, I Assess How Teachers Learn (Julie…

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

    ERIC Educational Resources Information Center

    Armstrong, Anthony, Ed.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Armstrong, Anthony, Ed.

    2010-01-01

    "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…

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

    ERIC Educational Resources Information Center

    Armstrong, Anthony, Ed.

    2010-01-01

    "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.…

  16. Teacher Educator Identity Development of the Nontraditional Teacher Educator

    ERIC Educational Resources Information Center

    Newberry, Melissa

    2014-01-01

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

  17. Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

    ERIC Educational Resources Information Center

    Korur, Fikret; Eryilmaz, Ali

    2012-01-01

    Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

  18. The role of verbal and nonverbal memory in the Family Pictures Subtest: Data from children with specific language impairment

    PubMed Central

    Lum, Jarrad A. G.; Conti-Ramsden, Gina; Ullman, Michael T.

    2012-01-01

    This study examined the contribution of verbal and visual memory to performance on the Family Pictures subtest of the Children's Memory Scale. This subtest purports to assess declarative memory functioning in the visual/nonverbal domain. A total of 115 nine-year-old children participated in this study. Fifty-eight had specific language impairment (SLI), whilst the remaining 57 were typically developing (TD), with no history of language difficulties. Results showed that the children with SLI, who had intact declarative memory for visual but not verbal information, obtained significantly lower scores on the Family Pictures subtest when compared to the TD group. Regression analyses revealed that across the entire sample, individual differences on the Family Pictures subtest was best predicted by a measure of verbal working memory. These results question whether the Family Pictures subtest can be considered a measure of visual memory in pediatric populations. These results have implications for the interpretation of scores on this subtest regarding the nature of the types of neurocognitive difficulties children may exhibit. PMID:23078276

  19. Cognitive flexibility in verbal and nonverbal domains and decision making in anorexia nervosa patients: a pilot study

    PubMed Central

    2011-01-01

    Background This paper aimed to investigate cognitive rigidity and decision making impairments in patients diagnosed with Anorexia Nervosa Restrictive type (AN-R), assessing also verbal components. Methods Thirty patients with AN-R were compared with thirty age-matched healthy controls (HC). All participants completed a comprehensive neuropsychological battery comprised of the Trail Making Test, Wisconsin Card Sorting Test, Hayling Sentence Completion Task, and the Iowa Gambling Task. The Beck Depression Inventory was administered to evaluate depressive symptomatology. The influence of both illness duration and neuropsychological variables was considered. Body Mass Index (BMI), years of education, and depression severity were considered as covariates in statistical analyses. Results The AN-R group showed poorer performance on all neuropsychological tests. There was a positive correlation between illness duration and the Hayling Sentence Completion Task Net score, and number of completion answers in part B. There was a partial effect of years of education and BMI on neuropsychological test performance. Response inhibition processes and verbal fluency impairment were not associated with BMI and years of education, but were associated with depression severity. Conclusions These data provide evidence that patients with AN-R have cognitive rigidity in both verbal and non-verbal domains. The role of the impairment on verbal domains should be considered in treatment. Further research is warranted to better understand the relationship between illness state and cognitive rigidity and impaired decision-making. PMID:21982555

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

    PubMed Central

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

    2014-01-01

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

  1. Pupillary responses during a joint attention task are associated with nonverbal cognitive abilities and sub-clinical symptoms of autism

    PubMed Central

    Erstenyuk, Valentyna; Swanson, Meghan R.; Siller, Michael

    2015-01-01

    Measures of pupillary dilation provide a temporally sensitive, quantitative indicator of cognitive resource allocation. The current study included 39 typically developing children between 3 and 9 years of age. Children completed a free-viewing task designed to elicit gaze following, a core deficit of Autism Spectrum Disorders (ASD). Results revealed a negative association between children's pupil dilation and a standardized measure of nonverbal intelligence, suggesting that children with lower intelligence allocated more cognitive resources than children with higher intelligence. In addition, the results revealed a negative association between pupil dilation and a parent-report measure of sub-clinical symptoms of ASD, suggesting that children with fewer ASD-related symptoms allocated more cognitive resources than children who showed more sub-clinical symptoms of ASD. Both associations were independent of each other and could not be explained by variation in chronological age. These findings extend previous research demonstrating associations between basic aspects of visual processing and intelligence. In addition, these findings comport with recent theories of ASD that emphasize reduced sensitivity to the reward value of social situations. When confronted with social ambiguity, children with more ASD-related symptoms allocated fewer cognitive resources to resolving this ambiguity than children who showed fewer sub-clinical symptoms of ASD. PMID:25821516

  2. When they listen and when they watch: Pianists’ use of nonverbal audio and visual cues during duet performance

    PubMed Central

    Goebl, Werner

    2015-01-01

    Nonverbal auditory and visual communication helps ensemble musicians predict each other’s intentions and coordinate their actions. When structural characteristics of the music make predicting co-performers’ intentions di?cult (e.g., following long pauses or during ritardandi), reliance on incoming auditory and visual signals may change. This study tested whether attention to visual cues during piano–piano and piano–violin duet performance increases in such situations. Pianists performed the secondo part to three duets, synchronizing with recordings of violinists or pianists playing the primo parts. Secondos’ access to incoming audio and visual signals and to their own auditory feedback was manipulated. Synchronization was most successful when primo audio was available, deteriorating when primo audio was removed and only cues from primo visual signals were available. Visual cues were used e?ectively following long pauses in the music, however, even in the absence of primo audio. Synchronization was una?ected by the removal of secondos’ own auditory feedback. Di?erences were observed in how successfully piano–piano and piano–violin duos synchronized, but these e?ects of instrument pairing were not consistent across pieces. Pianists’ success at synchronizing with violinists and other pianists is likely moderated by piece characteristics and individual di?erences in the clarity of cueing gestures used. PMID:26279610

  3. Physics Teachers' Future Teaching Plans

    ERIC Educational Resources Information Center

    Physics Teacher, 2012

    2012-01-01

    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…

  4. Prospective Teachers' Images of Management.

    ERIC Educational Resources Information Center

    Morine-Dershimer, Greta; Reeve, Peggy Tarpley

    1994-01-01

    Prospective teachers' images of lesson management were examined in relation to pupil engagement in lessons taught. In more engaging lessons, teachers' images of management emphasized pupil contributions to lesson progress; in less engaging lessons, teachers' images of management emphasized teacher control of lesson progress combined with teacher

  5. Language Teacher Research in Asia

    ERIC Educational Resources Information Center

    Farrell, Thomas S. C., Ed.

    2006-01-01

    The Language Teacher Research Series aims to connect research and practice by highlighting the insights that teachers themselves describe after examining their own practices. This first volume of the five-volume series presents research conducted by language teachers at all levels, from high school English teachers to English language teacher

  6. What Principals Think Motivates Teachers

    ERIC Educational Resources Information Center

    Diamantes, Thomas

    2004-01-01

    How did a graduate class of teachers and principals come to explore what was really important to teachers? They had an idea that they all shared the same values (both teachers and principals) and would agree on what rewards teachers prize. Would administrators rate the motivation rewards the same way the teachers would? To find out, five schools…

  7. ENGLISH TEACHER POSITIONS IN MADRID

    E-print Network

    ENGLISH TEACHER POSITIONS IN MADRID EFL Teacher Contract Type: Full-Time or Part-Time Positions materials are provided to the teacher. There is an enormous teacher resource library including a wide array of photocopiable materials, video and audio resources as well as internet access for teachers to use. The Direction

  8. The Culturally Responsive Teacher Educator

    ERIC Educational Resources Information Center

    Gist, Conra D.

    2014-01-01

    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'…

  9. Novice Teachers: Meeting the Challenge

    ERIC Educational Resources Information Center

    Martin, Patricia

    2008-01-01

    Seasoned principals know that when veteran teachers are replaced by large numbers of teachers new to the profession, student achievement levels are threatened. The influx of new teachers, coupled with consistently high rate of teacher attrition, creates challenges for principals who have the responsibility of bringing new teachers up the…

  10. Exploring into Teacher's Specialized Practicality

    ERIC Educational Resources Information Center

    Tian, Lian-jin

    2010-01-01

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

  11. 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

    Pantic, Natasa; Wubbels, Theo; Mainhard, Tim

    2011-01-01

    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…

  12. Teacher Knowledge: A Complex Tapestry

    ERIC Educational Resources Information Center

    Adoniou, Misty

    2015-01-01

    Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three…

  13. Human Rights Education Standards for Teachers and Teacher Education

    ERIC Educational Resources Information Center

    Jennings, Todd

    2006-01-01

    This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.

  14. Distinguishing Expert Teachers from Novice and Experienced Teachers. 1 Teachers Make a Difference

    E-print Network

    Knill, Oliver

    Distinguishing Expert Teachers from Novice and Experienced Teachers. 1 Teachers Make a Difference Research, October 2003 My journey this morning takes me from identifying the relative power of the teacher, to a reflection on the qualities of excellence among teachers, and dwells mainly on a study undertaken

  15. Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers

    ERIC Educational Resources Information Center

    Goodwin, A. Lin; Kosnik, Clare

    2013-01-01

    Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…

  16. Course on Instruments Updates Teachers.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1986

    1986-01-01

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

  17. Grading the teacher

    NASA Astrophysics Data System (ADS)

    Swartz, Clifford E.

    2000-04-01

    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.

  18. Contracting to Demonstrate Teacher Competencies.

    ERIC Educational Resources Information Center

    Lux, John E.

    1979-01-01

    The Lincoln, Nebraska, Teacher Corps' contracting process offers an effective model for team teaching, individualizing/personalizing instruction, and demonstrating both teacher and learner levels of competency. (JMF)

  19. Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships 

    E-print Network

    Edgar, Don Wayne

    2007-09-17

    Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose...

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

    PubMed

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

    2015-08-01

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

  1. Learning to Teach Teachers

    ERIC Educational Resources Information Center

    Hollins, Etta R.; Luna, Christina; Lopez, Sonja

    2014-01-01

    This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on…

  2. Culturally Proficient Teachers

    ERIC Educational Resources Information Center

    Piowlski, Lori

    2013-01-01

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

  3. Building a Teachers' Center.

    ERIC Educational Resources Information Center

    Devaney, Kathleen, Ed.

    As a collection of articles this book is intended for use as a guide for planning and building teacher centers. The beginning articles tell how a combination of convictions, experience, high energy, and happenstance formed the first American teacher centers. The next several articles focus on practical matters such as staffing, needs assessment,…

  4. Aquaculture. Teacher Edition.

    ERIC Educational Resources Information Center

    Walker, Susan S.

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

  5. Legal Literacy for Teachers

    ERIC Educational Resources Information Center

    Schimmel, David; Militello, Matthew

    2008-01-01

    Principals are the chief teachers of law in their schools. However, many principals would say that teaching law is not in their job description and that they do not need another responsibility, but intentional or not, most principals already teach law--in staff meetings; in teacher conferences; in informal conversations; and when they develop,…

  6. The Media Teacher's Handbook

    ERIC Educational Resources Information Center

    Scarratt, Elaine, Ed.; Davison, Jon, Ed.

    2011-01-01

    "The Media Teacher's Handbook" is an indispensible guide for all teachers, both specialist and non-specialist, delivering Media Studies and media education in secondary schools and colleges. It is the first text to draw together the three key elements of secondary sector teaching in relation to media study--the "theoretical", the "practical" and…

  7. Special Education Teacher Persistence

    ERIC Educational Resources Information Center

    Thorp, Sally A.

    2013-01-01

    The focus of this study was special education teachers, who remained in the teaching field 5 or more years. Through the use of qualitative mixed-methods study, variables contributing to their longevity were explored. Research indicates that 50% of special education teachers leave the field within five years of employment (Alliance for Education,…

  8. The Celluloid Teacher

    ERIC Educational Resources Information Center

    Breault, Rick

    2009-01-01

    Though the filmed portrayal of teachers can be inspiring or humorously satirical, the stereotype offered in those films might tell us much about how the larger culture views traditionally trained teachers and how schools can be reformed. It is argued here that Hollywood's emphasis on the need for outsiders to come in and rescue students from…

  9. Teacher Competencies as a Basis for Teacher Education--Views of Serbian Teachers and Teacher Educators

    ERIC Educational Resources Information Center

    Pantic, Natasa; Wubbels, Theo

    2010-01-01

    Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental…

  10. Facilitating Teacher Study Groups

    ERIC Educational Resources Information Center

    Walpole, Sharon; Beauchat, Katherine A.

    2008-01-01

    Although literacy coaching means many different things, all coaching initiatives have one common commitment: the goal of building teacher expertise. In the authors' work as coaches and with coaches, they have relied on teacher study groups as a main strategy for accomplishing this task. Their understanding of the potential for study groups has…

  11. Teachers and Faith

    ERIC Educational Resources Information Center

    Eckert, Jonathan

    2011-01-01

    This paper examines the roles that faith and vocation play in teaching. Faith can lead to a sense of calling that impacts the identity and integrity of the teacher, which, in turn, influences the holistic development of students. Therefore, teachers of faith who respect the limits of religious belief in public schools are essential contributors to…

  12. Disrupting Teacher Education

    ERIC Educational Resources Information Center

    Liu, Meredith

    2013-01-01

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

  13. Emphasis: Teachers Doing Research.

    ERIC Educational Resources Information Center

    Knudson, Richard L., Ed.

    1975-01-01

    The emphasis of this issue, reflecting increased demand for accountability, is the importance of teachers gathering data which substantiate pupil growth and present facts about what is going on in English classrooms, especially when teachers are trying different classroom approaches. Articles also discuss student responses to literature, student…

  14. Teachers Behaving Badly.

    ERIC Educational Resources Information Center

    Waggoner, Chuck

    2003-01-01

    Incivility by teachers can turn into behavior that injures careers. Workplace "mobbing" or bullying begins when an individual becomes the target of disrespectful and harmful behavior. Recounts experiences of two teachers. Offers suggestions to school leaders to stop this incivility. (MLF)

  15. Ohio EPA Teachers Kit.

    ERIC Educational Resources Information Center

    Ohio State Environmental Protection Agency, Columbus.

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

  16. Standards Worrying Teachers

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2013-01-01

    Even as the Common Core State Standards are being put into practice across most of the country, nearly half of teachers feel unprepared to teach them, especially to disadvantaged students, according to a new survey. The study by the EPE Research Center found deep wells of concern among teachers about their readiness to meet the challenges posed by…

  17. Teacher Dismissal for Cause

    ERIC Educational Resources Information Center

    Allison, Brad; Schumacher, Gary; Hammonds, Craig

    2013-01-01

    This case presents a discussion of events that led to the dismissal of a teacher for cause. A first year high school principal is confronted with teacher behavior that creates a dangerous situation for students. The decision process to determine the appropriate organizational response involves a number of individuals and systems. The…

  18. Teacher Effectiveness: A Position.

    ERIC Educational Resources Information Center

    Scott, Myrtle

    1969-01-01

    This document summarizes the highlights of research on teacher effectiveness and concludes with recommendations based on a synthesis of this past work. The various methodologies that have been used are discussed, from rating scales to objective observation techniques, such as OScAR and the ecological studies. The major problems in teacher

  19. First Teacher, 1998.

    ERIC Educational Resources Information Center

    Durkin, Lisa Lyons, Ed.

    1998-01-01

    This document is comprised of the six issues of volume 19 of "First Teacher," a periodical providing helpful activity ideas and information on child development for early childhood teachers and caregivers. The major topics for each themed issue are as follows: (1) Exploring Letters and Numbers, including flannel board activities, and number rhymes…

  20. Teacher Unions 101

    ERIC Educational Resources Information Center

    Koppich, Julia E.

    2012-01-01

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

  1. Children as Art Teachers

    ERIC Educational Resources Information Center

    Szekely, George

    2011-01-01

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

  2. Reforming Again: Now Teachers

    ERIC Educational Resources Information Center

    Marx, Ronald W.

    2014-01-01

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

  3. Why Teacher Voice Matters

    ERIC Educational Resources Information Center

    Kahlenberg, Richard D.; Potter, Halley

    2014-01-01

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

  4. Teachers' Interpersonal Role Identity

    ERIC Educational Resources Information Center

    van der Want, Anna C.; den Brok, Perry; Beijaard, Douwe; Brekelmans, Mieke; Claessens, Luce C. A.; Pennings, Helena J. M.

    2015-01-01

    This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards…

  5. TEACHER TURNOVER STUDY.

    ERIC Educational Resources Information Center

    ALEXANDER, S. KERN; AND OTHERS

    VIA QUESTIONNAIRE TO 200 SCHOOL SUPERINTENDENTS IN KENTUCKY, 2,004 TEACHERS WHO HAD RESIGNED THEIR POSITIONS DURING THE 1964-66 PERIOD WERE IDENTIFIED (7 PERCENT OF THE STATE'S FULL-TIME CERTIFIED INSTRUCTIONAL STAFF). ON THE BASIS OF THE QUESTIONNAIRE RESPONSES FROM 780 (39 PERCENT) OF THESE TEACHERS, IT WAS FOUND THAT ECONOMIC FACTORS WERE THE…

  6. Evolution. Teacher's Guide.

    ERIC Educational Resources Information Center

    Bershad, Carol

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

  7. Teachers as Verbal Perpetrators.

    ERIC Educational Resources Information Center

    James-Weagraff, Pat; Donaldson, Diane

    This paper briefly discusses: violence as a context for verbal abuse; the legacy of student discipline in schools; a model indicating that verbal abuse is learned; data showing teachers do verbally abuse students; and a variety of ways to deal with this problem. Factors inducing teachers to exhibit aggressive behavior are identified and include:…

  8. Teacher Power--Revisited

    ERIC Educational Resources Information Center

    Myers, Donald Allen

    2007-01-01

    The author reviews four factors that contribute to the reduction of the authority and power of teachers: the Far Right, the Christian Right, the standards movement, and the decline in the use of collective bargaining. As a result of these initiatives, teachers are forced to abandon many progressive educational practices and embrace educational…

  9. Teachers in Early Christianity

    ERIC Educational Resources Information Center

    Markowski, Michael

    2008-01-01

    This article presents the idea that the Early Church supported teachers as one of the ministry offices within the local church. These teachers worked to mature the spiritual life of the congregation and so helped to free the pastoral ministry to focus on other duties, many of which fall on pastors. Most ministers, pastors, and others teach at one…

  10. The Responsive Reading Teacher

    ERIC Educational Resources Information Center

    Latham, Gloria

    2013-01-01

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

  11. Alchemy and the Teacher

    ERIC Educational Resources Information Center

    Mayes, Clifford

    2003-01-01

    In order for teachers to reflect deeply upon themselves, they need powerful models and images to guide their introspection. In teacher reflectivity, as in the therapeutic processes, psychic energy must ultimately be "contained" by models and modalities that enable one to make sense out of one's inner and outer experiences. This enables those…

  12. Moral Teachers, Moral Students.

    ERIC Educational Resources Information Center

    Weissbourd, Rick

    2003-01-01

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

  13. Meditation and Teacher Stress

    ERIC Educational Resources Information Center

    Csaszar, Imre Emeric; Buchanan, Teresa

    2015-01-01

    Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…

  14. Workplace ESL Teachers Manual.

    ERIC Educational Resources Information Center

    Reyes, Andy F.

    The manual is intended for teachers in workplace English-as-a-Second-Language (ESL) programs, and contains ideas and techniques that both experienced and less experienced teachers in a wide variety of workplace ESL classes might find helpful. Sections address the following topics: (1) helpful hints for creating a successful educational environment…

  15. Supported Teacher Collaborative Inquiry

    ERIC Educational Resources Information Center

    Nelson, Tamara; Slavit, David

    2008-01-01

    Drawing on the rich line of research that has emerged over the past 15 years, this article details the types of support necessary for the establishment and nurturing of teacher collaborative inquiry. Although teachers have the ability and drive to initiate change, it is often the case that complex layers of support are required to achieve this…

  16. Narratives in Teacher Education

    ERIC Educational Resources Information Center

    Dolk, Maarten; den Hertog, Jaap

    2008-01-01

    In primary teacher education, using a multimedia learning environment, we challenge student teachers to develop narratives of paradigmatic classroom situations. In this digital environment they observe footage of classroom practice (mathematics lessons) and discuss, analyse, and interpret these episodes. The environment will stimulate student…

  17. Anthropology. Teacher's Resource Packet.

    ERIC Educational Resources Information Center

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

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

  18. Meet the Teacher

    ERIC Educational Resources Information Center

    Kirker, Sara Schmickle

    2008-01-01

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

  19. Socialization of Novice Teachers

    ERIC Educational Resources Information Center

    Pogodzinski, Ben

    2012-01-01

    Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices' evaluation of the support that they received. Data were collected through semistructured interviews with…

  20. RAP Coaching with Teachers

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. Managing Serious Teacher Misbehaviour

    ERIC Educational Resources Information Center

    Page, Damien

    2014-01-01

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

  2. Focus on the Teacher

    ERIC Educational Resources Information Center

    Griffiths, Carol

    2012-01-01

    This article begins with a brief overview of some of the salient issues that have impacted on teaching practice in recent years. In order to canvass teacher concerns regarding these issues, a questionnaire was given to a class of practising teachers studying for a Masters degree in ELT at a Turkish university asking them to rate a number of key…

  3. Dewey's Challenge to Teachers

    ERIC Educational Resources Information Center

    Fishman, Stephen M.; McCarthy, Lucille

    2010-01-01

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

  4. Management. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Hutnyak, Dana

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year management programs for Texas high school students. The following are among the items included: (1) introductory…

  5. Children, Teachers and Literature.

    ERIC Educational Resources Information Center

    Anderson, William; Groff, Patrick

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

  6. At Risk Teachers.

    ERIC Educational Resources Information Center

    Hammond, Ormond W.; Onikama, Denise L.

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

  7. The Master Teacher Concept: Implications for Teacher Education.

    ERIC Educational Resources Information Center

    Zumwalt, Karen Kepler

    1985-01-01

    Explores implications of the "master teacher" concept and speculates on some of the contributions professional educators might make to the public dialogue. Discusses changes that might occur in teacher education programs if the master teacher idea becomes a widespread reality and offers a definition of the master teacher that is based on a…

  8. Inferring Teacher Epistemological Framing from Local Patterns in Teacher Noticing

    ERIC Educational Resources Information Center

    Russ, Rosemary S.; Luna, Melissa J.

    2013-01-01

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

  9. Merging Beliefs of Classroom Teachers and Teacher Educators

    ERIC Educational Resources Information Center

    Milner, Joseph O.

    2010-01-01

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

  10. Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

    ERIC Educational Resources Information Center

    Brown, Amber L.; Harris, Mary; Jacobson, Arminta; Trotti, Judy

    2014-01-01

    This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and…

  11. Teacher Wellbeing: The Importance of Teacher-Student Relationships

    ERIC Educational Resources Information Center

    Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  13. Student Portfolios. NEA Teacher-to-Teacher Books.

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC.

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

  14. Teacher Control and Affiliation: Do Students and Teachers Agree?

    ERIC Educational Resources Information Center

    Brekelmans, Mieke; Mainhard, Tim; den Brok, Perry; Wubbels, Theo

    2011-01-01

    Using an interpersonal circumplex model, we examined whether teachers and students in secondary education apply a similar frame of reference when thinking about how a teacher relates to students. We also examined the alignment of teacher and student perceptions of two dimensions of the teacher-student relationship: Control and Affiliation. Results…

  15. Teacher Development in Action: Understanding Language Teachers' Conceptual Change

    ERIC Educational Resources Information Center

    Kubanyiova, Magdalena

    2012-01-01

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

  16. Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

    "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) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

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

    ERIC Educational Resources Information Center

    Crow, Tracy, Ed.

    2009-01-01

    "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) Weekend Wisdom: Stimulus Funds Boost Professional Learning and Add Saturday Option (Valerie von Frank); (2) Lessons from a Coach:…

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

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

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

  19. Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 8

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

    "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) Tackling Behavior from All Sides (Valerie von Frank); (2) Tools: Effective Behavior Support Self-Assessment Survey; (3) Lessons from…

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

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2008-01-01

    "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) Making a Serious Study of Classroom Scenes: High School Faculty Develops Away to Observe and Learn from Each Other (Valerie von Frank); (2) Tools for…