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 lecture/laboratory and…

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

ERIC Educational Resources Information Center

Turman, Paul D.

2008-01-01

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

Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning

ERIC Educational Resources Information Center

King, Paul; Witt, Paul

2009-01-01

There is much disagreement among instructional communication scholars concerning the appropriate means to measure cognitive learning. Significant differences have emerged between studies that rely on perceptual versus performance measures of learning and the issue has been the subject of much recent debate in research on teacher immediacy. The…

Instructors Who Resist "College Lite": The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning

ERIC Educational Resources Information Center

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

2007-01-01

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of…

Teacher Assessment and Nonverbal Communication: The State of the Arts.

ERIC Educational Resources Information Center

Willett, Tom H.

Assuming that teacher effectiveness and nonverbal communication are interrelated, an analysis of nonverbal communication and teacher assessment of nonverbal action is appropriate. A review of the literature indicates that nonverbal behaviors may be examined by the impressionistic and the quantitative methods. Each of these methods generates…

Power in the Classroom VI: Verbal Control Strategies, Nonverbal Immediacy and Affective Learning.

ERIC Educational Resources Information Center

Plax, Timothy G.; And Others

Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project (the sixth in a series of projects designed to examine teacher power in the classroom) proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher…

The impact of the teachers' non-verbal communication on success in teaching.

PubMed

Bambaeeroo, Fatemeh; Shokrpour, Nasrin

2017-04-01

Non-verbal communication skills, also called sign language or silent language, include all behaviors performed in the presence of others or perceived either consciously or unconsciously. The main aim of this review article was to determine the effect of the teachers' non-verbal communication on success in teaching using the findings of the studies conducted on the relationship between quality of teaching and the teachers' use of non-verbal communication and also its impact on success in teaching. Considering the research method, i.e. a review article, we searched for all articles in this field using key words such as success in teaching, verbal communication and non-verbal communication. In this study, we did not encode the articles. The results of this revealed that there was a strong relationship among the quality, amount and the method of using non-verbal communication by teachers while teaching. Based on the findings of the studies reviewed, it was found that the more the teachers used verbal and non-verbal communication, the more efficacious their education and the students' academic progress were. Under non-verbal communication, some other patterns were used. For example, emotive, team work, supportive, imaginative, purposive, and balanced communication using speech, body, and pictures all have been effective in students' learning and academic success. The teachers' attention to the students' non-verbal reactions and arranging the syllabus considering the students' mood and readiness have been emphasized in the studies reviewed. It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students' mood. Non-verbal communication is highly reliable in the communication process, so if the recipient of a message is between two contradictory verbal and nonverbal messages, logic dictates that we push him toward the non-verbal message and ask him to pay more attention to non-verbal than verbal messages because non-verbal

Artificial intelligence and immediacy: designing health communication to personally engage consumers and providers.

PubMed

Kreps, Gary L; Neuhauser, Linda

2013-08-01

We describe how ehealth communication programs can be improved by using artificial intelligence (AI) to increase immediacy. We analyzed major deficiencies in ehealth communication programs, illustrating how programs often fail to fully engage audiences and can even have negative consequences by undermining the effective delivery of information intended to guide health decision-making and influence adoption of health-promoting behaviors. We examined the use of AI in ehealth practices to promote immediacy and provided examples from the ChronologyMD project. Strategic use of AI is shown to help enhance immediacy in ehealth programs by making health communication more engaging, relevant, exciting, and actionable. AI can enhance the "immediacy" of ehealth by humanizing health promotion efforts, promoting physical and emotional closeness, increasing authenticity and enthusiasm in health promotion efforts, supporting personal involvement in communication interactions, increasing exposure to relevant messages, reducing demands on healthcare staff, improving program efficiency, and minimizing costs. User-centered AI approaches, such as the use of personally involving verbal and nonverbal cues, natural language translation, virtual coaches, and comfortable human-computer interfaces can promote active information processing and adoption of new ideas. Immediacy can improve information access, trust, sharing, motivation, and behavior changes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

ERIC Educational Resources Information Center

Kwitonda, Jean Claude

2017-01-01

This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

Online Graduate Study of Health Care Learners' Perceptions of Instructional Immediacy

ERIC Educational Resources Information Center

Melrose, Sherri; Bergeron, Kim

2006-01-01

Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. Yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore…

An Investigation of Relationships among Instructor Immediacy and Affective and Cognitive Learning in the Online Classroom

ERIC Educational Resources Information Center

Baker, Jason D.

2004-01-01

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

Immediacy and Distance in Teacher Talk--A Comparative Case Study in German Elementary- and Outdoor School-Teaching

ERIC Educational Resources Information Center

Sahrakhiz, Sarah

2017-01-01

This case study examines authentic speech acts by a German primary school teacher in the classroom context and the outdoor learning location of a forest. The study will compare the degree of linguistic immediacy or distance in these two contexts, respectively. Once a week, the class is doing "outdoor school" ["Draußenschule"]…

Race of Student and Nonverbal Behavior of Teacher.

ERIC Educational Resources Information Center

Feldman, Robert S.

White and black subjects, playing the role of teacher, were led to praise verbally a white or black student. It was hypothesized that the race of the student would affect the nonverbal behavior of the teacher. White and black judges, blind to the race of the students and to the hypothesis of the study, rated how pleased the facial expressions of…

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…

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…

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

ERIC Educational Resources Information Center

McLean, Chikako Akamatsu

2007-01-01

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

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…

Videotutoring, Non-Verbal Communication and Initial Teacher Training.

ERIC Educational Resources Information Center

Nichol, Jon; Watson, Kate

2000-01-01

Describes the use of video tutoring for distance education within the context of a post-graduate teacher training course at the University of Exeter. Analysis of the tapes used a protocol based on non-verbal communication research, and findings suggest that the interaction of participants was significantly different from face-to-face…

A Description of Teacher Behavior: Verbal and Nonverbal.

ERIC Educational Resources Information Center

French, Russell L.; Galloway, Charles M.

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

Beyond the Language: Native Americans' Nonverbal Communication.

ERIC Educational Resources Information Center

Chiang, Linda H.

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

Who Is Controlling the Interaction? The Effect of Nonverbal Mirroring on Teacher-Student Rapport

ERIC Educational Resources Information Center

Jiang-yuan, Zhou; Wei, Guo

2012-01-01

This study investigated the effect of nonverbal mirroring on teacher-student rapport in one-on-one interactions. Nonverbal mirroring refers to the unconscious mimicry of the postures, mannerisms, facial expressions, and other behaviors of one's interaction partner in social interactions. In a within-subjects paradigm, students had four…

Teaching Strategies to Promote Immediacy in Online Graduate Courses

ERIC Educational Resources Information Center

Fahara, Manuel Flores; Castro, Armida Lozano

2015-01-01

The present study is the result of the research question: How do teachers promote immediacy through interaction with their students in online graduate courses? Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses. The research methodology employed a qualitative approach of virtual…

The Effects of Student Verbal and Nonverbal Responsiveness on Teacher Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Mottet, Timothy P.; Beebe, Steven A.; Raffeld, Paul C.; Medlock, Amanda L.

2004-01-01

The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Over a quarter (26%) of the total variance in teacher self-efficacy and over half (53%) of the total variance in teacher job satisfaction were attributable to student verbal and nonverbal…

Instructional Immediacy in the Chinese Quantitative Reasoning Classroom

ERIC Educational Resources Information Center

Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen

2018-01-01

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

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 record…

College Students' Attributions of Teacher Misbehaviors

ERIC Educational Resources Information Center

Kelsey, Dawn M.; Kearney, Patricia; Plax, Timothy G.; Allen, Terre H.; Ritter, Kerry J.

2004-01-01

Grounded in attribution theory, this investigation examined explanations students provide when college teachers misbehave, and the influence of perceived teacher immediacy shaping those interpretations. Across two different samples, college students responded to questionnaires assessing perceptions of their teachers' immediacy, teacher…

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…

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

ERIC Educational Resources Information Center

Geng, Gretchen

2011-01-01

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

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

ERIC Educational Resources Information Center

Bradley, Banks; And Others

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

Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

ERIC Educational Resources Information Center

Houser, Marian L.; Waldbuesser, Caroline

2017-01-01

Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror…

A Multi-Variate Analysis of Teacher-Student Interpretations of Non-Verbal Cues: The Measurement of Visuo-Gestural Channel Expression.

ERIC Educational Resources Information Center

Teresa, Joseph G.; Francis, John B.

This study sought to ascertain how teachers and students interpret non-verbal cues in the form of visuo-gestural channel expressions by having them assign affective meaning to such expressions depicted photographically. Subjects were 377 students and 19 teachers from two elementary schools: one, urban and characterized as low socioeconomic status;…

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.

The impact of the teachers’ non-verbal communication on success in teaching

PubMed Central

BAMBAEEROO, FATEMEH; SHOKRPOUR, NASRIN

2017-01-01

Introduction: Non-verbal communication skills, also called sign language or silent language, include all behaviors performed in the presence of others or perceived either consciously or unconsciously. The main aim of this review article was to determine the effect of the teachers’ non-verbal communication on success in teaching using the findings of the studies conducted on the relationship between quality of teaching and the teachers’ use of non-verbal communication and also its impact on success in teaching. Methods: Considering the research method, i.e. a review article, we searched for all articles in this field using key words such as success in teaching, verbal communication and non-verbal communication. In this study, we did not encode the articles. Results: The results of this revealed that there was a strong relationship among the quality, amount and the method of using non-verbal communication by teachers while teaching. Based on the findings of the studies reviewed, it was found that the more the teachers used verbal and non-verbal communication, the more efficacious their education and the students’ academic progress were. Under non-verbal communication, some other patterns were used. For example, emotive, team work, supportive, imaginative, purposive, and balanced communication using speech, body, and pictures all have been effective in students’ learning and academic success. The teachers’ attention to the students’ non-verbal reactions and arranging the syllabus considering the students’ mood and readiness have been emphasized in the studies reviewed. Conclusion: It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students’ mood. Non-verbal communication is highly reliable in the communication process, so if the recipient of a message is between two contradictory verbal and nonverbal messages, logic dictates that we push him toward the non-verbal message and ask him to pay

An exploratory study of relational, persuasive, and nonverbal communication in requests for tissue donation.

PubMed

Siminoff, Laura A; Traino, Heather M; Gordon, Nahida H

2011-10-01

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

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

PubMed Central

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

2011-01-01

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

Focused Observation and Feedback of Nonverbal Behavior.

ERIC Educational Resources Information Center

Field, Judd F.; Bradley, Banks T.

A feedback and analysis instrument measuring nonverbal teacher behavior is presented which focuses on fourteen specific behaviors. Data obtained from the instrument may be analyzed for each of the behaviors and developed into a quantified ratio of those categories tending to signal positive influence by the teacher toward the pupil and those…

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…

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…

Brain Specialization Research and the Teaching of Nonverbal Communication.

ERIC Educational Resources Information Center

Jensen, Marvin D.

1980-01-01

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

Nonverbal Behavior and Corrective Feedback in Nine ESL University-Level Classrooms

ERIC Educational Resources Information Center

Wang, Weiqing; Loewen, Shawn

2016-01-01

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

The Effect of Learner Age on the Interpretation of the Nonverbal Behaviors of Teachers and Other Students in Identifying Questions in the L2 Classroom

ERIC Educational Resources Information Center

Kamiya, Nobuhiro

2018-01-01

This study investigated how learners' ages affect their interpretation of the nonverbal behaviors (NVBs) of teachers and other students in distinguishing between questions and statements in the second language (L2) classroom. After watching 48 short video clips without sound in which three L2 teachers asked a question or made a statement with or…

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…

Patterns of Non-Verbal Social Interactions within Intensive Mathematics Intervention Contexts

ERIC Educational Resources Information Center

Thomas, Jonathan Norris; Harkness, Shelly Sheats

2016-01-01

This study examined the non-verbal patterns of interaction within an intensive mathematics intervention context. Specifically, the authors draw on social constructivist worldview to examine a teacher's use of gesture in this setting. The teacher conducted a series of longitudinal teaching experiments with a small number of young, school-age…

Nonverbal communication affect in children.

PubMed

Buck, R

1975-04-01

A paradign was tested for measuting the tendency of children to send accurate nonverbal signals to others via spontaneous facial expressions and gestures. This paradign was derived from studies on adults that suggest that women are more accurate nonverbal "sendres" than men in certain situations. Eighteeen male and 11 female preschoolers (aged 4 to 6 years) watched a series of emotionally loaded color slides while they were observed via a hidden television camera by their mothers. Results indicated that significant overall communciation occurred, with large individual differences in "sending ability" between children. There was no evidence of a large sex difference in sending ability in choldren, although on one measure girls were more accurate senders than boys when viewed by undergraduates. Sending ability was positively related to teacher's ratings of activity level, aggressiveness, impulsiveness, bossiness, sociability, etc., and negatively related ti shyness, cooperation, emotional inhibition and control, etc.

Estimation of preterm labor immediacy by nonlinear methods

PubMed Central

Martinez, Luis; Matorras, Roberto; Bringas, Carlos; Aranburu, Larraitz; Fernández-Llebrez, Luis; Gonzalez, Leire; Arana, Itziar; Pérez, Martín-Blas; Martínez de la Fuente, Ildefonso

2017-01-01

Preterm delivery affects about one tenth of human births and is associated with an increased perinatal morbimortality as well as with remarkable costs. Even if there are a number of predictors and markers of preterm delivery, none of them has a high accuracy. In order to find quantitative indicators of the immediacy of labor, 142 cardiotocographies (CTG) recorded from women consulting because of suspected threatened premature delivery with gestational ages comprehended between 24 and 35 weeks were collected and analyzed. These 142 samples were divided into two groups: the delayed labor group (n = 75), formed by the women who delivered more than seven days after the tocography was performed, and the anticipated labor group (n = 67), which corresponded to the women whose labor took place during the seven days following the recording. As a means of finding significant differences between the two groups, some key informational properties were analyzed by applying nonlinear techniques on the tocography recordings. Both the regularity and the persistence levels of the delayed labor group, which were measured by Approximate Entropy (ApEn) and Generalized Hurst Exponent (GHE) respectively, were found to be significantly different from the anticipated labor group. As delivery approached, the values of ApEn tended to increase while the values of GHE tended to decrease, suggesting that these two methods are sensitive to labor immediacy. On this paper, for the first time, we have been able to estimate childbirth immediacy by applying nonlinear methods on tocographies. We propose the use of the techniques herein described as new quantitative diagnosis tools for premature birth that significantly improve the current protocols for preterm labor prediction worldwide. PMID:28570658

Teacher Non-Verbal Activity.

ERIC Educational Resources Information Center

Grant, Barbara M.

This descriptive research study had as its major objective the development of a category system through which the teacher's physical motions in relation to his verbal actions could be analyzed with a high degree of reliability. The performances of five elementary teachers at the College Demonstration School were recorded on video tape. Narrative…

Online Instructor Strategies: A Study of Instructor Immediacy and Student Perceived Learning at a Community College

ERIC Educational Resources Information Center

Corona, Shannon F.

2012-01-01

The purpose of this study was to determine the extent to which instructor immediacy correlated with online community college students' perceived learning. The research questions that were investigated in the study focused on online instructor immediacy as it relates to praise (words of approval), encouragement (words of support) and examples…

Development of the Nonverbal Communication Skills of School Administrators Scale (NCSSAS): Validity, Reliability and Implementation Study

ERIC Educational Resources Information Center

Uzun, Tevfik

2017-01-01

The main purpose of this study is to develop a scale intended for identifying the school administrators' nonverbal communication skills, and establish the relationship between the nonverbal communication skills of school administrators and job performance of teachers. The study was conducted in three stages. The first stage involved the creation…

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…

Temporal Immediacy: A Two-System Theory of Mind for Understanding and Changing Health Behaviors.

PubMed

Cook, Paul F; Schmiege, Sarah J; Reeder, Blaine; Horton-Deutsch, Sara; Lowe, Nancy K; Meek, Paula

Health promotion and chronic disease management both require behavior change, but people find it hard to change behavior despite having good intentions. The problem arises because patients' narratives about experiences and intentions are filtered through memory and language. These narratives inaccurately reflect intuitive decision-making or actual behaviors. We propose a principle-temporal immediacy-as a moderator variable that explains which of two mental systems (narrative or intuitive) will be activated in any given situation. We reviewed multiple scientific areas to test temporal immediacy as an explanation for findings. In an iterative process, we used evidence from philosophy, cognitive neuroscience, behavioral economics, symptom science, and ecological momentary assessment to develop our theoretical perspective. These perspectives each suggest two cognitive systems that differ in their level of temporal immediacy: an intuitive system that produces behavior in response to everyday states and a narrative system that interprets and explains these experiences after the fact. Writers from Plato onward describe two competing influences on behavior-often with moral overtones. People tend to identify with the language-based narrative system and blame unhelpful results on the less accessible intuitive system, but neither is completely rational, and the intuitive system has strengths based on speed and serial processing. The systems differ based on temporal immediacy-the description of an experience as either "now" or "usually"-with the intuitive system generating behaviors automatically in real time and the narrative system producing beliefs about the past or future. The principle of temporal immediacy is a tool to integrate nursing science with other disciplinary traditions and to improve research and practice. Interventions should build on each system's strengths, rather than treating the intuitive system as a barrier for the narrative system to overcome. Nursing

Immediacy bias in emotion perception: current emotions seem more intense than previous emotions.

PubMed

Van Boven, Leaf; White, Katherine; Huber, Michaela

2009-08-01

People tend to perceive immediate emotions as more intense than previous emotions. This immediacy bias in emotion perception occurred for exposure to emotional but not neutral stimuli (Study 1), when emotional stimuli were separated by both shorter (2 s; Studies 1 and 2) and longer (20 min; Studies 3, 4, and 5) delays, and for emotional reactions to pictures (Studies 1 and 2), films (Studies 3 and 4), and descriptions of terrorist threats (Study 5). The immediacy bias may be partly caused by immediate emotion's salience, and by the greater availability of information about immediate compared with previous emotion. Consistent with emotional salience, when people experienced new emotions, they perceived previous emotions as less intense than they did initially (Studies 3 and 5)-a change in perception that did not occur when people did not experience a new immediate emotion (Study 2). Consistent with emotional availability, reminding people that information about emotions naturally decays from memory reduced the immediacy bias by making previous emotions seem more intense (Study 4). Discussed are implications for psychological theory and other judgments and behaviors.

The Relationship Between Attitudes Toward the Handicapped and Nonverbal Behavior with Educators of Special Needs Students: An Exploratory Study.

ERIC Educational Resources Information Center

Stodden, Robert A.; And Others

Examined were the relationships between attitudes toward the handicapped and nonverbal behavior of 60 special education teachers involved in inservice or preservice coursework. Ss were administered the Attitudes Toward Handicapped Individuals (ATHI) Scale and the Nonverbal Behavior Characteristics Scale (NBCS). Analysis of the data indicated a…

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

PubMed

Grayman, Jesse Hession

2014-11-01

After more than 20 years of sporadic separatist insurgency, the Free Aceh Movement and the Indonesian government signed an internationally brokered peace agreement in August 2005, just eight months after the Indian Ocean tsunami devastated Aceh's coastal communities. This article presents a medical humanitarian case study based on ethnographic data I collected while working for a large aid agency in post-conflict Aceh from 2005 to 2007. In December 2005, the agency faced the first test of its medical and negotiation capacities to provide psychiatric care to a recently amnestied political prisoner whose erratic behavior upon returning home led to his re-arrest and detention at a district police station. I juxtapose two methodological approaches-an ethnographic content analysis of the agency's email archive and field-based participant-observation-to recount contrasting narrative versions of the event. I use this contrast to illustrate and critique the immediacy of the humanitarian imperative that characterizes the industry. Immediacy is explored as both an urgent moral impulse to assist in a crisis and a form of mediation that seemingly projects neutral and transparent transmission of content. I argue that the sense of immediacy afforded by email enacts and amplifies the humanitarian imperative at the cost of abstracting elite humanitarian actors out of local and moral context. As a result, the management and mediation of this psychiatric case by email produced a bureaucratic model of care that failed to account for complex conditions of chronic political and medical instability on the ground. Copyright © 2014 Elsevier Ltd. All rights reserved.

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…

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)

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…

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…

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

PubMed Central

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

2011-01-01

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

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

PubMed

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

2011-06-01

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

Patterns of non-verbal social interactions within intensive mathematics intervention contexts

NASA Astrophysics Data System (ADS)

Thomas, Jonathan Norris; Harkness, Shelly Sheats

2016-06-01

This study examined the non-verbal patterns of interaction within an intensive mathematics intervention context. Specifically, the authors draw on social constructivist worldview to examine a teacher's use of gesture in this setting. The teacher conducted a series of longitudinal teaching experiments with a small number of young, school-age children in the context of early arithmetic development. From these experiments, the authors gathered extensive video records of teaching practice and, from an inductive analysis of these records, identified three distinct patterns of teacher gesture: behavior eliciting, behavior suggesting, and behavior replicating. Awareness of their potential to influence students via gesture may prompt teachers to more closely attend to their own interactions with mathematical tools and take these teacher interactions into consideration when forming interpretations of students' cognition.

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…

Unspoken Words: Understanding Nonverbal Learning Disabilities

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2016-01-01

Much of what is communicated in the classroom is through nonverbal means. Sending appropriate nonverbal signals, as well as recognizing and interpreting the nonverbal signals of others, are essential features of the learning process. Students' abilities to encode and decode nonverbal communication have the potential to affect all aspects of their…

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…

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,…

[Non-verbal communication in Alzheimer's disease].

PubMed

Schiaratura, Loris Tamara

2008-09-01

This review underlines the importance of non-verbal communication in Alzheimer's disease. A social psychological perspective of communication is privileged. Non-verbal behaviors such as looks, head nods, hand gestures, body posture or facial expression provide a lot of information about interpersonal attitudes, behavioral intentions, and emotional experiences. Therefore they play an important role in the regulation of interaction between individuals. Non-verbal communication is effective in Alzheimer's disease even in the late stages. Patients still produce non-verbal signals and are responsive to others. Nevertheless, few studies have been devoted to the social factors influencing the non-verbal exchange. Misidentification and misinterpretation of behaviors may have negative consequences for the patients. Thus, improving the comprehension of and the response to non-verbal behavior would increase first the quality of the interaction, then the physical and psychological well-being of patients and that of caregivers. The role of non-verbal behavior in social interactions should be approached from an integrative and functional point of view.

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…

Nonverbal Behavior and the Communication Process.

ERIC Educational Resources Information Center

Duke, Charles R.

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

Nonverbal Social Communication and Gesture Control in Schizophrenia

PubMed Central

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

2015-01-01

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

Nonverbal Accommodation in Healthcare Communication

PubMed Central

D’Agostino, Thomas A.; Bylund, Carma L.

2016-01-01

This exploratory study examined patterns of nonverbal accommodation within healthcare interactions and investigated the impact of communication skills training and gender concordance on nonverbal accommodation behavior. The Nonverbal Accommodation Analysis System (NAAS) was used to code the nonverbal behavior of physicians and patients within 45 oncology consultations. Cases were then placed in one of seven categories based on patterns of accommodation observed across the interaction. Results indicated that across all NAAS behavior categories, physician-patient interactions were most frequently categorized as Joint Convergence, followed closely by Asymmetrical-Patient Convergence. Among paraverbal behaviors, talk time, interruption, and pausing were most frequently characterized by Joint Convergence. Among nonverbal behaviors, eye contact, laughing, and gesturing were most frequently categorized as Asymmetrical-Physician Convergence. Differences were predominantly non-significant in terms of accommodation behavior between pre and post-communication skills training interactions. Only gesturing proved significant, with post-communication skills training interactions more likely to be categorized as Joint Convergence or Asymmetrical-Physician Convergence. No differences in accommodation were noted between gender concordant and non-concordant interactions. The importance of accommodation behavior in healthcare communication is considered from a patient-centered care perspective. PMID:24138223

Impulsive choice and pre-exposure to delays: iv. effects of delay- and immediacy-exposure training relative to maturational changes in impulsivity.

PubMed

Renee Renda, C; Rung, Jillian M; Hinnenkamp, Jay E; Lenzini, Stephanie N; Madden, Gregory J

2018-04-23

Impulsive choice describes preference for smaller, sooner rewards over larger, later rewards. Excessive delay discounting (i.e., rapid devaluation of delayed rewards) underlies some impulsive choices, and is observed in many maladaptive behaviors (e.g., substance abuse, gambling). Interventions designed to reduce delay discounting may provide therapeutic gains. One such intervention provides rats with extended training with delayed reinforcers. When compared to a group given extended training with immediate reinforcers, delay-exposed rats make significantly fewer impulsive choices. To what extent is this difference due to delay-exposure training shifting preference toward self-control or immediacy-exposure training (the putative control group) shifting preference toward impulsivity? The current study compared the effects of delay- and immediacy-exposure training to a no-training control group and evaluated within-subject changes in impulsive choice across 51 male Wistar rats. Delay-exposed rats made significantly fewer impulsive choices than immediacy-exposed and control rats. Between-group differences in impulsive choice were not observed in the latter two groups. While delay-exposed rats showed large, significant pre- to posttraining reductions in impulsive choice, immediacy-exposed and control rats showed small reductions in impulsive choice. These results suggest that extended training with delayed reinforcers reduces impulsive choice, and that extended training with immediate reinforcers does not increase impulsive choice. © 2018 Society for the Experimental Analysis of Behavior.

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…

Immediacy Bias in Emotion Perception: Current Emotions Seem More Intense than Previous Emotions

ERIC Educational Resources Information Center

Van Boven, Leaf; White, Katherine; Huber, Michaela

2009-01-01

People tend to perceive immediate emotions as more intense than previous emotions. This "immediacy bias" in emotion perception occurred for exposure to emotional but not neutral stimuli (Study 1), when emotional stimuli were separated by both shorter (2 s; Studies 1 and 2) and longer (20 min; Studies 3, 4, and 5) delays, and for emotional…

Paralanguage and Kinesics (Nonverbal Communication).

ERIC Educational Resources Information Center

Key, Mary Ritchie

Nonverbal communication is an important and little-understood aspect of human communication. This book deals primarily with two aspects of nonverbal communication: paralanguage and kinesics. "Paralanguage" includes vocalizations such as hissing, shushing, and whistling, as well as speech modifications such as quality of voice (sepulchral, whiny,…

Communication practices in the US and Syria.

PubMed

Merkin, Rebecca S; Ramadan, Reem

2016-01-01

This study highlights Syrian communication practices using comparative tests with the United States communication as a baseline. Additionally, theoretical findings on individualism and collectivism theory are extended to include findings from Syria. Multivariate Analysis of Covariance was used to test culture's effect in demographically similar (in age, SES, and education) student convenience samples, with the covariate communication adaptability, on dependent variables: empathy, social confirmation, social composure, friendships, non-verbal immediacy, social self-efficacy, and general self-efficacy. Results indicated that Syrians possess more empathy, social confirmation, and perceived general self-efficacy in comparison to U.S. citizens who have greater social composure, friendships, non-verbal immediacy and social self-efficacy. These results indicate that Syrians have the strength of self-efficacy to succeed in intercultural relationships while U.S. Americans have the assets of warmth and sociability to enable successful interactions with Syrians.

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…

Cognitive Metaphor Theory and the Metaphysics of Immediacy.

PubMed

Madsen, Mathias W

2016-05-01

One of the core tenets of cognitive metaphor theory is the claim that metaphors ground abstract knowledge in concrete, first-hand experience. In this paper, I argue that this grounding hypothesis contains some problematic conceptual ambiguities and, under many reasonable interpretations, empirical difficulties. I present evidence that there are foundational obstacles to defining a coherent and cognitively valid concept of "metaphor" and "concrete meaning," and some general problems with singling out certain domains of experience as more immediate than others. I conclude from these considerations that whatever the facts are about the comprehension of individual metaphors, the available evidence is incompatible with the notion of an underlying conceptual structure organized according to the immediacy of experience. Copyright © 2015 Cognitive Science Society, Inc.

The effect of praise, positive nonverbal response, reprimand, and negative nonverbal response on child compliance: a systematic review.

PubMed

Owen, Daniela J; Slep, Amy M S; Heyman, Richard E

2012-12-01

Lack of compliance has both short- and long-term costs and is a leading reason why parents seek mental health services for children. What parents do to help children comply with directives or rules is an important part of child socialization. The current review examines the relationship between a variety of parenting discipline behaviors (i.e., praise, positive nonverbal response, reprimand, negative nonverbal response) and child compliance. Forty-one studies of children ranging in age from 1½ to 11 years were reviewed. Reprimand and negative nonverbal responses consistently resulted in greater compliance. Praise and positive nonverbal responses resulted in mixed child outcomes. The findings are discussed based on theory and populations studied. The authors propose a mechanism that may increase children's sensitivity to both positive and negative behavioral contingencies.

Nonverbal Elements of International Business Communication.

ERIC Educational Resources Information Center

Waltman, John L.

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

Relational Messages Associated with Nonverbal Behaviors.

ERIC Educational Resources Information Center

Burgoon, Judee K.; And Others

Based on the assumptions that relational messages are multidimensional and that they are largely communicated by nonverbal cues, this experiment manipulated five nonverbal cues--eye contact, proximity, body lean, smiling, and touch--to determine what meanings they convey along four relational message dimensions: emotionality/arousal/composure,…

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.

Early Childhood Education: Teacher Behaviors from a Cross Cultural Perspective.

ERIC Educational Resources Information Center

Bell, Patricia Ann

Reported in this document are observations of early childhood education in England, Israel, Seychelles, and China. Specifically, observations focus on (1) teacher behavior, including behavior toward individuals, small groups, and large groups or whole classes; (2) teacher demonstration behaviors; (3) teacher verbal and nonverbal behaviors, such as…

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

PubMed

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

2014-01-01

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

How Teachers Inadvertently Reinforce Negative Behavior of Elementary School Students through Negative Communications.

ERIC Educational Resources Information Center

Frederick, Barbara

This paper reviews ways in which teachers inadvertently reinforce negative behavior of elementary school students through negative verbal or nonverbal communication. Discussion first points out differences between nonverbal and verbal communication, and then focuses on consequences of negative communication for children. Special attention is given…

A qualitative study on non-verbal sensitivity in nursing students.

PubMed

Chan, Zenobia C Y

2013-07-01

To explore nursing students' perception of the meanings and roles of non-verbal communication and sensitivity. It also attempts to understand how different factors influence their non-verbal communication style. The importance of non-verbal communication in the health arena lies in the need for good communication for efficient healthcare delivery. Understanding nursing students' non-verbal communication with patients and the influential factors is essential to prepare them for field work in the future. Qualitative approach based on 16 in-depth interviews. Sixteen nursing students from the Master of Nursing and the Year 3 Bachelor of Nursing program were interviewed. Major points in the recorded interviews were marked down for content analysis. Three main themes were developed: (1) understanding students' non-verbal communication, which shows how nursing students value and experience non-verbal communication in the nursing context; (2) factors that influence the expression of non-verbal cues, which reveals the effect of patients' demographic background (gender, age, social status and educational level) and participants' characteristics (character, age, voice and appearance); and (3) metaphors of non-verbal communication, which is further divided into four subthemes: providing assistance, individualisation, dropping hints and promoting interaction. Learning about students' non-verbal communication experiences in the clinical setting allowed us to understand their use of non-verbal communication and sensitivity, as well as to understand areas that may need further improvement. The experiences and perceptions revealed by the nursing students could provoke nurses to reconsider the effects of the different factors suggested in this study. The results might also help students and nurses to learn and ponder their missing gap, leading them to rethink, train and pay more attention to their non-verbal communication style and sensitivity. © 2013 John Wiley & Sons Ltd.

Patients' Characteristics Affecting Physician-Patient Nonverbal Communication.

ERIC Educational Resources Information Center

Street, Richard L.; Buller, David B.

1988-01-01

Examines the impact of patients' characteristics on patterns of nonverbal communication exhibited in physician-patient interactions at a family practice clinic. Finds some general patterns of nonverbal behavioral differences, consistency, and adaptation characterizing the entire data set, and that patients' characteristics influenced patterns of…

Children's Talking and Listening within the Classroom: Teachers' Insights

ERIC Educational Resources Information Center

Bosacki, Sandra; Rose-Krasnor, Linda; Coplan, Robert J.

2014-01-01

Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade…

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.…

Patients' perceptions of GP non-verbal communication: a qualitative study.

PubMed

Marcinowicz, Ludmila; Konstantynowicz, Jerzy; Godlewski, Cezary

2010-02-01

During doctor-patient interactions, many messages are transmitted without words, through non-verbal communication. To elucidate the types of non-verbal behaviours perceived by patients interacting with family GPs and to determine which cues are perceived most frequently. In-depth interviews with patients of family GPs. Nine family practices in different regions of Poland. At each practice site, interviews were performed with four patients who were scheduled consecutively to see their family doctor. Twenty-four of 36 studied patients spontaneously perceived non-verbal behaviours of the family GP during patient-doctor encounters. They reported a total of 48 non-verbal cues. The most frequent features were tone of voice, eye contact, and facial expressions. Less frequent were examination room characteristics, touch, interpersonal distance, GP clothing, gestures, and posture. Non-verbal communication is an important factor by which patients spontaneously describe and evaluate their interactions with a GP. Family GPs should be trained to better understand and monitor their own non-verbal behaviours towards patients.

Accuracy of Nonverbal Communication as Determinant of Interpersonal Expectancy Effects

ERIC Educational Resources Information Center

Zuckerman, Miron; And Others

1978-01-01

The person perception paradigm was used to address the effects of experimenters' ability to encode nonverbal cues and subjects' ability to decode nonverbal cues on magnitude of expectancy effects. Greater expectancy effects were obtained when experimenters were better encoders and subjects were better decoders of nonverbal cues. (Author)

Non-Verbal Aptitude. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

The 50 nonverbal tests in this bibliography assess aptitude and cognitive skills using various nonverbal means, such as pictures, symbols, or figures. They are useful in testing those who may have reading difficulties or those for whom English is not the primary language. Not included are aptitude measure that have both verbal and nonverbal…

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…

Getting the Message Across; Non-Verbal Communication in the Classroom.

ERIC Educational Resources Information Center

Levy, Jack

This handbook presents selected theories, activities, and resources which can be utilized by educators in the area of non-verbal communication. Particular attention is given to the use of non-verbal communication in a cross-cultural context. Categories of non-verbal communication such as proxemics, haptics, kinesics, smiling, sound, clothing, and…

The Relationship between Family Expressiveness and Nonverbal Communication.

ERIC Educational Resources Information Center

Halberstadt, Amy G.

Although research in nonverbal communication is in its seventh decade, the origins of individual differences in nonverbl sensitivity remain. To investigate the relationship between family norms of emotional expression and nonverbal communication, 64 college students completed the Family Expressiveness Questionnaire, were videotaped while…

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…

Non-verbal communication: the importance of listening.

PubMed

Kacperek, L

This article presents the author's personal reflection on how her nursing practice was enhanced as a result of losing her voice. Surprisingly, being unable to speak appeared to improve the nurse/patient relationship. Patients responded positively to a quiet approach and silent communication. Indeed, the skilled use of non-verbal communication through silence, facial expression, touch and closer physical proximity appeared to facilitate active listening, and helped to develop empathy, intuition and presence between the nurse and patient. Quietly 'being with' patients and communicating non-verbally was an effective form of communication. It is suggested that effective communication is dependent on the nurse's ability to listen and utilize non-verbal communication skills. In addition, it is clear that reflection on practical experience can be an important method of uncovering and exploring tacit knowledge in nursing.

Persisters versus Nonpersisters: Characteristics of Teachers Who Stay in a Professional Development Program.

ERIC Educational Resources Information Center

Edwards, Jennifer L.; Green, Kathy E.

This study evaluated differences between persisters and nonpersisters in a 3-year teacher development program. Participants were K-12 teachers from a large school district with both urban and suburban schools. They were part of a grant to help teachers implement state content standards through cognitive coaching, nonverbal classroom management,…

Non-Verbal Communication in Children with Visual Impairment

ERIC Educational Resources Information Center

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

2006-01-01

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

A Survey of the Research on Sex Differences in Nonverbal Communication.

ERIC Educational Resources Information Center

Blahna, Loretta J.

Although the bulk of recent research on nonverbal communication has involved studies of the functions of nonverbal behavior (emotion conveying, regulation, and adaption), a few studies have focused on the differences in nonverbal communication variables between men and women. These differences have been found in vocal patterns, intensities, length…

The Impact of Nonverbal Communication in Organizations: A Survey of Perceptions.

ERIC Educational Resources Information Center

Graham, Gerald H.; And Others

1991-01-01

Discusses a survey of 505 respondents from business organizations. Reports that self-described good decoders of nonverbal communication consider nonverbal communication more important than do other decoders. Notes that both men and women perceive women as both better decoders and encoders of nonverbal cues. Recommends paying more attention to…

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

PubMed

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

2014-11-01

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

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…

Nonverbal Behavior of Young Abused and Neglected Children.

ERIC Educational Resources Information Center

Hecht, Michael L.; And Others

A study was conducted to examine the effects of child abuse and neglect on children's nonverbal behaviors. It was hypothesized that abused and neglected children would be less active nonverbally than would control group children. Eight abused and neglected children, aged one through three years, were videotaped interacting with their caregivers in…

Hearing loss is associated with decreased nonverbal intelligence in rural Nepal.

PubMed

Emmett, Susan D; Schmitz, Jane; Pillion, Joseph; Wu, Lee; Khatry, Subarna K; Karna, Sureshwar L; LeClerq, Steven C; West, Keith P

2015-01-01

To evaluate the association between adolescent and young-adult hearing loss and nonverbal intelligence in rural Nepal. Cross-sectional assessment of hearing loss among a population cohort of adolescents and young adults. Sarlahi District, southern Nepal. Seven hundred sixty-four individuals aged 14 to 23 years. Evaluation of hearing loss, defined by World Health Organization criteria of pure-tone average greater than 25 decibels (0.5, 1, 2, 4 kHz), unilaterally and bilaterally. Nonverbal intelligence, as measured by the Test of Nonverbal Intelligence, 3rd Edition standardized score (mean, 100; standard deviation, 15). Nonverbal intelligence scores differed between participants with normal hearing and those with bilateral (p = 0.04) but not unilateral (p = 0.74) hearing loss. Demographic and socioeconomic factors including male sex; higher caste; literacy; education level; occupation reported as student; and ownership of a bicycle, watch, and latrine were strongly associated with higher nonverbal intelligence scores (all p < 0.001). Subjects with bilateral hearing loss scored an average of 3.16 points lower (95% confidence interval, -5.56 to -0.75; p = 0.01) than subjects with normal hearing after controlling for socioeconomic factors. There was no difference in nonverbal intelligence score based on unilateral hearing loss (0.97; 95% confidence interval, -1.67 to 3.61; p = 0.47). Nonverbal intelligence is adversely affected by bilateral hearing loss even at mild hearing loss levels. Socio economic well-being appears compromised in individuals with lower nonverbal intelligence test scores.

Nonverbal indicants of comprehension monitoring in language-disordered children.

PubMed

Skarakis-Doyle, E; MacLellan, N; Mullin, K

1990-08-01

This study investigated normal and language-disordered (LD) children's patterns of nonverbal behavior in response to messages varying in degree of ambiguity. Each LD child was matched to two normally developing children: one for comprehension level (LM) and the other for chronological age (CM). All children participated in a videotaped ambiguity detection task. Nonverbal behaviors that were produced between the time the message was completed and the examiner's acknowledgment of the response were scored for type of behavior exhibited including eye contact, hand behavior, body movement, and smile. Results demonstrated that all subjects increased their nonverbal behavior (e.g. eye contact) from unambiguous to ambiguous message conditions, suggesting awareness of the differences in these message types at a rudimentary level. Most often nonverbal indication was the only signal of ambiguity detection exhibited by the LD children and their LM peers. Only the CM children concurrently indicated awareness through more direct means (i.e., verbalization and pointing to all possible referents) in a consistent and accurate manner. The finding that LD children did differentiate inadequate from adequate messages in a rudimentary manner suggests that clinicians might promote the intentionality of these preintentional nonverbal behaviors as a possible intervention strategy.

Nonverbal auditory agnosia with lesion to Wernicke's area.

PubMed

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

2010-01-01

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

Culture and nonverbal expressions of empathy in clinical settings: A systematic review.

PubMed

Lorié, Áine; Reinero, Diego A; Phillips, Margot; Zhang, Linda; Riess, Helen

2017-03-01

To conduct a systematic review of studies examining how culture mediates nonverbal expressions of empathy with the aim to improve clinician cross-cultural competency. We searched three databases for studies of nonverbal expressions of empathy and communication in cross-cultural clinical settings, yielding 16,143 articles. We examined peer-reviewed, experimental or observational articles. Sixteen studies met inclusion criteria. Nonverbal expressions of empathy varied across cultural groups and impacted the quality of communication and care. Some nonverbal behaviors appeared universally desired and others, culturally specific. Findings revealed the impact of nonverbal communication on patient satisfaction, affective tone, information exchange, visit length, and expression decoding during cross-cultural clinical encounters. Racial discordance, patients' perception of physician racism, and physician implicit bias are among factors that appear to influence information exchange in clinical encounters. Culture-based norms impact expectations for specific nonverbal expressions within patient-clinician dyads. Nonverbal communication plays a significant role in fostering trusting provider-patient relationships, and is critical to high quality care. Medical education should include training in interpretation of nonverbal behavior to optimize empathic cross-cultural communication and training efforts should accommodate norms of local patient populations. These efforts should reduce implicit biases in providers and perceived prejudice in patients. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Making message recipients "feel right": how nonverbal cues can increase persuasion.

PubMed

Cesario, Joseph; Higgins, E Tory

2008-05-01

Nonverbal cues are an inherent component of most persuasive appeals. We use regulatory-fit theory as a framework for understanding the effect of nonverbal cues on a message's effectiveness, and as a foundation for developing a new persuasion technique. We propose that when the nonverbal cues of a message source sustain the motivational orientation of the recipient, the recipient experiences regulatory fit and feels right, and that this experience influences the message's effectiveness. Experimental results support these predictions. Participants experiencing regulatory fit (promotion-focus participants viewing messages delivered in an eager nonverbal style, prevention-focus participants viewing messages delivered in a vigilant nonverbal style) had more positive attitudes toward a message's topic and greater intentions to behave in accordance with its recommendation than did participants experiencing nonfit. Feeling right was also greater for participants experiencing fit than for those experiencing nonfit and was associated with greater message effectiveness. Regulatory-fit theory provides a framework for making precise predictions about when and for whom a nonverbal cue will affect persuasion.

Hearing Loss is Associated with Decreased Nonverbal Intelligence in Rural Nepal

PubMed Central

Emmett, Susan D.; Schmitz, Jane; Pillion, Joseph; Wu, Lee; Khatry, Subarna K.; Karna, Sureshwar L.; LeClerq, Steven C.; West, Keith P.

2014-01-01

Objective Evaluate the association between adolescent and young adult hearing loss and nonverbal intelligence in rural Nepal Study Design Cross-sectional assessment of hearing loss among a population cohort of adolescents and young adults Setting Sarlahi District, southern Nepal Patients 764 individuals aged 14–23 years Intervention Evaluation of hearing loss, defined by WHO criteria of pure-tone average (PTA) >25 decibels (0.5, 1, 2, 4 kHz), unilaterally and bilaterally Main Outcome Measure Nonverbal intelligence, measured by the Test of Nonverbal Intelligence, 3rd Edition (TONI-3) standardized score (mean 100; standard deviation (SD) 15) Results Nonverbal intelligence scores differed between participants with normal hearing and those with bilateral (p =0.04) but not unilateral (p =0.74) hearing loss. Demographic and socioeconomic factors including male sex, higher caste, literacy, education level, occupation reported as student, and ownership of a bicycle, watch, and latrine were strongly associated with higher nonverbal intelligence scores (all p <0.001). Subjects with bilateral hearing loss scored an average of 3.16 points lower (95% CI: −5.56, −0.75; p =0.01) than subjects with normal hearing after controlling for socioeconomic factors. There was no difference in nonverbal intelligence score based on unilateral hearing loss (0.97; 95% CI: −1.67, 3.61; p =0.47). Conclusions Nonverbal intelligence is adversely affected by bilateral hearing loss, even at mild hearing loss levels. Social and economic well being appear compromised in individuals with lower nonverbal intelligence test scores. PMID:25299832

Positive and negative communicative behaviors in coming-out conversations.

PubMed

Manning, Jimmie

2015-01-01

This essay features typographic analysis of 258 coming-out narratives from 130 diverse lesbian, gay, or bisexual participants. Two typologies of coming-out conversations, one exploring positive communicative behaviors and another exploring negative, are offered. Positive behaviors for all members of the conversation include open communication channels, affirming direct relational statements, laughter and joking, and nonverbal immediacy. Negative behaviors for those coming out included nervous nonverbal behavior, indirectly approaching the topic, and lack of preparation. Negative behaviors for receivers include expressing denial, religious talk, inappropriate questions or comments, shaming statements, and aggressive statements. Future studies and research implications are considered.

The Expression of Emotion Through Nonverbal Behavior in Medical Visits

PubMed Central

Roter, Debra L; Frankel, Richard M; Hall, Judith A; Sluyter, David

2006-01-01

Relationship-centered care reflects both knowing and feeling: the knowledge that physician and patient bring from their respective domains of expertise, and the physician's and patient's experience, expression, and perception of emotions during the medical encounter. These processes are conveyed and reciprocated in the care process through verbal and nonverbal communication. We suggest that the emotional context of care is especially related to nonverbal communication and that emotion-related communication skills, including sending and receiving nonverbal messages and emotional self-awareness, are critical elements of high-quality care. Although nonverbal behavior has received far less study than other care processes, the current review argues that it holds significance for the therapeutic relationship and influences important outcomes including satisfaction, adherence, and clinical outcomes of care. PMID:16405706

Guidelines for Teaching Non-Verbal Communications Through Visual Media

ERIC Educational Resources Information Center

Kundu, Mahima Ranjan

1976-01-01

There is a natural unique relationship between non-verbal communication and visual media such as television and film. Visual media will have to be used extensively--almost exclusively--in teaching non-verbal communications, as well as other methods requiring special teaching skills. (Author/ER)

Nonverbal imitation skills in children with specific language delay.

PubMed

Dohmen, Andrea; Chiat, Shula; Roy, Penny

2013-10-01

Research in children with language problems has focussed on verbal deficits, and we have less understanding of children's deficits with nonverbal sociocognitive skills which have been proposed to be important for language acquisition. This study was designed to investigate elicited nonverbal imitation in children with specific language delay (SLD). It is argued that difficulties in nonverbal imitation, which do not involve the processing of structural aspects of language, may be indicative of sociocognitive deficits. Participants were German-speaking typically developing children (n=60) and children with SLD (n=45) aged 2-3 ½ years. A novel battery of tasks measured their ability to imitate a range of nonverbal target acts that to a greater or lesser extent involve sociocognitive skills (body movements, instrumental acts on objects, pretend acts). Significant group differences were found for all body movement and pretend act tasks, but not for the instrumental act tasks. The poorer imitative performance of the SLD sample was not explained by motor or nonverbal cognitive skills. Thus, it appeared that the nature of the task affected children's imitation performance. It is argued that the ability to establish a sense of connectedness with the demonstrator was at the core of children's imitation difficulty in the SLD sample. Copyright © 2013 Elsevier Ltd. All rights reserved.

Investigating a Relationship between Nonverbal Communication and Student Learning

ERIC Educational Resources Information Center

York, Dustin

2013-01-01

Clear and effective communication is essential in today's society (Smith & Cotten, 1980; Smith & Land, 1981). Nonverbal communication specifically has a vital role in communication. There is inconsistent data on the effect of nonverbal communication used by instructors and the impact on student learning within the higher education…

From SOLER to SURETY for effective non-verbal communication.

PubMed

Stickley, Theodore

2011-11-01

This paper critiques the model for non-verbal communication referred to as SOLER (which stands for: "Sit squarely"; "Open posture"; "Lean towards the other"; "Eye contact; "Relax"). It has been approximately thirty years since Egan (1975) introduced his acronym SOLER as an aid for teaching and learning about non-verbal communication. There is evidence that the SOLER framework has been widely used in nurse education with little published critical appraisal. A new acronym that might be appropriate for non-verbal communication skills training and education is proposed and this is SURETY (which stands for "Sit at an angle"; "Uncross legs and arms"; "Relax"; "Eye contact"; "Touch"; "Your intuition"). The proposed model advances the SOLER model by including the use of touch and the importance of individual intuition is emphasised. The model encourages student nurse educators to also think about therapeutic space when they teach skills of non-verbal communication. Copyright © 2011 Elsevier Ltd. All rights reserved.

Teacher's Conceptions of Quality in Dance Education Expressed through Grade Conferences

ERIC Educational Resources Information Center

Andersson, Ninnie

2016-01-01

The aim of the study is to illuminate a teacher's conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher's conceptions of quality…

Nonverbal behavior and the vertical dimension of social relations: a meta-analysis.

PubMed

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

2005-11-01

The vertical dimension of interpersonal relations (relating to dominance, power, and status) was examined in association with nonverbal behaviors that included facial behavior, gaze, interpersonal distance, body movement, touch, vocal behaviors, posed encoding skill, and others. Results were separately summarized for people's beliefs (perceptions) about the relation of verticality to nonverbal behavior and for actual relations between verticality and nonverbal behavior. Beliefs/perceptions were stronger and much more prevalent than were actual verticality effects. Perceived and actual relations were positively correlated across behaviors. Heterogeneity was great, suggesting that verticality is not a psychologically uniform construct in regard to nonverbal behavior. Finally, comparison of the verticality effects to those that have been documented for gender in relation to nonverbal behavior revealed only a limited degree of parallelism.

Physical growth and nonverbal intelligence: associations in Zambia.

PubMed

Hein, Sascha; Reich, Jodi; Thuma, Philip E; Grigorenko, Elena L

2014-11-01

To investigate normative developmental body mass index (BMI) trajectories and associations of physical growth indicators--height, weight, head circumference (HC), and BMI--with nonverbal intelligence in an understudied population of children from sub-Saharan Africa. A sample of 3981 students (50.8% male), grades 3-7, with a mean age of 12.75 years was recruited from 34 rural Zambian schools. Children with low scores on vision and hearing screenings were excluded. Height, weight, and HC were measured, and nonverbal intelligence was assessed using the Universal Nonverbal Intelligence Test, Symbolic Memory subtest and Kaufman Assessment Battery for Children, Second Edition, Triangles subtest. Students in higher grades had a higher BMI over and above the effect of age. Girls had a marginally higher BMI, although that for both boys and girls was approximately 1 SD below the international Centers for Disease Control and Prevention and World Health Organization norms. When controlling for the effect of age, nonverbal intelligence showed small but significant positive relationships with HC (r = 0.17) and BMI (r = 0.11). HC and BMI accounted for 1.9% of the variance in nonverbal intelligence, over and above the contribution of grade and sex. BMI-for-age growth curves of Zambian children follow observed worldwide developmental trajectories. The positive relationships between BMI and intelligence underscore the importance of providing adequate nutritional and physical growth opportunities for children worldwide and in sub-Saharan Africa in particular. Directions for future studies are discussed with regard to maximizing the cognitive potential of all rural African children. Copyright © 2014 Elsevier Inc. All rights reserved.

Non-verbal communication in meetings of psychiatrists and patients with schizophrenia.

PubMed

Lavelle, M; Dimic, S; Wildgrube, C; McCabe, R; Priebe, S

2015-03-01

Recent evidence found that patients with schizophrenia display non-verbal behaviour designed to avoid social engagement during the opening moments of their meetings with psychiatrists. This study aimed to replicate, and build on, this finding, assessing the non-verbal behaviour of patients and psychiatrists during meetings, exploring changes over time and its association with patients' symptoms and the quality of the therapeutic relationship. 40-videotaped routine out-patient consultations, involving patients with schizophrenia, were analysed. Non-verbal behaviour of patients and psychiatrists was assessed during three fixed, 2-min intervals using a modified Ethological Coding System for Interviews. Symptoms, satisfaction with communication and the quality of the therapeutic relationship were also measured. Over time, patients' non-verbal behaviour remained stable, whilst psychiatrists' flight behaviour decreased. Patients formed two groups based on their non-verbal profiles, one group (n = 25) displaying pro-social behaviour, inviting interaction and a second (n = 15) displaying flight behaviour, avoiding interaction. Psychiatrists interacting with pro-social patients displayed more pro-social behaviours (P < 0.001). Patients' pro-social profile was associated reduced symptom severity (P < 0.05), greater satisfaction with communication (P < 0.001) and positive therapeutic relationships (P < 0.05). Patients' non-verbal behaviour during routine psychiatric consultations remains unchanged, and is linked to both their psychiatrist's non-verbal behaviour and the quality of the therapeutic relationship. © 2014 The Authors. Acta Psychiatrica Scandinavica Published by John Wiley & Sons Ltd.

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…

Attracting Assault: Victims' Nonverbal Cues.

ERIC Educational Resources Information Center

Grayson, Betty; Stein, Morris I.

1981-01-01

Describes a study in which prison inmates convicted of assault identified potential victims from videotapes. A lab analysis code was used to determine which nonverbal body movement categories differentiated victims and nonvictims. (JMF)

Verbal and Nonverbal Micropolitical Communication of Female School Principals.

ERIC Educational Resources Information Center

Carr, Carolyn S.

Verbal and nonverbal communication as an expression of political influence and power plays a major part in constructing and transmitting an androcentric bias in educational administration. This paper describes findings of a study that examined the form, meaning, and function of three female principals' verbal and nonverbal communication behaviors,…

Communication Competence among Teachers: The Ohio Solution.

ERIC Educational Resources Information Center

DeWine, Sue; Pearson, Judy C.

1989-01-01

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

Student Perceptions of Teachers' Nonverbal and Verbal Communication: A Comparison of Best and Worst Professors across Six Cultures

ERIC Educational Resources Information Center

Georgakopoulos, Alexia; Guerrero, Laura K.

2010-01-01

Students from six countries--Australia, Japan, Mexico, Sweden, Taiwan, and the United States--recalled the extent to which their best or worst professors used various forms of communication that have been associated with effective teaching. Across cultures, best professors were perceived to employ more nonverbal expressiveness, relaxed movement,…

Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE.

PubMed

Collins, Lauren G; Schrimmer, Anne; Diamond, James; Burke, Janice

2011-05-01

Communication during medical interviews plays a large role in patient adherence, satisfaction with care, and health outcomes. Both verbal and non-verbal communication (NVC) skills are central to the development of rapport between patients and healthcare professionals. The purpose of this study was to assess the role of non-verbal and verbal communication skills on evaluations by standardized patients during an ethnogeriatric Objective Structured Clinical Examination (OSCE). Interviews from 19 medical students, residents, and fellows in an ethnogeriatric OSCE were analyzed. Each interview was videotaped and evaluated on a 14 item verbal and an 8 item non-verbal communication checklist. The relationship between verbal and non-verbal communication skills on interview evaluations by standardized patients were examined using correlational analyses. Maintaining adequate facial expression (FE), using affirmative gestures (AG), and limiting both unpurposive movements (UM) and hand gestures (HG) had a significant positive effect on perception of interview quality during this OSCE. Non-verbal communication skills played a role in perception of overall interview quality as well as perception of culturally competent communication. Incorporating formative and summative evaluation of both verbal and non-verbal communication skills may be a critical component of curricular innovations in ethnogeriatrics, such as the OSCE. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Expressive suppression and neural responsiveness to nonverbal affective cues

PubMed Central

Petrican, Raluca; Rosenbaum, R. Shayna; Grady, Cheryl

2016-01-01

Optimal social functioning occasionally requires concealment of one’s emotions in order to meet one’s immediate goals and environmental demands. However, because emotions serve an important communicative function, their habitual suppression disrupts the flow of social exchanges and, thus, incurs significant interpersonal costs. Evidence is accruing that the disruption in social interactions, linked to habitual expressive suppression use, stems not only from intrapersonal, but also from interpersonal causes, since the suppressors’ restricted affective displays reportedly inhibit their interlocutors’ emotionally expressive behaviors. However, expressive suppression use is not known to lead to clinically significant social impairments. One explanation may be that over the lifespan, individuals who habitually suppress their emotions come to compensate for their interlocutors’ restrained expressive behaviors by developing an increased sensitivity to nonverbal affective cues. To probe this issue, the present study used functional magnetic resonance imaging (fMRI) to scan healthy older women while they viewed silent videos of a male social target displaying nonverbal emotional behavior, together with a brief verbal description of the accompanying context, and then judged the target’s affect. As predicted, perceivers who reported greater habitual use of expressive suppression showed increased neural processing of nonverbal affective cues. This effect appeared to be coordinated in a top-down manner via cognitive control. Greater neural processing of nonverbal cues among perceivers who habitually suppress their emotions was linked to increased ventral striatum activity, suggestive of increased reward value/personal relevance ascribed to emotionally expressive nonverbal behaviors. These findings thus provide neural evidence broadly consistent with the hypothesized link between habitual use of expressive suppression and compensatory development of increased

Nonverbal Communication: A Bibliography.

ERIC Educational Resources Information Center

Arnold, William E.; And Others

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

Perception of Verbal and Nonverbal Emotional Signals in Women With Borderline Personality Disorder: Evidence of a Negative Bias and an Increased Reliance on Nonverbal Cues.

PubMed

Brück, Carolin; Derstroff, Stephanie; Jacob, Heike; Wolf-Arehult, Martina; Wekenmann, Stefanie; Wildgruber, Dirk

2017-04-01

Studies conducted in patients diagnosed with borderline personality disorder (BPD) have documented a variety of anomalies concerning patients' abilities to interpret emotional signals. Attempting to clarify the bases of these anomalies, the current literature draws attention to a possible role of dysfunctional expectations, such as the expectation of social rejection. Dysfunctional expectations, however, may not only bias social interpretations, but may also focus attention on social cues most important in conveying emotional messages, such as nonverbal signals. To explore these assumptions, 30 female BPD patients were tasked to judge the valence of emotional states conveyed by combinations of verbal and nonverbal emotional cues. Compared to controls, BPD patients exhibited a negative bias in their interpretations and relied more on available nonverbal cues. Shifts in the relative importance of nonverbal cues appeared to be rooted mainly in a reduced reliance on positive verbal cues presumably deemed less credible by BPD patients.

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…

Dissociating verbal and nonverbal audiovisual object processing.

PubMed

Hocking, Julia; Price, Cathy J

2009-02-01

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 object or not. Verbal stimuli were simultaneously presented spoken and written object names, and nonverbal stimuli were photographs of objects simultaneously presented with naturally occurring object sounds. Stimulus differences were controlled by including two further conditions that paired photographs of objects with spoken words and object sounds with written words. Verbal matching, relative to all other conditions, increased activation in a region of the left superior temporal sulcus that has previously been associated with phonological processing. Nonverbal matching, relative to all other conditions, increased activation in a right fusiform region that has previously been associated with structural and conceptual object processing. Thus, we demonstrate how brain activation for audiovisual integration depends on the verbal content of the stimuli, even when stimulus and task processing differences are controlled.

Verbal and Nonverbal Intelligence Scores within the Context of Poverty

ERIC Educational Resources Information Center

Kaya, Fatih; Stough, Laura M.; Juntune, Joyce

2017-01-01

This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through…

Exploring physicians' verbal and nonverbal responses to cues/concerns: Learning from incongruent communication.

PubMed

Gorawara-Bhat, R; Hafskjold, L; Gulbrandsen, P; Eide, H

2017-11-01

Explore physicians' verbal and nonverbal responses to cues/concerns in consultations with older-patients. Two teams independently coded a sample of Norwegian consultations (n=24) on verbal and nonverbal dimensions of communication using VR-CoDES and NDEPT instruments. Consultations exploring older-patients' verbal emotional expressions were labeled 'Acknowledging of patients' emotional expressions', and 'Distancing from patients' emotional expressions.' Based on type and extent of nonverbal expressiveness, consultations were labeled 'Affective' and 'Prescriptive.' Congruency of verbal and nonverbal communication was assessed and categorized into four types. Incongruent consultations were qualitatively analyzed. Types 1 and 2 consultations were described as 'Congruent,' i.e. both verbal and nonverbal behaviors facilitate or inhibit emotional expressions. Types 3 and 4 were considered 'Incongruent,' i.e. verbal inhibits, but nonverbal facilitates emotional expressions or vice versa. Type 3 incongruent encounters occurred most often when it was challenging to meet patients' needs. Frequently physicians' display incongruent behavior in challenging situations. Older patients' may perceive this as either alleviating or increasing distress, depending on their needs. Type 3 consultations may shed light on reasons for physicians' incongruent behavior; therefore, independent measurement and analyses of verbal and nonverbal communication are recommended. Older-patients' perceptions of incongruent communication should be further explored. Copyright © 2017 Elsevier B.V. All rights reserved.

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.

Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature.

ERIC Educational Resources Information Center

Little, Sara S.

1993-01-01

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

Human nonverbal courtship behavior--a brief historical review.

PubMed

Moore, Monica M

2010-03-01

This article reviews research findings documenting the nature of nonverbal courtship behavior compiled through both observation and self-report methods. I briefly present the major theoretical perspectives guiding research methodologies used in the field and in the laboratory. Studies of verbal courtship, including those conducted via computer, via text messaging, or through personal advertisement, are not included in this review. The article ends by elucidating some key features of human nonverbal courtship behavior that have become apparent after scrutinizing these data.

Sex Differences in Appropriateness of Communication through Multiple Nonverbal Channels.

ERIC Educational Resources Information Center

Strube, Michael J.; Werner, Carol

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

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…

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.

Expressive suppression and neural responsiveness to nonverbal affective cues.

PubMed

Petrican, Raluca; Rosenbaum, R Shayna; Grady, Cheryl

2015-10-01

Optimal social functioning occasionally requires concealment of one's emotions in order to meet one's immediate goals and environmental demands. However, because emotions serve an important communicative function, their habitual suppression disrupts the flow of social exchanges and, thus, incurs significant interpersonal costs. Evidence is accruing that the disruption in social interactions, linked to habitual expressive suppression use, stems not only from intrapersonal, but also from interpersonal causes, since the suppressors' restricted affective displays reportedly inhibit their interlocutors' emotionally expressive behaviors. However, expressive suppression use is not known to lead to clinically significant social impairments. One explanation may be that over the lifespan, individuals who habitually suppress their emotions come to compensate for their interlocutors' restrained expressive behaviors by developing an increased sensitivity to nonverbal affective cues. To probe this issue, the present study used functional magnetic resonance imaging (fMRI) to scan healthy older women while they viewed silent videos of a male social target displaying nonverbal emotional behavior, together with a brief verbal description of the accompanying context, and then judged the target's affect. As predicted, perceivers who reported greater habitual use of expressive suppression showed increased neural processing of nonverbal affective cues. This effect appeared to be coordinated in a top-down manner via cognitive control. Greater neural processing of nonverbal cues among perceivers who habitually suppress their emotions was linked to increased ventral striatum activity, suggestive of increased reward value/personal relevance ascribed to emotionally expressive nonverbal behaviors. These findings thus provide neural evidence broadly consistent with the hypothesized link between habitual use of expressive suppression and compensatory development of increased responsiveness to

Preparatory power posing affects nonverbal presence and job interview performance.

PubMed

Cuddy, Amy J C; Wilmuth, Caroline A; Yap, Andy J; Carney, Dana R

2015-07-01

The authors tested whether engaging in expansive (vs. contractive) "power poses" before a stressful job interview--preparatory power posing--would enhance performance during the interview. Participants adopted high-power (i.e., expansive, open) poses or low-power (i.e., contractive, closed) poses, and then prepared and delivered a speech to 2 evaluators as part of a mock job interview. All interview speeches were videotaped and coded for overall performance and hireability and for 2 potential mediators: verbal content (e.g., structure, content) and nonverbal presence (e.g., captivating, enthusiastic). As predicted, those who prepared for the job interview with high- (vs. low-) power poses performed better and were more likely to be chosen for hire; this relation was mediated by nonverbal presence, but not by verbal content. Although previous research has focused on how a nonverbal behavior that is enacted during interactions and observed by perceivers affects how those perceivers evaluate and respond to the actor, this experiment focused on how a nonverbal behavior that is enacted before the interaction and unobserved by perceivers affects the actor's performance, which, in turn, affects how perceivers evaluate and respond to the actor. This experiment reveals a theoretically novel and practically informative result that demonstrates the causal relation between preparatory nonverbal behavior and subsequent performance and outcomes. (c) 2015 APA, all rights reserved).

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Acting the Intangible: Hints of Politeness in Non-Verbal Form

ERIC Educational Resources Information Center

Jumanto, Jumanto; Rizal, Sarif Syamsu; Nugroho, Raden Arief

2017-01-01

This review paper has explored politeness in non-verbal form to come to hints for indicating the ideology. Politeness in non-verbal form is researched by reviewing verbal politeness theories through interpretive techniques, and then the data in form of interpreted hints based on the reviews are analyzed by employing a coding technique. The six…

Nonverbal Behavior in Speech Acts.

ERIC Educational Resources Information Center

Key, Mary Ritchie

In forming a theory of communicative interaction between human beings it is necessary to consider some general features implicit in the communicative process. These include the context of situation, philosophical categories, psycholinguistic categories, grammatical categories, and nonverbal categories. Most of these are extra-linguistic and have…

Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ.

PubMed

Earle, F Sayako; Gallinat, Erica L; Grela, Bernard G; Lehto, Alexa; Spaulding, Tammie J

This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized into those that matched and did not match children with SLI and TD on nonverbal IQ. We then compared the nonverbal IQ scores across matching criterions within each diagnostic category. In studies that matched children on nonverbal IQ, children with SLI scored significantly higher on nonverbal IQ tests relative to children with SLI in studies that did not match on this criterion. Therefore, it appears that the nonverbal IQ performance of children with SLI is not comparable across studies that do and do not match samples on nonverbal IQ. This suggests that the practice of nonverbal IQ matching may have unintended consequences for the generalization of research findings to the broader SLI population.

Birth order effects on nonverbal IQ scores in autism multiplex families.

PubMed

Spiker, D; Lotspeich, L J; Dimiceli, S; Szatmari, P; Myers, R M; Risch, N

2001-10-01

Lord (1992) published a brief report showing a trend for decreasing nonverbal IQ scores with increasing birth order in a sample of 16 autism multiplex families, and urged replication in a larger sample. In this report, analyses of nonverbal IQ scores for a sample of 144 autism multiplex families indicated that nonverbal IQ scores were significantly lower in secondborn compared with firstborn siblings with autism. This birth order effect was independent of gender as well as the age differences within sib pairs. No such birth order effects were found for social or communicative deficits as measured by the Autism Diagnostic Interview-Revised (ADI-R), but there was a modest tendency for increased scores for ritualistic behaviors for the firstborn sibs. Further, there were no gender differences on nonverbal IQ scores in this sample. Results are discussed in terms of implications for genetic studies of autism.

Social functioning using direct and indirect measures with children with High Functioning Autism, nonverbal learning disability, and typically developing children.

PubMed

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

2016-01-01

Social perception is an important underlying foundation for emotional development and overall adaptation. The majority of studies with children with High Functioning Autism (HFA) or nonverbal learning disabilities (NLD) evaluating social functioning have used measures of parent and/or teacher ratings. The present study utilized parent and teacher ratings of behavior as well as executive functioning in addition to direct measures of social perception. Three groups participated in this study (control [n = 38] HFA [n = 36], NLD [n = 31]). Results indicated that the HFA group experienced the most difficulty understanding emotional cues on the direct measure while both the HFA and NLD groups experienced difficulty with nonverbal cues. Significant difficulties were reported on the parent rating scale for sadness and social withdrawal for both clinical groups. Executive functioning was found to be particularly problematic for the clinical groups. The direct social perception measure was highly correlated with the measures of executive functioning and reflects the contribution that executive functions have on social functioning. These findings suggest that the clinical presentation on behavior rating scales may be very similar for children with HFA and NLD. Moreover, it appears that measures of executive functioning are sensitive to the clinical difficulties these groups experience. The findings also suggest there is a commonality in these disorders that warrants further investigation.

"Date with an Angel": A Non-Verbal Communication Teaching Tip.

ERIC Educational Resources Information Center

Long, Toni

This paper presents a strategy for teaching non-verbal communication skills to students in high school or college. The strategy uses the movie "Date with an Angel" to teach the non-verbal skills. According to the paper, the activity can be used at the beginning of a unit or course to get the students interested in important…

Theory of Mind Development in Deaf Children: A Nonverbal Test of False-Belief Understanding.

ERIC Educational Resources Information Center

Figueras-Costa, Berta; Harris, Paul

2001-01-01

Twenty-one children (ages 4-11) prelingually deaf and orally trained, were tested with verbal and nonverbal versions of a false-belief task. Children did not perform above chance in the verbal task. The nonverbal task significantly facilitated performance, however, only older children performed above change in the nonverbal false-belief tests.…

Children Use Nonverbal Cues to Make Inferences About Social Power

PubMed Central

Brey, Elizabeth; Shutts, Kristin

2016-01-01

Four studies (N=192) tested whether young children use nonverbal information to make inferences about differences in social power. Five- and 6-year-old children were able to determine which of two adults was “in charge” in dynamic videotaped conversations (Study 1) and in static photographs (Study 4) using only nonverbal cues. Younger children (3–4 years) were not successful in Study 1 or Study 4. Removing irrelevant linguistic information from conversations did not improve the performance of 3–4-year-old children (Study 3), but including relevant linguistic cues did (Study 2). Thus, at least by 5 years of age, children show sensitivity to some of the same nonverbal cues adults use to determine other people’s social roles. PMID:25521913

Nonverbal Aspects of Verbal Behavior in French Canadian French-English Bilinguals.

ERIC Educational Resources Information Center

Grujic, Zdenda; Libby, William L., Jr.

The present study was designed to investigate whether known intercultural differences in nonverbal behavior extend to specific nonverbal repertoires accompanying, and perhaps facilitating the act of speaking a verbal language. Conversations in the form of structured interviews between 48 French-Canadian, French-English bilinguals (24 males and 24…

The impact of culture and education on non-verbal neuropsychological measurements: a critical review.

PubMed

Rosselli, Mónica; Ardila, Alfredo

2003-08-01

Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented.

Verbal and nonverbal communication of events in learning-disability subtypes.

PubMed

Loveland, K A; Fletcher, J M; Bailey, V

1990-08-01

This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

Ethnic Differences in Nonverbal Pain Behaviors Observed in Older Adults with Dementia.

PubMed

Ford, Brianne; Snow, A Lynn; Herr, Keela; Tripp-Reimer, Toni

2015-10-01

Research supports using nonverbal pain behaviors to identify pain in persons with dementia. It is unknown whether variations exist among ethnic groups in the expression of nonverbal pain behaviors in this special population. The purpose of this descriptive study was to examine ethnic differences in the presentation and intensity of nonverbal pain behaviors among African American, Caucasian, and Hispanic older adults with dementia when screened for pain by certified nursing assistants. Six certified nursing assistants were trained to review and score 28 video recordings of subjects with dementia for nonverbal pain behaviors using the Non-Communicative Patient's Pain Assessment Instrument. Chi-square was used to examine differences among ethnic groups with regard to the display of nonverbal pain behaviors, and ANOVA was used to evaluate differences in the intensity of overall pain across ethnic groups. Of the 168 assessments, pain words (28%), pain noises (29.8%), and pain faces (28%) were observed most often as indicators of pain. Rubbing, bracing, and restlessness were rarely noted. Chi-square analysis revealed ethnic differences in the expression of pain words (χ(2) = 19.167, p < .001). No significant differences were noted across ethnic groups with regards to overall pain intensity. These findings are the first to examine ethnic differences in nonverbal pain behaviors for older adults with dementia. However, future work should examine assessment tendencies of providers in a larger, more diverse sample. Copyright © 2015 American Society for Pain Management Nursing. All rights reserved.

Training Soldiers to Decode Nonverbal Cues in Cross-Cultural Interactions

DTIC Science & Technology

2009-07-01

stylistic differences do not necessarily have a specific purpose or meaning; thus, they differ from display and decoding rules, which are conscious...rapport. They found that cognitive feedback—that is, receiving general information about the nonverbal cues that are typically diagnostic in... Cognition and Emotion, 18, 613-629. Feldman, R. S., Philippot, P., & Custrini, R. J. (1992). Social competence and nonverbal behavior. In R. S

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

PubMed

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

2010-04-01

While neuropsychological impairments are well described in acute phases of major depressive disorders (MDD), little is known about the neuropsychological profile in remission. There is evidence for episodic memory impairments in both acute depressed and remitted patients with MDD. Learning and memory depend on individuals' ability to organize information during learning. This study investigates non-verbal memory functions in remitted MDD and whether nonverbal memory performance is mediated by organizational strategies whilst learning. 30 well-characterized fully remitted individuals with unipolar MDD and 30 healthy controls matching in age, sex and education were investigated. Non-verbal learning and memory were measured by the Rey-Osterrieth-Complex-Figure-Test (RCFT). The RCFT provides measures of planning, organizational skills, perceptual and non-verbal memory functions. For assessing the mediating effects of organizational strategies, we used the Savage Organizational Score. Compared to healthy controls, participants with remitted MDD showed more deficits in their non-verbal memory function. Moreover, participants with remitted MDD demonstrated difficulties in organizing non-verbal information appropriately during learning. In contrast, no impairments regarding visual-spatial functions in remitted MDD were observed. Except for one patient, all the others were taking psychopharmacological medication. The neuropsychological function was solely investigated in the remitted phase of MDD. Individuals with MDD in remission showed persistent non-verbal memory impairments, modulated by a deficient use of organizational strategies during encoding. Therefore, our results strongly argue for additional therapeutic interventions in order to improve these remaining deficits in cognitive function. Copyright 2009 Elsevier B.V. All rights reserved.

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)

Non-verbal communication through sensor fusion

NASA Astrophysics Data System (ADS)

Tairych, Andreas; Xu, Daniel; O'Brien, Benjamin M.; Anderson, Iain A.

2016-04-01

When we communicate face to face, we subconsciously engage our whole body to convey our message. In telecommunication, e.g. during phone calls, this powerful information channel cannot be used. Capturing nonverbal information from body motion and transmitting it to the receiver parallel to speech would make these conversations feel much more natural. This requires a sensing device that is capable of capturing different types of movements, such as the flexion and extension of joints, and the rotation of limbs. In a first embodiment, we developed a sensing glove that is used to control a computer game. Capacitive dielectric elastomer (DE) sensors measure finger positions, and an inertial measurement unit (IMU) detects hand roll. These two sensor technologies complement each other, with the IMU allowing the player to move an avatar through a three-dimensional maze, and the DE sensors detecting finger flexion to fire weapons or open doors. After demonstrating the potential of sensor fusion in human-computer interaction, we take this concept to the next level and apply it in nonverbal communication between humans. The current fingerspelling glove prototype uses capacitive DE sensors to detect finger gestures performed by the sending person. These gestures are mapped to corresponding messages and transmitted wirelessly to another person. A concept for integrating an IMU into this system is presented. The fusion of the DE sensor and the IMU combines the strengths of both sensor types, and therefore enables very comprehensive body motion sensing, which makes a large repertoire of gestures available to nonverbal communication over distances.

Prosody Predicts Contest Outcome in Non-Verbal Dialogs.

PubMed

Dreiss, Amélie N; Chatelain, Philippe G; Roulin, Alexandre; Richner, Heinz

2016-01-01

Non-verbal communication has important implications for inter-individual relationships and negotiation success. However, to what extent humans can spontaneously use rhythm and prosody as a sole communication tool is largely unknown. We analysed human ability to resolve a conflict without verbal dialogs, independently of semantics. We invited pairs of subjects to communicate non-verbally using whistle sounds. Along with the production of more whistles, participants unwittingly used a subtle prosodic feature to compete over a resource (ice-cream scoops). Winners can be identified by their propensity to accentuate the first whistles blown when replying to their partner, compared to the following whistles. Naive listeners correctly identified this prosodic feature as a key determinant of which whistler won the interaction. These results suggest that in the absence of other communication channels, individuals spontaneously use a subtle variation of sound accentuation (prosody), instead of merely producing exuberant sounds, to impose themselves in a conflict of interest. We discuss the biological and cultural bases of this ability and their link with verbal communication. Our results highlight the human ability to use non-verbal communication in a negotiation process.

Prosody Predicts Contest Outcome in Non-Verbal Dialogs

PubMed Central

Dreiss, Amélie N.; Chatelain, Philippe G.

2016-01-01

Non-verbal communication has important implications for inter-individual relationships and negotiation success. However, to what extent humans can spontaneously use rhythm and prosody as a sole communication tool is largely unknown. We analysed human ability to resolve a conflict without verbal dialogs, independently of semantics. We invited pairs of subjects to communicate non-verbally using whistle sounds. Along with the production of more whistles, participants unwittingly used a subtle prosodic feature to compete over a resource (ice-cream scoops). Winners can be identified by their propensity to accentuate the first whistles blown when replying to their partner, compared to the following whistles. Naive listeners correctly identified this prosodic feature as a key determinant of which whistler won the interaction. These results suggest that in the absence of other communication channels, individuals spontaneously use a subtle variation of sound accentuation (prosody), instead of merely producing exuberant sounds, to impose themselves in a conflict of interest. We discuss the biological and cultural bases of this ability and their link with verbal communication. Our results highlight the human ability to use non-verbal communication in a negotiation process. PMID:27907039

Organizational strategies mediate nonverbal memory impairment in obsessive-compulsive disorder.

PubMed

Savage, C R; Baer, L; Keuthen, N J; Brown, H D; Rauch, S L; Jenike, M A

1999-04-01

Previous neuropsychological studies of obsessive-compulsive disorder (OCD) have indicated impaired executive functioning and nonverbal memory. The extent to which impaired executive functioning impacts nonverbal memory has not been established. The current study investigated the mediating effects of organizational strategies used when copying a figure on subsequent nonverbal memory for that figure. We examined neuropsychological performance in 20 unmedicated subjects with OCD and 20 matched normal control subjects. Subjects were administered the Rey-Osterrieth Complex Figure Test (RCFT) and neuropsychological tests assessing various aspects of executive function. OCD subjects differed significantly from healthy control subjects in the organizational strategies used to copy the RCFT figure, and they recalled significantly less information on both immediate and delayed testing. Multiple regression analyses indicated that group differences in immediate percent recall were significantly mediated by copy organizational strategies. Further exploratory analyses indicated that organizational problems in OCD may be related to difficulties shifting mental and/or spatial set. Immediate nonverbal memory problems in OCD subjects were mediated by impaired organizational strategies used during the initial copy of the RCFT figure. Thus, the primary deficit was one affecting executive function, which then had a secondary effect on immediate memory. These findings are consistent with current theories proposing frontal-striatal system dysfunction in OCD.

Infralanguage: A Nonverbal Agent of Socialization.

ERIC Educational Resources Information Center

Caputo, John; Cottrell, Eric

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

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…

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…

Role Taking Ability, Nonverbal Sensitivity, Language and Social Adjustment of Deaf Adolescents.

ERIC Educational Resources Information Center

Weisel, Amatzia; Bar-Lev, Hagit

1992-01-01

Presents study results regarding the social cognitive abilities of deaf adolescents. Explains that role taking ability and nonverbal sensitivity was evaluated in a series of tests. Reports low performance in social cognitive abilities. Suggests that language plays a role in social adjustment. Concludes that nonverbal sensitivity is an important…

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

ERIC Educational Resources Information Center

Garner, Patrick H.

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

Refined carbohydrate intake in relation to non-verbal intelligence among Tehrani schoolchildren.

PubMed

Abargouei, Amin Salehi; Kalantari, Naser; Omidvar, Nasrin; Rashidkhani, Bahram; Rad, Anahita Houshiar; Ebrahimi, Azizeh Afkham; Khosravi-Boroujeni, Hossein; Esmaillzadeh, Ahmad

2012-10-01

Nutrition has long been considered one of the most important environmental factors affecting human intelligence. Although carbohydrates are the most widely studied nutrient for their possible effects on cognition, limited data are available linking usual refined carbohydrate intake and intelligence. The present study was conducted to examine the relationship between long-term refined carbohydrate intake and non-verbal intelligence among schoolchildren. Cross-sectional study. Tehran, Iran. In this cross-sectional study, 245 students aged 6-7 years were selected from 129 elementary schools in two western regions of Tehran. Anthropometric measurements were carried out. Non-verbal intelligence and refined carbohydrate consumption were determined using Raven's Standard Progressive Matrices test and a modified sixty-seven-item FFQ, respectively. Data about potential confounding variables were collected. Linear regression analysis was applied to examine the relationship between non-verbal intelligence scores and refined carbohydrate consumption. Individuals in top tertile of refined carbohydrate intake had lower mean non-verbal intelligence scores in the crude model (P < 0.038). This association remained significant after controlling for age, gender, birth date, birth order and breast-feeding pattern (P = 0.045). However, further adjustments for mother's age, mother's education, father's education, parental occupation and BMI made the association statistically non-significant. We found a significant inverse association between refined carbohydrate consumption and non-verbal intelligence scores in regression models (β = -11.359, P < 0.001). This relationship remained significant in multivariate analysis after controlling for potential confounders (β = -8.495, P = 0.038). The study provides evidence indicating an inverse relationship between refined carbohydrate consumption and non-verbal intelligence among Tehrani children aged 6-7 years. Prospective studies are needed

Nonverbal and Language-Reduced Measures of Cognitive Ability: A Review and Evaluation

ERIC Educational Resources Information Center

Drevon, Daniel D.; Knight, Rachel M.; Bradley-Johnson, Sharon

2017-01-01

With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test…

Interactive use of communication by verbal and non-verbal autistic children.

PubMed

Amato, Cibelle Albuquerque de la Higuera; Fernandes, Fernanda Dreux Miranda

2010-01-01

Communication of autistic children. To assess the communication functionality of verbal and non-verbal children of the autistic spectrum and to identify possible associations amongst the groups. Subjects were 20 children of the autistic spectrum divided into two groups: V with 10 verbal children and NV with 10 non-verbal children with ages varying between 2y10m and 10y6m. All subjects were video recorded during 30 minutes of spontaneous interaction with their mothers. The samples were analyzed according to the functional communicative profile and comparisons within and between groups were conducted. Data referring to the occupation of communicative space suggest that there is an even balance between each child and his mother. The number of communicative acts per minute shows a clear difference between verbal and non-verbal children. Both verbal and non-verbal children use mostly the gestual communicative mean in their interactions. Data about the use of interpersonal communicative functions point out to the autistic children's great interactive impairment. The characterization of the functional communicative profile proposed in this study confirmed the autistic children's difficulties with interpersonal communication and that these difficulties do not depend on the preferred communicative mean.

Physical growth and non-verbal intelligence: Associations in Zambia

PubMed Central

Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2014-01-01

Objectives To investigate normative developmental BMI trajectories and associations of physical growth indicators (ie, height, weight, head circumference [HC], body mass index [BMI]) with non-verbal intelligence in an understudied population of children from Sub-Saharan Africa. Study design A sample of 3981 students (50.8% male), grades 3 to 7, with a mean age of 12.75 years was recruited from 34 rural Zambian schools. Children with low scores on vision and hearing screenings were excluded. Height, weight and HC were measured, and non-verbal intelligence was assessed using UNIT-symbolic memory and KABC-II-triangles. Results Results showed that students in higher grades have a higher BMI over and above the effect of age. Girls showed a marginally higher BMI, although that for both boys and girls was approximately 1 SD below the international CDC and WHO norms. Controlling for the effect of age, non-verbal intelligence showed small but significant positive relationships with HC (r = .17) and BMI (r = .11). HC and BMI accounted for 1.9% of the variance in non-verbal intelligence, over and above the contribution of grade and sex. Conclusions BMI-for-age growth curves of Zambian children follow observed worldwide developmental trajectories. The positive relationships between BMI and intelligence underscore the importance of providing adequate nutritional and physical growth opportunities for children worldwide and in sub-Saharan Africa in particular. Directions for future studies are discussed with regard to maximizing the cognitive potential of all rural African children. PMID:25217196

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

PubMed

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

2013-01-01

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

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…

Analyzing Verbal and Nonverbal Classroom Communications.

ERIC Educational Resources Information Center

Heger, Herbert K.

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

Nonverbal Effects in Memory for Dialogue.

ERIC Educational Resources Information Center

Narvaez, Alice; Hertel, Paula T.

Memory for everyday conversational speech may be influenced by the nonverbally communicated emotion of the speaker. In order to investigate this premise, three videotaped scenes with bipolar emotional perspectives (joy/fear about going away to college, fear/anger about having been robbed, and disgust/interest regarding a friend's infidelity) were…

Emotion comprehension: the impact of nonverbal intelligence.

PubMed

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

2010-01-01

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive level is a consistent predictor of emotion comprehension. In all, 366 children (182 girls, 184 boys) between the ages of 3 and 10 years were tested using the Test of Emotion Comprehension and the Coloured Progressive Matrices. The data obtained by using the path analysis model revealed that nonverbal intelligence was statistically associated with the ability to recognize emotions in the 3 developmental phases. The use of this model showed the significant effect that cognitive aspect plays on the reflexive phase. The authors aim to contribute to the debate about the influence of cognitive factors on emotion understanding.

Nonverbal arithmetic in humans: light from noise.

PubMed

Cordes, Sara; Gallistel, C R; Gelman, Rochel; Latham, Peter

2007-10-01

Animal and human data suggest the existence of a cross-species system of analog number representation (e.g., Cordes, Gelman, Gallistel, & Whalen, 2001; Meeck & Church, 1983), which may mediate the computation of statistical regularities in the environment (Gallistel, Gelman, & Cordes, 2006). However, evidence of arithmetic manipulation of these nonverbal magnitude representations is sparse and lacking in depth. This study uses the analysis of variability as a tool for understanding properties of these combinatorial processes. Human subjects participated in tasks requiring responses dependent upon the addition, subtraction, or reproduction of nonverbal counts. Variance analyses revealed that the magnitude of both inputs and answer contributed to the variability in the arithmetic responses, with operand variability dominating. Other contributing factors to the observed variability and implications for logarithmic versus scalar models of magnitude representation are discussed in light of these results.

The role of non-verbal behaviour in racial disparities in health care: implications and solutions.

PubMed

Levine, Cynthia S; Ambady, Nalini

2013-09-01

People from racial minority backgrounds report less trust in their doctors and have poorer health outcomes. Although these deficiencies have multiple roots, one important set of explanations involves racial bias, which may be non-conscious, on the part of providers, and minority patients' fears that they will be treated in a biased way. Here, we focus on one mechanism by which this bias may be communicated and reinforced: namely, non-verbal behaviour in the doctor-patient interaction. We review 2 lines of research on race and non-verbal behaviour: (i) the ways in which a patient's race can influence a doctor's non-verbal behaviour toward the patient, and (ii) the relative difficulty that doctors can have in accurately understanding the nonverbal communication of non-White patients. Further, we review research on the implications that both lines of work can have for the doctor-patient relationship and the patient's health. The research we review suggests that White doctors interacting with minority group patients are likely to behave and respond in ways that are associated with worse health outcomes. As doctors' disengaged non-verbal behaviour towards minority group patients and lower ability to read minority group patients' non-verbal behaviours may contribute to racial disparities in patients' satisfaction and health outcomes, solutions that target non-verbal behaviour may be effective. A number of strategies for such targeting are discussed. © 2013 John Wiley & Sons Ltd.

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

PubMed Central

Mungkhetklang, Chantanee; Bavin, Edith L.; Crewther, Sheila G.; Goharpey, Nahal; Parsons, Carl

2016-01-01

It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems. PMID:28082922

Negative Symptoms and Avoidance of Social Interaction: A Study of Non-Verbal Behaviour.

PubMed

Worswick, Elizabeth; Dimic, Sara; Wildgrube, Christiane; Priebe, Stefan

2018-01-01

Non-verbal behaviour is fundamental to social interaction. Patients with schizophrenia display an expressivity deficit of non-verbal behaviour, exhibiting behaviour that differs from both healthy subjects and patients with different psychiatric diagnoses. The present study aimed to explore the association between non-verbal behaviour and symptom domains, overcoming methodological shortcomings of previous studies. Standardised interviews with 63 outpatients diagnosed with schizophrenia were videotaped. Symptoms were assessed using the Clinical Assessment Interview for Negative Symptoms (CAINS), the Positive and Negative Syndrome Scale (PANSS) and the Calgary Depression Scale. Independent raters later analysed the videos for non-verbal behaviour, using a modified version of the Ethological Coding System for Interviews (ECSI). Patients with a higher level of negative symptoms displayed significantly fewer prosocial (e.g., nodding and smiling), gesture, and displacement behaviours (e.g., fumbling), but significantly more flight behaviours (e.g., looking away, freezing). No gender differences were found, and these associations held true when adjusted for antipsychotic medication dosage. Negative symptoms are associated with both a lower level of actively engaging non-verbal behaviour and an increased active avoidance of social contact. Future research should aim to identify the mechanisms behind flight behaviour, with implications for the development of treatments to improve social functioning. © 2017 S. Karger AG, Basel.

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…

Non-verbal mother-child communication in conditions of maternal HIV in an experimental environment.

PubMed

de Sousa Paiva, Simone; Galvão, Marli Teresinha Gimeniz; Pagliuca, Lorita Marlena Freitag; de Almeida, Paulo César

2010-01-01

Non-verbal communication is predominant in the mother-child relation. This study aimed to analyze non-verbal mother-child communication in conditions of maternal HIV. In an experimental environment, five HIV-positive mothers were evaluated during care delivery to their babies of up to six months old. Recordings of the care were analyzed by experts, observing aspects of non-verbal communication, such as: paralanguage, kinesics, distance, visual contact, tone of voice, maternal and infant tactile behavior. In total, 344 scenes were obtained. After statistical analysis, these permitted inferring that mothers use non-verbal communication to demonstrate their close attachment to their children and to perceive possible abnormalities. It is suggested that the mothers infection can be a determining factor for the formation of mothers strong attachment to their children after birth.

Nonverbal Cues and Television News: TV News.

ERIC Educational Resources Information Center

Tankard, James W., Jr.; And Others

1977-01-01

Presents evidence that nonverbal cues by newscasters are interpreted by the viewer as a sign of bias. Using two cues, raised eyebrows and a smile, the study produced data that suggest that the audience is aware of this influence. (JMF)

Nonverbal communication and conversational contribution in breast cancer genetic counseling: are counselors' nonverbal communication and conversational contribution associated with counselees' satisfaction, needs fulfillment and state anxiety in breast cancer genetic counseling?

PubMed

Dijkstra, Henriëtta; Albada, Akke; Klöckner Cronauer, Christina; Ausems, Margreet G E M; van Dulmen, Sandra

2013-11-01

The current study aimed to examine how counselors' nonverbal communication (i.e. nonverbal encouragements and counselee-directed eye gaze) and conversational contribution (i.e. verbal dominance and interactivity) during the final visit within breast cancer genetic counseling relate to counselee satisfaction, needs fulfillment and anxiety. Breast cancer counselees (N=85) completed questionnaires measuring satisfaction, needs fulfillment and anxiety after the final consultation and anxiety before the initial visit. Consultations were videotaped. Counselor nonverbal encouragements and counselee-directed eye gaze were coded. Verbal dominance and interactivity were measured using the Roter Interaction Analysis System (RIAS). More counselor nonverbal encouragements and higher counselor verbal dominance were both significantly related to higher post-visit anxiety. Furthermore, counselor verbal dominance was associated with lower perceived needs fulfillment. No significant associations with eye gaze and interactivity were found. More research is needed on the relationship between nonverbal encouragements and anxiety. Given the unfavorable association of counselor verbal dominance with anxiety and needs fulfillment, more effort could be devoted to involve counselees in the dialog and reduce the counselor's verbal contribution during the consultation. Interventions focused on increasing counselees' contribution in the consultation may be beneficial to counselees. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Non-verbal communication in severe aphasia: influence of aphasia, apraxia, or semantic processing?

PubMed

Hogrefe, Katharina; Ziegler, Wolfram; Weidinger, Nicole; Goldenberg, Georg

2012-09-01

Patients suffering from severe aphasia have to rely on non-verbal means of communication to convey a message. However, to date it is not clear which patients are able to do so. Clinical experience indicates that some patients use non-verbal communication strategies like gesturing very efficiently whereas others fail to transmit semantic content by non-verbal means. Concerns have been expressed that limb apraxia would affect the production of communicative gestures. Research investigating if and how apraxia influences the production of communicative gestures, led to contradictory outcomes. The purpose of this study was to investigate the impact of limb apraxia on spontaneous gesturing. Further, linguistic and non-verbal semantic processing abilities were explored as potential factors that might influence non-verbal expression in aphasic patients. Twenty-four aphasic patients with highly limited verbal output were asked to retell short video-clips. The narrations were videotaped. Gestural communication was analyzed in two ways. In the first part of the study, we used a form-based approach. Physiological and kinetic aspects of hand movements were transcribed with a notation system for sign languages. We determined the formal diversity of the hand gestures as an indicator of potential richness of the transmitted information. In the second part of the study, comprehensibility of the patients' gestural communication was evaluated by naive raters. The raters were familiarized with the model video-clips and shown the recordings of the patients' retelling without sound. They were asked to indicate, for each narration, which story was being told and which aspects of the stories they recognized. The results indicate that non-verbal faculties are the most important prerequisites for the production of hand gestures. Whereas results on standardized aphasia testing did not correlate with any gestural indices, non-verbal semantic processing abilities predicted the formal diversity

Context, culture and (non-verbal) communication affect handover quality.

PubMed

Frankel, Richard M; Flanagan, Mindy; Ebright, Patricia; Bergman, Alicia; O'Brien, Colleen M; Franks, Zamal; Allen, Andrew; Harris, Angela; Saleem, Jason J

2012-12-01

Transfers of care, also known as handovers, remain a substantial patient safety risk. Although research on handovers has been done since the 1980s, the science is incomplete. Surprisingly few interventions have been rigorously evaluated and, of those that have, few have resulted in long-term positive change. Researchers, both in medicine and other high reliability industries, agree that face-to-face handovers are the most reliable. It is not clear, however, what the term face-to-face means in actual practice. We studied the use of non-verbal behaviours, including gesture, posture, bodily orientation, facial expression, eye contact and physical distance, in the delivery of information during face-to-face handovers. To address this question and study the role of non-verbal behaviour on the quality and accuracy of handovers, we videotaped 52 nursing, medicine and surgery handovers covering 238 patients. Videotapes were analysed using immersion/crystallisation methods of qualitative data analysis. A team of six researchers met weekly for 18 months to view videos together using a consensus-building approach. Consensus was achieved on verbal, non-verbal, and physical themes and patterns observed in the data. We observed four patterns of non-verbal behaviour (NVB) during handovers: (1) joint focus of attention; (2) 'the poker hand'; (3) parallel play and (4) kerbside consultation. In terms of safety, joint focus of attention was deemed to have the best potential for high quality and reliability; however, it occurred infrequently, creating opportunities for education and improvement. Attention to patterns of NVB in face-to-face handovers coupled with education and practice can improve quality and reliability.

The Olfactory Factor in Nonverbal Communication.

ERIC Educational Resources Information Center

Riley, Jobie E.

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

Nonverbal Cues to Deception in Children.

ERIC Educational Resources Information Center

Shimmin, Harold; Noel, Richard C.

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

Emotion Comprehension: The Impact of Nonverbal Intelligence

ERIC Educational Resources Information Center

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

2010-01-01

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

Effects of Emotional Intelligence on the Impression of Irony Created by the Mismatch between Verbal and Nonverbal Cues.

PubMed

Jacob, Heike; Kreifelts, Benjamin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk

2016-01-01

Emotional information is conveyed through verbal and nonverbal signals, with nonverbal cues often being considered the decisive factor in the judgment of others' emotional states. The aim of the present study was to examine how verbal and nonverbal cues are integrated by perceivers. More specifically, we tested whether the mismatch between verbal and nonverbal information was perceived as an expression of irony. Moreover, we investigated the effects of emotional intelligence on the impression of irony. The findings revealed that the mismatch between verbal and nonverbal information created the impression of irony. Furthermore, participants higher in emotional intelligence were faster at rating such stimuli as ironic expressions.

Effects of Emotional Intelligence on the Impression of Irony Created by the Mismatch between Verbal and Nonverbal Cues

PubMed Central

Jacob, Heike; Kreifelts, Benjamin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk

2016-01-01

Emotional information is conveyed through verbal and nonverbal signals, with nonverbal cues often being considered the decisive factor in the judgment of others’ emotional states. The aim of the present study was to examine how verbal and nonverbal cues are integrated by perceivers. More specifically, we tested whether the mismatch between verbal and nonverbal information was perceived as an expression of irony. Moreover, we investigated the effects of emotional intelligence on the impression of irony. The findings revealed that the mismatch between verbal and nonverbal information created the impression of irony. Furthermore, participants higher in emotional intelligence were faster at rating such stimuli as ironic expressions. PMID:27716831

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…

Real-time feedback on nonverbal clinical communication. Theoretical framework and clinician acceptance of ambient visual design.

PubMed

Hartzler, A L; Patel, R A; Czerwinski, M; Pratt, W; Roseway, A; Chandrasekaran, N; Back, A

2014-01-01

This article is part of the focus theme of Methods of Information in Medicine on "Pervasive Intelligent Technologies for Health". Effective nonverbal communication between patients and clinicians fosters both the delivery of empathic patient-centered care and positive patient outcomes. Although nonverbal skill training is a recognized need, few efforts to enhance patient-clinician communication provide visual feedback on nonverbal aspects of the clinical encounter. We describe a novel approach that uses social signal processing technology (SSP) to capture nonverbal cues in real time and to display ambient visual feedback on control and affiliation--two primary, yet distinct dimensions of interpersonal nonverbal communication. To examine the design and clinician acceptance of ambient visual feedback on nonverbal communication, we 1) formulated a model of relational communication to ground SSP and 2) conducted a formative user study using mixed methods to explore the design of visual feedback. Based on a model of relational communication, we reviewed interpersonal communication research to map nonverbal cues to signals of affiliation and control evidenced in patient-clinician interaction. Corresponding with our formulation of this theoretical framework, we designed ambient real-time visualizations that reflect variations of affiliation and control. To explore clinicians' acceptance of this visual feedback, we conducted a lab study using the Wizard-of-Oz technique to simulate system use with 16 healthcare professionals. We followed up with seven of those participants through interviews to iterate on the design with a revised visualization that addressed emergent design considerations. Ambient visual feedback on non- verbal communication provides a theoretically grounded and acceptable way to provide clinicians with awareness of their nonverbal communication style. We provide implications for the design of such visual feedback that encourages empathic patient

Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities.

PubMed

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. Children with NLD were less able to recognize self-generated competent/assertive responses as the best solutions to a problem, expected fewer positive and more negative outcomes for examiner-provided competent responses, and showed a trend toward more frequently judging a story character as being mean. A social problem solving factor predicted unique variance in psychosocial adjustment beyond variance accounted for by nonverbal intelligence and nonverbal social cue interpretation. Results are discussed within a framework for which social cognitive deficits more broadly defined than encoding and interpreting nonverbal social cues contribute to the psychosocial adjustment problems of children with NLD.

Trauma team leaders' non-verbal communication: video registration during trauma team training.

PubMed

Härgestam, Maria; Hultin, Magnus; Brulin, Christine; Jacobsson, Maritha

2016-03-25

There is widespread consensus on the importance of safe and secure communication in healthcare, especially in trauma care where time is a limiting factor. Although non-verbal communication has an impact on communication between individuals, there is only limited knowledge of how trauma team leaders communicate. The purpose of this study was to investigate how trauma team members are positioned in the emergency room, and how leaders communicate in terms of gaze direction, vocal nuances, and gestures during trauma team training. Eighteen trauma teams were audio and video recorded during trauma team training in the emergency department of a hospital in northern Sweden. Quantitative content analysis was used to categorize the team members' positions and the leaders' non-verbal communication: gaze direction, vocal nuances, and gestures. The quantitative data were interpreted in relation to the specific context. Time sequences of the leaders' gaze direction, speech time, and gestures were identified separately and registered as time (seconds) and proportions (%) of the total training time. The team leaders who gained control over the most important area in the emergency room, the "inner circle", positioned themselves as heads over the team, using gaze direction, gestures, vocal nuances, and verbal commands that solidified their verbal message. Changes in position required both attention and collaboration. Leaders who spoke in a hesitant voice, or were silent, expressed ambiguity in their non-verbal communication: and other team members took over the leader's tasks. In teams where the leader had control over the inner circle, the members seemed to have an awareness of each other's roles and tasks, knowing when in time and where in space these tasks needed to be executed. Deviations in the leaders' communication increased the ambiguity in the communication, which had consequences for the teamwork. Communication cannot be taken for granted; it needs to be practiced

Verbal and Nonverbal Predictors of Spelling Performance

ERIC Educational Resources Information Center

Sadoski, Mark; Willson, Victor L.; Holcomb, Angelia; Boulware-Gooden, Regina

2005-01-01

Verbal and nonverbal predictors of spelling performance in Grades 1-12 were investigated using the national norming data from a standardized spelling test. Verbal variables included number of letters, phonemes, syllables, digraphs, blends, silent markers, r-controlled vowels, and the proportion of grapheme-phoneme correspondence. The nonverbal…

Oncologists' non-verbal behavior and analog patients' recall of information.

PubMed

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

2016-06-01

Background Information in oncological consultations is often excessive. Those patients who better recall information are more satisfied, less anxious and more adherent. Optimal recall may be enhanced by the oncologist's non-verbal communication. We tested the influence of three non-verbal behaviors, i.e. eye contact, body posture and smiling, on patients' recall of information and perceived friendliness of the oncologist. Moreover, the influence of patient characteristics on recall was examined, both directly or as a moderator of non-verbal communication. Material and methods Non-verbal communication of an oncologist was experimentally varied using video vignettes. In total 194 breast cancer patients/survivors and healthy women participated as 'analog patients', viewing a randomly selected video version while imagining themselves in the role of the patient. Directly after viewing, they evaluated the oncologist. From 24 to 48 hours later, participants' passive recall, i.e. recognition, and free recall of information provided by the oncologist were assessed. Results Participants' recognition was higher if the oncologist maintained more consistent eye contact (β = 0.17). More eye contact and smiling led to a perception of the oncologist as more friendly. Body posture and smiling did not significantly influence recall. Older age predicted significantly worse recognition (β = -0.28) and free recall (β = -0.34) of information. Conclusion Oncologists may be able to facilitate their patients' recall functioning through consistent eye contact. This seems particularly relevant for older patients, whose recall is significantly worse. These findings can be used in training, focused on how to maintain eye contact while managing computer tasks.

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…

A Study of the Relationship between Kindergarten Nonverbal Ability and Third-Grade Reading Achievement

ERIC Educational Resources Information Center

Wills, Aaron J.

2012-01-01

Increased scrutiny of educational proficiency targets has intensified the urgency for educators to identify measurements that indicate students' likelihood of eventual achievement in reading. This regression analysis explored the relationship between nonverbal ability in kindergarten as measured by the Naglieri Nonverbal Ability Test (NNAT) and…

[Non-verbal communication and executive function impairment after traumatic brain injury: a case report].

PubMed

Sainson, C

2007-05-01

Following post-traumatic impairment in executive function, failure to adjust to communication situations often creates major obstacles to social and professional reintegration. The analysis of pathological verbal communication has been based on clinical scales since the 1980s, but that of nonverbal elements has been neglected, although their importance should be acknowledged. The aim of this research was to study non-verbal aspects of communication in a case of executive-function impairment after traumatic brain injury. During the patient's conversation with an interlocutor, all nonverbal parameters - coverbal gestures, gaze, posture, proxemics and facial expressions - were studied in as much an ecological way as possible, to closely approximate natural conversation conditions. Such an approach highlights the difficulties such patients experience in communicating, difficulties of a pragmatic kind, that have so far been overlooked by traditional investigations, which mainly take into account the formal linguistic aspects of language. The analysis of the patient's conversation revealed non-verbal dysfunctions, not only on a pragmatic and interactional level but also in terms of enunciation. Moreover, interactional adjustment phenomena were noted in the interlocutor's behaviour. The two inseparable aspects of communication - verbal and nonverbal - should be equally assessed in patients with communication difficulties; highlighting distortions in each area might bring about an improvement in the rehabilitation of such people.

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…

Dominant, open nonverbal displays are attractive at zero-acquaintance.

PubMed

Vacharkulksemsuk, Tanya; Reit, Emily; Khambatta, Poruz; Eastwick, Paul W; Finkel, Eli J; Carney, Dana R

2016-04-12

Across two field studies of romantic attraction, we demonstrate that postural expansiveness makes humans more romantically appealing. In a field study (n = 144 speed-dates), we coded nonverbal behaviors associated with liking, love, and dominance. Postural expansiveness-expanding the body in physical space-was most predictive of attraction, with each one-unit increase in coded behavior from the video recordings nearly doubling a person's odds of getting a "yes" response from one's speed-dating partner. In a subsequent field experiment (n = 3,000), we tested the causality of postural expansion (vs. contraction) on attraction using a popular Global Positioning System-based online-dating application. Mate-seekers rapidly flipped through photographs of potential sexual/date partners, selecting those they desired to meet for a date. Mate-seekers were significantly more likely to select partners displaying an expansive (vs. contractive) nonverbal posture. Mediation analyses demonstrate one plausible mechanism through which expansiveness is appealing: Expansiveness makes the dating candidate appear more dominant. In a dating world in which success sometimes is determined by a split-second decision rendered after a brief interaction or exposure to a static photograph, single persons have very little time to make a good impression. Our research suggests that a nonverbal dominance display increases a person's chances of being selected as a potential mate.

Do organizational strategies mediate nonverbal memory impairment in drug-naïve patients with obsessive-compulsive disorder?

PubMed

Shin, Na Young; Kang, Do-Hyung; Choi, Jung-Seok; Jung, Myung Hun; Jang, Joon Hwan; Kwon, Jun Soo

2010-07-01

The present study aimed to examine nonverbal memory and organizational skill functions in psychotropic-naïve patients with OCD. Forty-one drug-naïve, 41 medicated OCD patients and 41 healthy controls, all of whom were matched for gender, age, education and intelligence, were included in the study. The Rey-Osterrieth Complex Figure Test (RCFT) was administered to evaluate nonverbal memory ability and organizational skill. OCD patients demonstrated impaired nonverbal memory irrespective of medication status (F = 6.54, p < .01, eta(2)p = .098 for immediate recall; F = 7.76, p < .01, eta(2)p = .114 for delayed recall). Medicated patients showed deficits in organizational strategies (eta(2)p = .079), which mediated nonverbal memory impairment (Z = -2.20, p = .027). The difference of organizational skill between drug-naïve and control groups did not reach statistical significance (eta(2)p = .054) and the association between organization and nonverbal memory was weak in the drug-naïve sample (Z = -1.74, = .081). There was no significant difference between the patient groups in RCFT indices. Our findings suggest that the organizational strategies may not be an effective mediator of nonverbal memory impairment in OCD and indicate that the clinical characteristics may be important to be considered in future research. Further studies are needed to improve understanding of the nature of nonverbal memory dysfunction in OCD.

Drama to promote non-verbal communication skills.

PubMed

Kelly, Martina; Nixon, Lara; Broadfoot, Kirsten; Hofmeister, Marianna; Dornan, Tim

2018-05-23

Non-verbal communication skills (NVCS) help physicians to deliver relationship-centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high-quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'. Workshops based on drama exercises were designed to heighten an awareness of sight, hearing, touch and proxemics in non-verbal communication. These were conducted at eight medical education conferences, held between 2014 and 2016, and were open to all conference participants. Workshops were evaluated by recording narrative data generated during the workshops and an open-ended questionnaire following the workshop. Data were analysed qualitatively, using thematic analysis. Non-verbal communication skills help doctors to deliver relationship-centred care RESULTS: One hundred and twelve participants attended workshops, 73 (65%) of whom completed an evaluation form: 56 physicians, nine medical students and eight non-physician faculty staff. Two themes were described: an increased awareness of NVCS and the importance of NVCS in relationship building. Drama exercises enabled participants to experience NVCS, such as sight, sound, proxemics and touch, in novel ways. Participants reflected on how NCVS contribute to developing trust and building relationships in clinical practice. Drama-based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Nonverbal Behavior of Young Abused and Neglected Children.

ERIC Educational Resources Information Center

Hecht, Michael; And Others

1986-01-01

Investigated whether abused and neglected children differ from other children in their nonverbal attachment and communicative behavior. Found that in comparison (1) abused children avoided contact and interaction and (2) abused females exhibited more avoidance than males. (PD)

Non-verbal numerical cognition: from reals to integers.

PubMed

Gallistel; Gelman

2000-02-01

Data on numerical processing by verbal (human) and non-verbal (animal and human) subjects are integrated by the hypothesis that a non-verbal counting process represents discrete (countable) quantities by means of magnitudes with scalar variability. These appear to be identical to the magnitudes that represent continuous (uncountable) quantities such as duration. The magnitudes representing countable quantity are generated by a discrete incrementing process, which defines next magnitudes and yields a discrete ordering. In the case of continuous quantities, the continuous accumulation process does not define next magnitudes, so the ordering is also continuous ('dense'). The magnitudes representing both countable and uncountable quantity are arithmetically combined in, for example, the computation of the income to be expected from a foraging patch. Thus, on the hypothesis presented here, the primitive machinery for arithmetic processing works with real numbers (magnitudes).

Effects of nonverbal behavior on perceptions of a female employee's power bases.

PubMed

Aguinis, H; Henle, C A

2001-08-01

The authors extended a previous examination of the effects of nonverbal behavior on perceptions of a male employee's power bases (H. Aguinis, M. M. Simonsen, & C. A. Pierce, 1998) by examining the effects of nonverbal behavior on perceptions of a female employee's power bases. U.S. undergraduates read vignettes describing a female employee engaging in 3 types of nonverbal behavior (i.e., eye contact, facial expression, body posture) and rated their perceptions of the woman's power bases (i.e., reward, coercive, legitimate, referent, expert, credibility). As predicted, (a) direct eye contact increased perceptions of coercive power, and (b) a relaxed facial expression decreased perceptions of all 6 power bases. Also as predicted, the present results differed markedly from those of Aguinis et al. (1998) regarding a male employee. The authors discuss implications for theory, future research, and the advancement of female employees.

[Non-verbal communication of patients submitted to heart surgery: from awaking after anesthesia to extubation].

PubMed

Werlang, Sueli da Cruz; Azzolin, Karina; Moraes, Maria Antonieta; de Souza, Emiliane Nogueira

2008-12-01

Preoperative orientation is an essential tool for patient's communication after surgery. This study had the objective of evaluating non-verbal communication of patients submitted to cardiac surgery from the time of awaking from anesthesia until extubation, after having received preoperative orientation by nurses. A quantitative cross-sectional study was developed in a reference hospital of the state of Rio Grande do Sul, Brazil, from March to July 2006. Data were collected in the pre and post operative periods. A questionnaire to evaluate non-verbal communication on awaking from sedation was applied to a sample of 100 patients. Statistical analysis included Student, Wilcoxon, and Mann Whittney tests. Most of the patients responded satisfactorily to non-verbal communication strategies as instructed on the preoperative orientation. Thus, non-verbal communication based on preoperative orientation was helpful during the awaking period.

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…

Cross-Cultural Nonverbal Cue Immersive Training

DTIC Science & Technology

2008-12-01

our daily lives and is paramount to collaborative interaction. Both verbal and nonverbal messages interact to form human communication . Verbal...the context of the conversation. Third, eye contact and behavior is considered to be the most important in human communication , which refers to...transmitted. The face is critical in human communication since it is the most visible during interaction. Facial and emotion expression relating to

Automated Video Analysis of Non-verbal Communication in a Medical Setting.

PubMed

Hart, Yuval; Czerniak, Efrat; Karnieli-Miller, Orit; Mayo, Avraham E; Ziv, Amitai; Biegon, Anat; Citron, Atay; Alon, Uri

2016-01-01

Non-verbal communication plays a significant role in establishing good rapport between physicians and patients and may influence aspects of patient health outcomes. It is therefore important to analyze non-verbal communication in medical settings. Current approaches to measure non-verbal interactions in medicine employ coding by human raters. Such tools are labor intensive and hence limit the scale of possible studies. Here, we present an automated video analysis tool for non-verbal interactions in a medical setting. We test the tool using videos of subjects that interact with an actor portraying a doctor. The actor interviews the subjects performing one of two scripted scenarios of interviewing the subjects: in one scenario the actor showed minimal engagement with the subject. The second scenario included active listening by the doctor and attentiveness to the subject. We analyze the cross correlation in total kinetic energy of the two people in the dyad, and also characterize the frequency spectrum of their motion. We find large differences in interpersonal motion synchrony and entrainment between the two performance scenarios. The active listening scenario shows more synchrony and more symmetric followership than the other scenario. Moreover, the active listening scenario shows more high-frequency motion termed jitter that has been recently suggested to be a marker of followership. The present approach may be useful for analyzing physician-patient interactions in terms of synchrony and dominance in a range of medical settings.

Automated Video Analysis of Non-verbal Communication in a Medical Setting

PubMed Central

Hart, Yuval; Czerniak, Efrat; Karnieli-Miller, Orit; Mayo, Avraham E.; Ziv, Amitai; Biegon, Anat; Citron, Atay; Alon, Uri

2016-01-01

Non-verbal communication plays a significant role in establishing good rapport between physicians and patients and may influence aspects of patient health outcomes. It is therefore important to analyze non-verbal communication in medical settings. Current approaches to measure non-verbal interactions in medicine employ coding by human raters. Such tools are labor intensive and hence limit the scale of possible studies. Here, we present an automated video analysis tool for non-verbal interactions in a medical setting. We test the tool using videos of subjects that interact with an actor portraying a doctor. The actor interviews the subjects performing one of two scripted scenarios of interviewing the subjects: in one scenario the actor showed minimal engagement with the subject. The second scenario included active listening by the doctor and attentiveness to the subject. We analyze the cross correlation in total kinetic energy of the two people in the dyad, and also characterize the frequency spectrum of their motion. We find large differences in interpersonal motion synchrony and entrainment between the two performance scenarios. The active listening scenario shows more synchrony and more symmetric followership than the other scenario. Moreover, the active listening scenario shows more high-frequency motion termed jitter that has been recently suggested to be a marker of followership. The present approach may be useful for analyzing physician-patient interactions in terms of synchrony and dominance in a range of medical settings. PMID:27602002

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years.

PubMed

Emmett, Susan D; Francis, Howard W

2014-09-01

To evaluate the association between hearing loss and nonverbal intelligence in US children. The Third National Health and Nutrition Examination Survey (NHANES III) is a cross-sectional survey (1988-1994) that used complex multistage sampling design to produce nationally representative demographic and examination data. A total of 4,823 children ages 6 to 16 years completed audiometric evaluation and cognitive testing during NHANES III. Hearing loss was defined as low-frequency pure-tone average (PTA) >25 dB (0.5, 1, 2 kHz) or high-frequency PTA >25 dB (3, 4, 6, 8 kHz) and was designated as unilateral or bilateral. Nonverbal intelligence was measured using the Wechsler Intelligence Scale for Children-Revised block design subtest. Low nonverbal intelligence was defined as a standardized score <4, two standard deviations below the standardized mean of 10. Mean nonverbal intelligence scores differed between children with normal hearing (9.59) and children with bilateral (6.87; P = .02) but not unilateral (9.12; P = .42) hearing loss. Non-Hispanic black race/ethnicity and family income <$20,000 were associated with 3.92 and 1.67 times higher odds of low nonverbal intelligence, respectively (odds ratio [OR]: 3.92; P < .001; OR: 1.67; P = .02). Bilateral hearing loss was independently associated with 5.77 times increased odds of low nonverbal intelligence compared to normal hearing children (OR: 5.77; P = .02). Unilateral hearing loss was not associated with higher odds of low nonverbal intelligence (OR: 0.73; P = .40). Bilateral but not unilateral hearing loss is associated with decreased nonverbal intelligence in US children. Longitudinal studies are urgently needed to better understand these associations and their potential impact on future opportunities. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Bilateral Hearing Loss is Associated with Decreased Nonverbal Intelligence in US Children Ages 6 to 16 Years

PubMed Central

Emmett, Susan D.; Francis, Howard W.

2017-01-01

Objectives To evaluate the association between hearing loss and nonverbal intelligence in US children. Study Design The Third National Health and Nutrition Examination Survey (NHANES III) is a cross-sectional survey (1988–1994) that used complex multistage sampling design to produce nationally representative demographic and examination data. Methods A total of 4823 children ages 6–16 years completed audiometric evaluation and cognitive testing during NHANES III. Hearing loss was defined as low frequency pure tone average (PTA)>25 decibels (dB) (0.5,1,2 kHz) or high frequency PTA>25dB (3,4,6,8 kHz) and was designated as unilateral or bilateral. Nonverbal intelligence was measured using the Wechsler Intelligence Scale for Children-Revised block design subtest. Low nonverbal intelligence was defined as a standardized score <4, two standard deviations below the standardized mean of 10. Results Mean nonverbal intelligence scores differed between children with normal hearing (9.59) and children with bilateral (6.87; p=0.02) but not unilateral (9.12; p=0.42) hearing loss. Non-Hispanic black race/ethnicity and family income<$20,000 were associated with 3.92 and 1.67 times higher odds of low nonverbal intelligence, respectively (OR 3.92; p<0.001; OR 1.67; p=0.02). Bilateral hearing loss was independently associated with 5.77 times increased odds of low nonverbal intelligence compared to normal hearing children (OR 5.77; p=0.02). Unilateral hearing loss was not associated with higher odds of low nonverbal intelligence (OR 0.73; p=0.40). Conclusion Bilateral but not unilateral hearing loss is associated with decreased nonverbal intelligence in US children. Longitudinal studies are urgently needed to better understand these associations and their potential impact on future opportunities. PMID:24913183

Introverts' and Extraverts' Responses to Nonverbal Attending Behavior

ERIC Educational Resources Information Center

Genthner, Robert W.; Moughan, James

1977-01-01

The different responses of introverts and extraverts to two types of helper nonverbal attending were examined. Subjects were 26 introverts and 26 extraverts, as defined by Eysenck and Eysenck's questionnaire. Introverts rated the listener higher than did extraverts, independent of his posture. (Author)

Audience perceptions of candidates' appropriateness as a function of nonverbal behaviors displayed during televised political debates.

PubMed

Seiter, John S; Weger, Harry

2005-04-01

Compared to televised debates using a single-screen format, such debates using a split screen presenting both debaters simultaneously show viewers the nonverbal reactions of each debater's opponent. The authors examined how appropriate or inappropriate such nonverbal behaviors are perceived to be. Students watched one of four versions of a televised debate. One version used a single-screen format, showing only the speaker, whereas the other three versions used a split-screen format in which the speaker's oppodent displayed constant, occasional, or no nonverbal disagreement with the speaker. Students then rated the debaters' appropriateness. Analysis indicated that the opponent was perceived to be less appropriate when he displayed any background disagreement compared to when he did not. The students perceived the speaker as most appropriate when his opponent displayed constant nonverbal disagreement.

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…

Dominant, open nonverbal displays are attractive at zero-acquaintance

PubMed Central

Vacharkulksemsuk, Tanya; Reit, Emily; Khambatta, Poruz; Eastwick, Paul W.; Finkel, Eli J.; Carney, Dana R.

2016-01-01

Across two field studies of romantic attraction, we demonstrate that postural expansiveness makes humans more romantically appealing. In a field study (n = 144 speed-dates), we coded nonverbal behaviors associated with liking, love, and dominance. Postural expansiveness—expanding the body in physical space—was most predictive of attraction, with each one-unit increase in coded behavior from the video recordings nearly doubling a person’s odds of getting a “yes” response from one’s speed-dating partner. In a subsequent field experiment (n = 3,000), we tested the causality of postural expansion (vs. contraction) on attraction using a popular Global Positioning System-based online-dating application. Mate-seekers rapidly flipped through photographs of potential sexual/date partners, selecting those they desired to meet for a date. Mate-seekers were significantly more likely to select partners displaying an expansive (vs. contractive) nonverbal posture. Mediation analyses demonstrate one plausible mechanism through which expansiveness is appealing: Expansiveness makes the dating candidate appear more dominant. In a dating world in which success sometimes is determined by a split-second decision rendered after a brief interaction or exposure to a static photograph, single persons have very little time to make a good impression. Our research suggests that a nonverbal dominance display increases a person’s chances of being selected as a potential mate. PMID:27035937

Verbal and nonverbal behavior of ability-grouped dyads

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Carter, Glenda

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

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.

Nonverbal Behavior and Perceived Counselor Attractiveness and Persuasiveness

ERIC Educational Resources Information Center

LaCrosse, Michael B.

1975-01-01

Investigated the perception of counselor attractiveness and persuasiveness through the expression of nonverbal behavior. Two male and female counselors were trained to portray "affiliative" manner and "unaffiliative" manner. Subjects saw four different counselors and then rated them on scales measuring perceived attractiveness and persuasiveness.…

Parents and Physiotherapists Recognition of Non-Verbal Communication of Pain in Individuals with Cerebral Palsy.

PubMed

Riquelme, Inmaculada; Pades Jiménez, Antonia; Montoya, Pedro

2017-08-29

Pain assessment is difficult in individuals with cerebral palsy (CP). This is of particular relevance in children with communication difficulties, when non-verbal pain behaviors could be essential for appropriate pain recognition. Parents are considered good proxies in the recognition of pain in their children; however, health professionals also need a good understanding of their patients' pain experience. This study aims at analyzing the agreement between parents' and physiotherapists' assessments of verbal and non-verbal pain behaviors in individuals with CP. A written survey about pain characteristics and non-verbal pain expression of 96 persons with CP (45 classified as communicative, and 51 as non-communicative individuals) was performed. Parents and physiotherapists displayed a high agreement in their estimations of the presence of chronic pain, healthcare seeking, pain intensity and pain interference, as well as in non-verbal pain behaviors. Physiotherapists and parents can recognize pain behaviors in individuals with CP regardless of communication disabilities.

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

Detection of Nonverbal Synchronization through Phase Difference in Human Communication.

PubMed

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

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

PubMed

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

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

Direct evidence for the contributive role of the right inferior fronto-occipital fasciculus in non-verbal semantic cognition.

PubMed

Herbet, Guillaume; Moritz-Gasser, Sylvie; Duffau, Hugues

2017-05-01

The neural foundations underlying semantic processing have been extensively investigated, highlighting a pivotal role of the ventral stream. However, although studies concerning the involvement of the left ventral route in verbal semantics are proficient, the potential implication of the right ventral pathway in non-verbal semantics has been to date unexplored. To gain insights on this matter, we used an intraoperative direct electrostimulation to map the structures mediating the non-verbal semantic system in the right hemisphere. Thirteen patients presenting with a right low-grade glioma located within or close to the ventral stream were included. During the 'awake' procedure, patients performed both a visual non-verbal semantic task and a verbal (control) task. At the cortical level, in the right hemisphere, we found non-verbal semantic-related sites (n = 7 in 6 patients) in structures commonly associated with verbal semantic processes in the left hemisphere, including the superior temporal gyrus, the pars triangularis, and the dorsolateral prefrontal cortex. At the subcortical level, we found non-verbal semantic-related sites in all but one patient (n = 15 sites in 12 patients). Importantly, all these responsive stimulation points were located on the spatial course of the right inferior fronto-occipital fasciculus (IFOF). These findings provide direct support for a critical role of the right IFOF in non-verbal semantic processing. Based upon these original data, and in connection with previous findings showing the involvement of the left IFOF in non-verbal semantic processing, we hypothesize the existence of a bilateral network underpinning the non-verbal semantic system, with a homotopic connectional architecture.

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…

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…

Effect of interaction with clowns on vital signs and non-verbal communication of hospitalized children

PubMed Central

Alcântara, Pauline Lima; Wogel, Ariane Zonho; Rossi, Maria Isabela Lobo; Neves, Isabela Rodrigues; Sabates, Ana Llonch; Puggina, Ana Cláudia

2016-01-01

Abstract Objective: Compare the non-verbal communication of children before and during interaction with clowns and compare their vital signs before and after this interaction. Methods: Uncontrolled, intervention, cross-sectional, quantitative study with children admitted to a public university hospital. The intervention was performed by medical students dressed as clowns and included magic tricks, juggling, singing with the children, making soap bubbles and comedic performances. The intervention time was 20min. Vital signs were assessed in two measurements with an interval of 1min immediately before and after the interaction. Non-verbal communication was observed before and during the interaction using the Non-Verbal Communication Template Chart, a tool in which non-verbal behaviors are assessed as effective or ineffective in the interactions. Results: The sample consisted of 41 children with a mean age of 7.6±2.7 years; most were aged 7-11 years (n=23; 56%) and were males (n=26; 63.4%). There was a statistically significant difference in systolic and diastolic blood pressure, pain and non-verbal behavior of children with the intervention. Systolic and diastolic blood pressure increased and pain scales showed decreased scores. Conclusions: The playful interaction with clowns can be a therapeutic resource to minimize the effects of the stressing environment during the intervention, improve the children's emotional state and reduce the perception of pain. PMID:27080219

Anatomical Correlates of Non-Verbal Perception in Dementia Patients.

PubMed

Lin, Pin-Hsuan; Chen, Hsiu-Hui; Chen, Nai-Ching; Chang, Wen-Neng; Huang, Chi-Wei; Chang, Ya-Ting; Hsu, Shih-Wei; Hsu, Che-Wei; Chang, Chiung-Chih

2016-01-01

Patients with dementia who have dissociations in verbal and non-verbal sound processing may offer insights into the anatomic basis for highly related auditory modes. To determine the neuronal networks on non-verbal perception, 16 patients with Alzheimer's dementia (AD), 15 with behavior variant fronto-temporal dementia (bv-FTD), 14 with semantic dementia (SD) were evaluated and compared with 15 age-matched controls. Neuropsychological and auditory perceptive tasks were included to test the ability to compare pitch changes, scale-violated melody and for naming and associating with environmental sound. The brain 3D T1 images were acquired and voxel-based morphometry (VBM) was used to compare and correlated the volumetric measures with task scores. The SD group scored the lowest among 3 groups in pitch or scale-violated melody tasks. In the environmental sound test, the SD group also showed impairment in naming and also in associating sound with pictures. The AD and bv-FTD groups, compared with the controls, showed no differences in all tests. VBM with task score correlation showed that atrophy in the right supra-marginal and superior temporal gyri was strongly related to deficits in detecting violated scales, while atrophy in the bilateral anterior temporal poles and left medial temporal structures was related to deficits in environmental sound recognition. Auditory perception of pitch, scale-violated melody or environmental sound reflects anatomical degeneration in dementia patients and the processing of non-verbal sounds are mediated by distinct neural circuits.

Nonverbal dominance behavior among individuals at risk for mania.

PubMed

Bartholomew, Morgan E; Johnson, Sheri L

2014-04-01

Research suggests that people with bipolar disorder may be highly motivated to attain dominance and may over-estimate their social power (Johnson and Carver, 2012). This manic temperament may provide an adaptive advantage in the pursuit of dominance and leadership (Akiskal and Akiskal, 1992). It was hypothesized that people at high risk for bipolar disorder, as defined by the Hypomanic Personality Scale (HPS), would fail to assume a submissive role when it was appropriate to do so. Participants (81 undergraduates) completed an image description task with a confederate. Participants were randomly assigned to interact with a confederate who assumed one of three nonverbal postures: dominant (expanded), neutral, or submissive (constricted). Nonverbal dominance behavior was defined as the rate at which participants expanded their body span during the task. Consistent with hypotheses, an ANOVA indicated an interaction of Mania risk x Dominance condition on body expansion. Whereas participants with low mania risk (HPS scores) adapted complementary behavior in response to the confederate, participants with high mania risk demonstrated a consistently dominant (expanded) nonverbal posture. A major limitation of this study is the use of an analog measure of mania risk in place of clinical diagnoses. In this experiment, participants at high risk for mania maintained a dominant posture even when submissiveness would have been more appropriate. It is argued that persistent dominance behavior may play an important role in the interpersonal interactions of individuals at risk for bipolar disorder. Copyright © 2014 Elsevier B.V. All rights reserved.

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…

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…

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

PubMed Central

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

Directed forgetting of visual symbols: evidence for nonverbal selective rehearsal.

PubMed

Hourihan, Kathleen L; Ozubko, Jason D; MacLeod, Colin M

2009-12-01

Is selective rehearsal possible for nonverbal information? Two experiments addressed this question using the item method directed forgetting paradigm, where the advantage of remember items over forget items is ascribed to selective rehearsal favoring the remember items. In both experiments, difficult-to-name abstract symbols were presented for study, followed by a recognition test. Directed forgetting effects were evident for these symbols, regardless of whether they were or were not spontaneously named. Critically, a directed forgetting effect was observed for unnamed symbols even when the symbols were studied under verbal suppression to prevent verbal rehearsal. This pattern indicates that a form of nonverbal rehearsal can be used strategically (i.e., selectively) to enhance memory, even when verbal rehearsal is not possible.

Judging Attraction from Nonverbal Behavior: The Gain Phenomenon

ERIC Educational Resources Information Center

Clore, Gerald L.; And Others

1975-01-01

Describes two experiments conducted to explore non-verbal behaviors and their capacity to convey attraction between men and women. Examines in particular the gain phenomenon which is the idea that people are more attracted to a person who is initially punishing and then rewarding than to one who is always rewarding. (Author/EJT)

Some Effects of Distractions in Nonverbal Mathematical Problems

ERIC Educational Resources Information Center

Bana, J. P.; Nelson, D.

1977-01-01

The central purpose of this study was to investigate the effects of distractions in nonverbal problems on the problem solving behavior and performance of young children (grades 1-3) in 6 schools (N=360). Results indicated 66 percent of the subjects were distracted by irrelevant spatial-numerical or color attribute uses. (JC)

Imaging first impressions: distinct neural processing of verbal and nonverbal social information.

PubMed

Kuzmanovic, Bojana; Bente, Gary; von Cramon, D Yves; Schilbach, Leonhard; Tittgemeyer, Marc; Vogeley, Kai

2012-03-01

First impressions profoundly influence our attitudes and behavior toward others. However, little is known about whether and to what degree the cognitive processes that underlie impression formation depend on the domain of the available information about the target person. To investigate the neural bases of the influence of verbal as compared to nonverbal information on interpersonal judgments, we identified brain regions where the BOLD signal parametrically increased with increasing strength of evaluation based on either short text vignettes or mimic and gestural behavior. While for verbal stimuli the increasing strength of subjective evaluation was correlated with increased neural activation of precuneus and posterior cingulate cortex (PC/PCC), a similar effect was observed for nonverbal stimuli in the amygdala. These findings support the assumption that qualitatively different cognitive operations underlie person evaluation depending upon the stimulus domain: while the processing of nonverbal person information may be more strongly associated with affective processing as indexed by recruitment of the amygdala, verbal person information engaged the PC/PCC that has been related to social inferential processing. Copyright © 2011 Elsevier Inc. All rights reserved.

Effect of interaction with clowns on vital signs and non-verbal communication of hospitalized children.

PubMed

Alcântara, Pauline Lima; Wogel, Ariane Zonho; Rossi, Maria Isabela Lobo; Neves, Isabela Rodrigues; Sabates, Ana Llonch; Puggina, Ana Cláudia

2016-12-01

Compare the non-verbal communication of children before and during interaction with clowns and compare their vital signs before and after this interaction. Uncontrolled, intervention, cross-sectional, quantitative study with children admitted to a public university hospital. The intervention was performed by medical students dressed as clowns and included magic tricks, juggling, singing with the children, making soap bubbles and comedic performances. The intervention time was 20minutes. Vital signs were assessed in two measurements with an interval of one minute immediately before and after the interaction. Non-verbal communication was observed before and during the interaction using the Non-Verbal Communication Template Chart, a tool in which nonverbal behaviors are assessed as effective or ineffective in the interactions. The sample consisted of 41 children with a mean age of 7.6±2.7 years; most were aged 7 to 11 years (n=23; 56%) and were males (n=26; 63.4%). There was a statistically significant difference in systolic and diastolic blood pressure, pain and non-verbal behavior of children with the intervention. Systolic and diastolic blood pressure increased and pain scales showed decreased scores. The playful interaction with clowns can be a therapeutic resource to minimize the effects of the stressing environment during the intervention, improve the children's emotional state and reduce the perception of pain. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Nonverbal Communication and the Support Process: Interactional Sensitivity in Interactions between Mothers and Young Adult Children.

ERIC Educational Resources Information Center

Trees, April R.

2000-01-01

Investigates the contribution of nonverbal cues to supportive communication in interactions between mothers and young adult children. Uses the concept of interactional sensitivity from attachment theory for direction to propose a number of hypotheses concerning support provision. Provides insight into the role of nonverbal as well as verbal…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Non-verbal communication between primary care physicians and older patients: how does race matter?

PubMed

Stepanikova, Irena; Zhang, Qian; Wieland, Darryl; Eleazer, G Paul; Stewart, Thomas

2012-05-01

Non-verbal communication is an important aspect of the diagnostic and therapeutic process, especially with older patients. It is unknown how non-verbal communication varies with physician and patient race. To examine the joint influence of physician race and patient race on non-verbal communication displayed by primary care physicians during medical interviews with patients 65 years or older. Video-recordings of visits of 209 patients 65 years old or older to 30 primary care physicians at three clinics located in the Midwest and Southwest. Duration of physicians' open body position, eye contact, smile, and non-task touch, coded using an adaption of the Nonverbal Communication in Doctor-Elderly Patient Transactions form. African American physicians with African American patients used more open body position, smile, and touch, compared to the average across other dyads (adjusted mean difference for open body position = 16.55, p < 0.001; smile = 2.35, p = 0.048; touch = 1.33, p < 0.001). African American physicians with white patients spent less time in open body position compared to the average across other dyads, but they also used more smile and eye gaze (adjusted mean difference for open body position = 27.25, p < 0.001; smile = 3.16, p = 0.005; eye gaze = 17.05, p < 0.001). There were no differences between white physicians' behavior toward African American vs. white patients. Race plays a role in physicians' non-verbal communication with older patients. Its influence is best understood when physician race and patient race are considered jointly.

Anatomical Correlates of Non-Verbal Perception in Dementia Patients

PubMed Central

Lin, Pin-Hsuan; Chen, Hsiu-Hui; Chen, Nai-Ching; Chang, Wen-Neng; Huang, Chi-Wei; Chang, Ya-Ting; Hsu, Shih-Wei; Hsu, Che-Wei; Chang, Chiung-Chih

2016-01-01

Purpose: Patients with dementia who have dissociations in verbal and non-verbal sound processing may offer insights into the anatomic basis for highly related auditory modes. Methods: To determine the neuronal networks on non-verbal perception, 16 patients with Alzheimer’s dementia (AD), 15 with behavior variant fronto-temporal dementia (bv-FTD), 14 with semantic dementia (SD) were evaluated and compared with 15 age-matched controls. Neuropsychological and auditory perceptive tasks were included to test the ability to compare pitch changes, scale-violated melody and for naming and associating with environmental sound. The brain 3D T1 images were acquired and voxel-based morphometry (VBM) was used to compare and correlated the volumetric measures with task scores. Results: The SD group scored the lowest among 3 groups in pitch or scale-violated melody tasks. In the environmental sound test, the SD group also showed impairment in naming and also in associating sound with pictures. The AD and bv-FTD groups, compared with the controls, showed no differences in all tests. VBM with task score correlation showed that atrophy in the right supra-marginal and superior temporal gyri was strongly related to deficits in detecting violated scales, while atrophy in the bilateral anterior temporal poles and left medial temporal structures was related to deficits in environmental sound recognition. Conclusions: Auditory perception of pitch, scale-violated melody or environmental sound reflects anatomical degeneration in dementia patients and the processing of non-verbal sounds are mediated by distinct neural circuits. PMID:27630558

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…

Nonverbal behavior of vendors in customer-vendor interaction.

PubMed

Amsbary, J H; Powell, L

2007-04-01

Two research questions were posed on the homophily theory of customer-vendor interactions: (a) do vendors show any nonverbal preference for Euro-American or African-American customers?; (b) do vendors demonstrate any nonverbal preference for customers with which they share racial homophily? The results supported the homophily theory for Euro-American customers in that there were significant interaction effects by race in facial expression (F = 5.33, p < .05), amount of speaking (F = 6.76, p < .01), tone of voice (F = 7.62, p < .01), and touching (F = 4.57, p < .05). Vendor behavior varied when the customer was Euro-American, with Euro-American vendors smiling more frequently (M = 4.05) than African-American vendors (M = 3.69), speaking more frequently (M = 3.57) than African-American vendors (M = 3.09), using a more friendly tone of voice (M = 3.59, and engaging in more touching behaviors (M = 1.81) than African-American vendors (M = 1.48). There was no significant difference in the behavior of Euro-American and African-American vendors when the customer was African-American.

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

ERIC Educational Resources Information Center

Carrein, Cindy; Bernaud, Jean-Luc

2010-01-01

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

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

PubMed

Rinaldi, Romina; Trappeniers, Julie; Lefebvre, Laurent

2014-05-30

Over the last few years, numerous studies have attempted to explain fluency impairments in people with schizophrenia, leading to heterogeneous results. This could notably be due to the fact that fluency is often used in its verbal form where semantic dimensions are implied. In order to gain an in-depth understanding of fluency deficits, a non-verbal fluency task - the Five-Point Test (5PT) - was proposed to 24 patients with schizophrenia and to 24 healthy subjects categorized in terms of age, gender and schooling. The 5PT involves producing as many abstract figures as possible within 1min by connecting points with straight lines. All subjects also completed the Frontal Assessment Battery (FAB) while those with schizophrenia were further assessed using the Positive and Negative Syndrome Scale (PANSS). Results show that the 5PT evaluation differentiates patients from healthy subjects with regard to the number of figures produced. Patients׳ results also suggest that the number of figures produced is linked to the "overall executive functioning" and to some inhibition components. Although this study is a first step in the non-verbal efficiency research field, we believe that experimental psychopathology could benefit from the investigations on non-verbal fluency. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Asperger syndrome: how does it relate to non-verbal learning disability?

PubMed

Ryburn, B; Anderson, V; Wales, R

2009-03-01

The syndrome of non-verbal learning disabilities (NLD) is associated with prominent non-verbal deficits such as reduced perceptual and spatial abilities, against a background of relatively intact verbal abilities. Asperger syndrome is one of the several developmental disorders for which Byron Rourke has claimed that almost all the signs and symptoms of NLD are present. This study investigated the claim utilizing a battery of neuropsychological tests that were found to be sensitive to NLD in the original learning disordered populations used to describe the syndrome. Children aged between 8 and 14 were recruited to form two groups: (1) children with Asperger syndrome (N=14) and (2) normal healthy schoolchildren (N=20). By contrast to the main principle outlined in the NLD model, children with Asperger syndrome did not display a relative difficulty with spatial- or problem-solving tasks; indeed, they displayed significantly higher performance on some non-verbal tasks in comparison with verbal tasks. It was only in relation to their high levels of psychosocial and interpersonal difficulties, which are also predicted on the basis of their psychiatric diagnosis, that the children with Asperger syndrome were clearly consistent with the NLD model in this study. These results raise questions about the relevance of the syndrome of NLD for children with Asperger syndrome.

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

PubMed

Crutch, Sebastian J; Warrington, Elizabeth K

2008-01-01

An investigation of non-verbal auditory comprehension in two patients with global aphasia following stroke is reported. The primary aim of the investigation was to establish whether refractory access disorders can affect non-verbal input modalities. All previous reports of refractoriness, a cognitive syndrome characterized by response inconsistency, sensitivity to temporal factors and insensitivity to item frequency, have involved comprehension tasks which have a verbal component. Two main experiments are described. The first consists of a novel sound-to-picture and sound-to-word matching task in which comprehension of environmental sounds is probed under conditions of semantic relatedness and semantic unrelatedness. In addition to the two stroke patients, the performance of a group of 10 control patients with non-vascular pathology is reported, along with evidence of semantic relatedness effects in sound comprehension. The second experiment examines environmental sound comprehension within a repetitive probing paradigm which affords assessment of the effects of semantic relatedness, response consistency and presentation rate. It is demonstrated that the two stroke patients show a significant increase in error rate across multiple probes of the same set of sound stimuli, indicating the presence of refractoriness within this non-verbal domain. The implications of the results are discussed with reference to our current understanding of the mechanisms of refractoriness.

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,…

Nonverbal auditory working memory: Can music indicate the capacity?

PubMed

Jeong, Eunju; Ryu, Hokyoung

2016-06-01

Different working memory (WM) mechanisms that underlie words, tones, and timbres have been proposed in previous studies. In this regard, the present study developed a WM test with nonverbal sounds and compared it to the conventional verbal WM test. A total of twenty-five, non-music major, right-handed college students were presented with four different types of sounds (words, syllables, pitches, timbres) that varied from two to eight digits in length. Both accuracy and oxygenated hemoglobin (oxyHb) were measured. The results showed significant effects of number of targets on accuracy and sound type on oxyHb. A further analysis showed prefrontal asymmetry with pitch being processed by the right hemisphere (RH) and timbre by the left hemisphere (LH). These findings suggest a potential for employing musical sounds (i.e., pitch and timbre) as a complementary stimuli for conventional nonverbal WM tests, which can additionally examine its asymmetrical roles in the prefrontal regions. Copyright © 2016 Elsevier Inc. All rights reserved.

Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

PubMed

Wu, Sarah S; Chen, Lang; Battista, Christian; Smith Watts, Ashley K; Willcutt, Erik G; Menon, Vinod

2017-09-01

Individual differences in children's math performance have been associated with math anxiety, attention problems, working memory (WM), and reading skills, but the mechanisms by which these factors jointly contribute to children's math achievement are unknown. Here, we use structural equation modeling to characterize the relation between these factors and their influence on non-verbal Numerical Operations (NO) and verbal Math Reasoning (MR) in 330 children (M=8.34years). Our findings indicate that WM plays a central role in both non-verbal NO and verbal MR, whereas math anxiety and reading comprehension have unique and more pronounced influences on MR, compared to NO. Our study elucidates how affective and cognitive factors distinctly influence non-verbal and verbal mathematical problem solving. Copyright © 2017 Elsevier B.V. All rights reserved.

Association between restricted and repetitive behaviors and nonverbal IQ in children with autism spectrum disorders.

PubMed

Bishop, Somer L; Richler, Jennifer; Lord, Catherine

2006-08-01

The present study explored the relationship between nonverbal IQ and restricted and repetitive behaviors (RRBs) in 830 children with Autism Spectrum Disorders. The role of chronological age as a moderator of this relationship was also investigated. For many behaviors, there was a significant interaction between nonverbal IQ and chronological age, such that nonverbal IQ (NVIQ) was more strongly related to the prevalence of RRBs in older children. For the majority of such behaviors (e.g. repetitive use of objects, hand and finger mannerisms), RRB prevalence was negatively associated with NVIQ. However, the prevalence of certain behaviors (e.g. circumscribed interests) showed positive relationships with NVIQ, which provides some support for the idea of different classes of RRBs. For the severity of different RRBs, there were several significant effects for age and NVIQ, but few interactions.

Verbal and non-verbal intelligence changes in the teenage brain.

PubMed

Ramsden, Sue; Richardson, Fiona M; Josse, Goulven; Thomas, Michael S C; Ellis, Caroline; Shakeshaft, Clare; Seghier, Mohamed L; Price, Cathy J

2011-10-19

Intelligence quotient (IQ) is a standardized measure of human intellectual capacity that takes into account a wide range of cognitive skills. IQ is generally considered to be stable across the lifespan, with scores at one time point used to predict educational achievement and employment prospects in later years. Neuroimaging allows us to test whether unexpected longitudinal fluctuations in measured IQ are related to brain development. Here we show that verbal and non-verbal IQ can rise or fall in the teenage years, with these changes in performance validated by their close correlation with changes in local brain structure. A combination of structural and functional imaging showed that verbal IQ changed with grey matter in a region that was activated by speech, whereas non-verbal IQ changed with grey matter in a region that was activated by finger movements. By using longitudinal assessments of the same individuals, we obviated the many sources of variation in brain structure that confound cross-sectional studies. This allowed us to dissociate neural markers for the two types of IQ and to show that general verbal and non-verbal abilities are closely linked to the sensorimotor skills involved in learning. More generally, our results emphasize the possibility that an individual's intellectual capacity relative to their peers can decrease or increase in the teenage years. This would be encouraging to those whose intellectual potential may improve, and would be a warning that early achievers may not maintain their potential.

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.

Nonverbal channel use in communication of emotion: how may depend on why.

PubMed

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

2011-06-01

This study investigated the hypothesis that different emotions are most effectively conveyed through specific, nonverbal channels of communication: body, face, and touch. Experiment 1 assessed the production of emotion displays. Participants generated nonverbal displays of 11 emotions, with and without channel restrictions. For both actual production and stated preferences, participants favored the body for embarrassment, guilt, pride, and shame; the face for anger, disgust, fear, happiness, and sadness; and touch for love and sympathy. When restricted to a single channel, participants were most confident about their communication when production was limited to the emotion's preferred channel. Experiment 2 examined the reception or identification of emotion displays. Participants viewed videos of emotions communicated in unrestricted and restricted conditions and identified the communicated emotions. Emotion identification in restricted conditions was most accurate when participants viewed emotions displayed via the emotion's preferred channel. This study provides converging evidence that some emotions are communicated predominantly through different nonverbal channels. Further analysis of these channel-emotion correspondences suggests that the social function of an emotion predicts its primary channel: The body channel promotes social-status emotions, the face channel supports survival emotions, and touch supports intimate emotions.

The Bursts and Lulls of Multimodal Interaction: Temporal Distributions of Behavior Reveal Differences Between Verbal and Non-Verbal Communication.

PubMed

Abney, Drew H; Dale, Rick; Louwerse, Max M; Kello, Christopher T

2018-04-06

Recent studies of naturalistic face-to-face communication have demonstrated coordination patterns such as the temporal matching of verbal and non-verbal behavior, which provides evidence for the proposal that verbal and non-verbal communicative control derives from one system. In this study, we argue that the observed relationship between verbal and non-verbal behaviors depends on the level of analysis. In a reanalysis of a corpus of naturalistic multimodal communication (Louwerse, Dale, Bard, & Jeuniaux, ), we focus on measuring the temporal patterns of specific communicative behaviors in terms of their burstiness. We examined burstiness estimates across different roles of the speaker and different communicative modalities. We observed more burstiness for verbal versus non-verbal channels, and for more versus less informative language subchannels. Using this new method for analyzing temporal patterns in communicative behaviors, we show that there is a complex relationship between verbal and non-verbal channels. We propose a "temporal heterogeneity" hypothesis to explain how the language system adapts to the demands of dialog. Copyright © 2018 Cognitive Science Society, Inc.

School effects on non-verbal intelligence and nutritional status in rural Zambia

PubMed Central

Hein, Sascha; Tan, Mei; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2015-01-01

This study uses hierarchical linear modeling (HLM) to examine the school factors (i.e., related to school organization and teacher and student body) associated with non-verbal intelligence (NI) and nutritional status (i.e., body mass index; BMI) of 4204 3rd to 7th graders in rural areas of Southern Province, Zambia. Results showed that 23.5% and 7.7% of the NI and BMI variance, respectively, were conditioned by differences between schools. The set of 14 school factors accounted for 58.8% and 75.9% of the between-school differences in NI and BMI, respectively. Grade-specific HLM yielded higher between-school variation of NI (41%) and BMI (14.6%) for students in grade 3 compared to grades 4 to 7. School factors showed a differential pattern of associations with NI and BMI across grades. The distance to a health post and teacher’s teaching experience were the strongest predictors of NI (particularly in grades 4, 6 and 7); the presence of a preschool was linked to lower BMI in grades 4 to 6. Implications for improving access and quality of education in rural Zambia are discussed. PMID:27175053

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…

Leaders in Interdependent Contexts Suppress Nonverbal Assertiveness: A Multilevel Analysis of Japanese University Club Leaders' and Members' Rank Signaling.

PubMed

Ito, Atsuki; Gobel, Matthias S; Uchida, Yukiko

2018-01-01

Previous research has shown that leadership is signaled through nonverbal assertiveness. However, those studies have been mostly conducted in individualistic cultural contexts, such as in the U.S. Here, we suggest that one important strategy for goal attainment in collectivistic cultures is for leaders to self-regulate their behaviors. Thus, contrary to the previous evidence from individualistic cultural contexts, in collectivistic cultural contexts, leaders might suppress nonverbal assertiveness. To test this possibility, we assessed nonverbal behaviors (NVB) of Japanese leaders and members, and how they were evaluated by observers. We recruited Japanese leaders and members of university clubs and video-recorded them while introducing their club. Then, we coded their nonverbal rank signaling behavior. Finally, we asked a new set of naïve observers to watch these video-clips and to judge targets' suitability for being possible club leaders. Results of a multilevel analysis (level 1: individual participants, level 2: clubs) suggested that the more the club culture focused on tasks (rather than relationships), the more likely were leaders (but not members) of those clubs to suppress their nonverbal assertiveness. Naïve observers judged individuals who restrained from emitting nonverbal assertiveness as being more suitable and worthy club leaders. Thus, our findings demonstrate the cultural fit between contextual effects at the collective level (i.e., cultural orientation of a group) and the signaling and perceiving of social ranks at the individual level (i.e., suppression of nonverbal assertiveness). We discuss the importance of studying the cultural fit between the collective reality that people inhabit and people's psychology for future research in cultural psychology.

Planning, Imagined Interaction, and the Nonverbal Display of Anxiety.

ERIC Educational Resources Information Center

Allen, Terre H.; Honeycutt, James M.

1997-01-01

Examines a nonverbal indicator of anxiety--use of object adaptors. Examines effects of planning for an anticipated encounter and level of discrepancy individuals report they have in imagined interactions on use of object adaptors. Discusses findings in terms of spontaneous helplessness, plan efficacy, and accretion of plan strategies in response…

Relationships among vocabulary size, nonverbal cognition, and spoken word recognition in adults with cochlear implants

NASA Astrophysics Data System (ADS)

Collison, Elizabeth A.; Munson, Benjamin; Carney, Arlene E.

2002-05-01

Recent research has attempted to identify the factors that predict speech perception performance among users of cochlear implants (CIs). Studies have found that approximately 20%-60% of the variance in speech perception scores can be accounted for by factors including duration of deafness, etiology, type of device, and length of implant use, leaving approximately 50% of the variance unaccounted for. The current study examines the extent to which vocabulary size and nonverbal cognitive ability predict CI listeners' spoken word recognition. Fifteen postlingually deafened adults with nucleus or clarion CIs were given standardized assessments of nonverbal cognitive ability and expressive vocabulary size: the Expressive Vocabulary Test, the Test of Nonverbal Intelligence-III, and the Woodcock-Johnson-III Test of Cognitive Ability, Verbal Comprehension subtest. Two spoken word recognition tasks were administered. In the first, listeners identified isophonemic CVC words. In the second, listeners identified gated words varying in lexical frequency and neighborhood density. Analyses will examine the influence of lexical frequency and neighborhood density on the uniqueness point in the gating task, as well as relationships among nonverbal cognitive ability, vocabulary size, and the two spoken word recognition measures. [Work supported by NIH Grant P01 DC00110 and by the Lions 3M Hearing Foundation.

Communicating with people living with dementia who are nonverbal: The creation of Adaptive Interaction.

PubMed

Ellis, Maggie; Astell, Arlene

2017-01-01

Loss of verbal language production makes people with dementia appear unreachable. We previously presented a case study applying nonverbal communication techniques with a lady with dementia who could no longer speak, which we termed Adaptive Interaction. The current small-n study examines the applicability of Adaptive Interaction as a general tool for uncovering the communication repertoires of non-verbal individuals living with dementia. Communicative responses of 30 interaction sessions were coded and analysed in two conditions: Standard (Baseline) and Adaptive Interaction (Intervention). All participants retained the ability to interact plus a unique communication repertoire comprising a variety of nonverbal components, spanning eye gaze, emotion expression, and movement. In comparison to Baseline sessions, Intervention sessions were characterised by more smiling, looking at ME and imitation behaviour from the people with dementia. These findings allude to the potential of Adaptive Interaction as the basis for interacting with people living with dementia who can no longer speak.

Training Verbal and Nonverbal Communication Interview Skills to Adolescents

ERIC Educational Resources Information Center

Olszewski, Abbie; Panorska, Anna; Gillam, Sandra Laing

2017-01-01

Adolescents' verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS…

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

ERIC Educational Resources Information Center

Liebal, Kristin; Carpenter, Malinda; Tomasello, Michael

2011-01-01

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

Nonverbal Learning Disability Explained: The Link to Shunted Hydrocephalus

ERIC Educational Resources Information Center

Rissman, Barbara

2011-01-01

A nonverbal learning disability is believed to be caused by damage, disorder or destruction of neuronal white matter in the brain's right hemisphere and may be seen in persons experiencing a wide range of neurological diseases such as hydrocephalus and other types of brain injury (Harnadek & Rourke 1994). This article probes the relationship…

Empirical Implications of Matching Children with Specific Language Impairment to Children with Typical Development on Nonverbal IQ

ERIC Educational Resources Information Center

Earle, F. Sayako; Gallinat, Erica L.; Grela, Bernard G.; Lehto, Alexa; Spaulding, Tammie J.

2017-01-01

This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized…

Verbal and non-verbal behaviour and patient perception of communication in primary care: an observational study.

PubMed

Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Gashi, Shkelzen; Bikker, Annemieke; Mercer, Stewart

2015-06-01

Few studies have assessed the importance of a broad range of verbal and non-verbal consultation behaviours. To explore the relationship of observer ratings of behaviours of videotaped consultations with patients' perceptions. Observational study in general practices close to Southampton, Southern England. Verbal and non-verbal behaviour was rated by independent observers blind to outcome. Patients competed the Medical Interview Satisfaction Scale (MISS; primary outcome) and questionnaires addressing other communication domains. In total, 275/360 consultations from 25 GPs had useable videotapes. Higher MISS scores were associated with slight forward lean (an 0.02 increase for each degree of lean, 95% confidence interval [CI] = 0.002 to 0.03), the number of gestures (0.08, 95% CI = 0.01 to 0.15), 'back-channelling' (for example, saying 'mmm') (0.11, 95% CI = 0.02 to 0.2), and social talk (0.29, 95% CI = 0.4 to 0.54). Starting the consultation with professional coolness ('aloof') was helpful and optimism unhelpful. Finishing with non-verbal 'cut-offs' (for example, looking away), being professionally cool ('aloof'), or patronising, ('infantilising') resulted in poorer ratings. Physical contact was also important, but not traditional verbal communication. These exploratory results require confirmation, but suggest that patients may be responding to several non-verbal behaviours and non-specific verbal behaviours, such as social talk and back-channelling, more than traditional verbal behaviours. A changing consultation dynamic may also help, from professional 'coolness' at the beginning of the consultation to becoming warmer and avoiding non-verbal cut-offs at the end. © British Journal of General Practice 2015.

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…

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.

Verbal and Nonverbal Communication in the Initiation of Sex.

ERIC Educational Resources Information Center

Cavanaugh, Dan; And Others

A two-part pilot study investigated and categorized the roles verbal and nonverbal communication play in the initiation of sexual intercourse. The study also explored the manner in which partners accept or reject sexual overtures, the contexts and antecedents of sexual initiation, and the changes in sexual behavior which occur as a consequence of…

"Preparatory power posing affects nonverbal presence and job interview performance": Correction to Cuddy et al. (2015).

PubMed

2018-05-01

Reports an error in "Preparatory power posing affects nonverbal presence and job interview performance" by Amy J. C. Cuddy, Caroline A. Wilmuth, Andy J. Yap and Dana R. Carney ( Journal of Applied Psychology , 2015[Jul], Vol 100[4], 1286-1295). In the article, the degrees of freedom associated with the three F-tests noted on pages 1289 and 1290 should be 1 and 59 (and not 1 and 60, as previously reported). Also, on p. 1290, in the first sentence under the "Mediation" heading, it should be noted that the dependent variables were regressed onto the mediators, and not the other way around. Finally, in Figures 2 and 3 (on p.< 1292), the beta weights reported for Nonverbal Presence should be .773 (p < .001) for Overall Performance as the dependent variable, and .456 (p < .001) for Hireability as the dependent variable. (The following abstract of the original article appeared in record 2015-04973-001.) The authors tested whether engaging in expansive (vs. contractive) "power poses" before a stressful job interview-preparatory power posing-would enhance performance during the interview. Participants adopted high-power (i.e., expansive, open) poses or low-power (i.e., contractive, closed) poses, and then prepared and delivered a speech to 2 evaluators as part of a mock job interview. All interview speeches were videotaped and coded for overall performance and hireability and for 2 potential mediators: verbal content (e.g., structure, content) and nonverbal presence (e.g., captivating, enthusiastic). As predicted, those who prepared for the job interview with high- (vs. low-) power poses performed better and were more likely to be chosen for hire; this relation was mediated by nonverbal presence, but not by verbal content. Although previous research has focused on how a nonverbal behavior that is enacted during interactions and observed by perceivers affects how those perceivers evaluate and respond to the actor, this experiment focused on how a nonverbal behavior that is

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

PubMed Central

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

2010-01-01

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

Auditory Pitch Perception in Autism Spectrum Disorder Is Associated With Nonverbal Abilities.

PubMed

Chowdhury, Rakhee; Sharda, Megha; Foster, Nicholas E V; Germain, Esther; Tryfon, Ana; Doyle-Thomas, Krissy; Anagnostou, Evdokia; Hyde, Krista L

2017-11-01

Atypical sensory perception and heterogeneous cognitive profiles are common features of autism spectrum disorder (ASD). However, previous findings on auditory sensory processing in ASD are mixed. Accordingly, auditory perception and its relation to cognitive abilities in ASD remain poorly understood. Here, children with ASD, and age- and intelligence quotient (IQ)-matched typically developing children, were tested on a low- and a higher level pitch processing task. Verbal and nonverbal cognitive abilities were measured using the Wechsler's Abbreviated Scale of Intelligence. There were no group differences in performance on either auditory task or IQ measure. However, there was significant variability in performance on the auditory tasks in both groups that was predicted by nonverbal, not verbal skills. These results suggest that auditory perception is related to nonverbal reasoning rather than verbal abilities in ASD and typically developing children. In addition, these findings provide evidence for preserved pitch processing in school-age children with ASD with average IQ, supporting the idea that there may be a subgroup of individuals with ASD that do not present perceptual or cognitive difficulties. Future directions involve examining whether similar perceptual-cognitive relationships might be observed in a broader sample of individuals with ASD, such as those with language impairment or lower IQ.

Exploring visuospatial abilities and their contribution to constructional abilities and nonverbal intelligence.

PubMed

Trojano, Luigi; Siciliano, Mattia; Cristinzio, Chiara; Grossi, Dario

2018-01-01

The present study aimed at exploring relationships among the visuospatial tasks included in the Battery for Visuospatial Abilities (BVA), and at assessing the relative contribution of different facets of visuospatial processing on tests tapping constructional abilities and nonverbal abstract reasoning. One hundred forty-four healthy subjects with a normal score on Mini Mental State Examination completed the BVA plus Raven's Coloured Progressive Matrices and Constructional Apraxia test. We used Principal Axis Factoring and Parallel Analysis to investigate relationships among the BVA visuospatial tasks, and performed regression analyses to assess the visuospatial contribution to constructional abilities and nonverbal abstract reasoning. Principal Axis Factoring and Parallel Analysis revealed two eigenvalues exceeding 1, accounting for about 60% of the variance. A 2-factor model provided the best fit. Factor 1 included sub-tests exploring "complex" visuospatial skills, whereas Factor 2 included two subtests tapping "simple" visuospatial skills. Regression analyses revealed that both Factor 1 and Factor 2 significantly affected performance on Raven's Coloured Progressive Matrices, whereas only the Factor 1 affected performance on Constructional Apraxia test. Our results supported functional segregation proposed by De Renzi, suggesting clinical caution to utilize a single test to assess visuospatial domain, and qualified the visuospatial contribution in drawing and non-verbal intelligence test.

Language performance in siblings of nonverbal children with autism.

PubMed

Levy, Yonata; Bar-Yuda, Chanit

2011-05-01

The study focuses on language and cognitive abilities of siblings of the linguistically most affected children with autism (i.e. siblings of nonverbal children - SIBS-ANV). Twenty-eight SIBS-ANV (17 boys), ages 4-9 years, took part in the study. All children attended regular schools, and none had received a diagnosis of autism. Controls were 27 typically developing children (SIBS-TD; 16 boys) matched to the SIBS-ANV on age, family background, socioeconomic status and type of school they attended. Significant IQ differences, as well as language differences as measured on the Clinical Evaluation of Language Fundamentals (CELF), emerged between SIBS-ANV and SIBS-TD. However, differences in the language scores mostly disappeared when PIQ and FSIQ were controlled for. Furthermore, grammatical analysis of spontaneous speech samples produced in the course of testing did not reveal any significant differences between the groups. These results add to recent work suggesting that language deficits may not be part of the Broad Autism Phenotype (BAP). It further suggests that the cognitive deficit characteristic of nonverbal people with autism may be familial.

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…

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…

The Relationship between Robot's Nonverbal Behaviour and Human's Likability Based on Human's Personality.

PubMed

Thepsoonthorn, Chidchanok; Ogawa, Ken-Ichiro; Miyake, Yoshihiro

2018-05-30

At current state, although robotics technology has been immensely developed, the uncertainty to completely engage in human-robot interaction is still growing among people. Many current studies then started to concern about human factors that might influence human's likability like human's personality, and found that compatibility between human's and robot's personality (expressions of personality characteristics) can enhance human's likability. However, it is still unclear whether specific means and strategy of robot's nonverbal behaviours enhances likability from human with different personality traits and whether there is a relationship between robot's nonverbal behaviours and human's likability based on human's personality. In this study, we investigated and focused on the interaction via gaze and head nodding behaviours (mutual gaze convergence and head nodding synchrony) between introvert/extravert participants and robot in two communication strategies (Backchanneling and Turn-taking). Our findings reveal that the introvert participants are positively affected by backchanneling in robot's head nodding behaviour, which results in substantial head nodding synchrony whereas the extravert participants are positively influenced by turn-taking in gaze behaviour, which leads to significant mutual gaze convergence. This study demonstrates that there is a relationship between robot's nonverbal behaviour and human's likability based on human's personality.

Contrastive Analysis of American and Arab Nonverbal and Paralinguistic Communication.

ERIC Educational Resources Information Center

Safadi, Michaela; Valentine, Carol Ann

To achieve effective intercultural communication, participants must understand how behavioral differences may lead to miscommunication. Such behavioral differences can be illustrated by Arab and American nonverbal behavior. Individualism is the ideal for the American middle class, whereas Arabs are motivated by public opinion. Yet in the Arab…

Training Lie Detectors to Use Nonverbal Cues Instead of Global Heuristics.

ERIC Educational Resources Information Center

Fiedler, Klaus; Walka, Isabella

1993-01-01

Finds that naive human lie detectors follow content-related heuristics (like infrequency of reported events or falsifiability) but can flexibly change their strategy as they learn about authentic nonverbal cues that discriminate lies from truthful communications. (SR)

Verbal and non-verbal behaviour and patient perception of communication in primary care: an observational study

PubMed Central

Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Gashi, Shkelzen; Bikker, Annemieke; Mercer, Stewart

2015-01-01

Background Few studies have assessed the importance of a broad range of verbal and non-verbal consultation behaviours. Aim To explore the relationship of observer ratings of behaviours of videotaped consultations with patients’ perceptions. Design and setting Observational study in general practices close to Southampton, Southern England. Method Verbal and non-verbal behaviour was rated by independent observers blind to outcome. Patients competed the Medical Interview Satisfaction Scale (MISS; primary outcome) and questionnaires addressing other communication domains. Results In total, 275/360 consultations from 25 GPs had useable videotapes. Higher MISS scores were associated with slight forward lean (an 0.02 increase for each degree of lean, 95% confidence interval [CI] = 0.002 to 0.03), the number of gestures (0.08, 95% CI = 0.01 to 0.15), ‘back-channelling’ (for example, saying ‘mmm’) (0.11, 95% CI = 0.02 to 0.2), and social talk (0.29, 95% CI = 0.4 to 0.54). Starting the consultation with professional coolness (‘aloof’) was helpful and optimism unhelpful. Finishing with non-verbal ‘cut-offs’ (for example, looking away), being professionally cool (‘aloof’), or patronising, (‘infantilising’) resulted in poorer ratings. Physical contact was also important, but not traditional verbal communication. Conclusion These exploratory results require confirmation, but suggest that patients may be responding to several non-verbal behaviours and non-specific verbal behaviours, such as social talk and back-channelling, more than traditional verbal behaviours. A changing consultation dynamic may also help, from professional ‘coolness’ at the beginning of the consultation to becoming warmer and avoiding non-verbal cut-offs at the end. PMID:26009530

[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

2015-04-01

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. 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. Revealed very satisfactory and satisfactory mediate content assimilation index in 82.9%. The program replication proved to be relevant and updated the setting of hospital services, while remaining efficient for healthcare professionals.

Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans

ERIC Educational Resources Information Center

Carman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A.

2018-01-01

The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse…

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

ERIC Educational Resources Information Center

Bachmann, James K.

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

Children Use Nonverbal Cues from an Adult to Evaluate Peers

ERIC Educational Resources Information Center

Brey, Elizabeth; Shutts, Kristin

2018-01-01

What factors contribute to children's tendency to view individuals as having different traits and abilities? The present research tested whether young children are influenced by adults' nonverbal behaviors when making inferences about peers. In Study 1, participants (aged 5-6 years) viewed multiple videos of interactions between a…

The Ability of Parents to Decode Nonverbal Behavior of Their Own and Other Children. Technical Report No. 444.

ERIC Educational Resources Information Center

Allen, Vernon L.; Brideau, Linda B.

The relationship between the encoder and the decoder in the communication of nonverbal behavior provides the basis for the two studies described in this report. The first study investigated the ability of parents to decode the nonverbal behavior of their own and other children. Parents were asked to identify children's mode of encoding (natural or…

Verbal and Non-Verbal Communication and Coordination in Mission Control

NASA Technical Reports Server (NTRS)

Vinkhuyzen, Erik; Norvig, Peter (Technical Monitor)

1998-01-01

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

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…

The Relationships between Verbal and Nonverbal Communication of Therapeutic Effectiveness.

ERIC Educational Resources Information Center

Proefrock, David W.; Bloom, Robert

The relationship between a therapist's verbal and nonverbal communication of therapeutic effectiveness was investigated. In a design intended to eliminate many of the methodological problems which exist in this area of research, subjects (N=102) were asked to rate videotaped segments showing combinations of three different levels of both verbal…

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…

Developmental Right-Hemisphere Syndrome: Clinical Spectrum of the Nonverbal Learning Disability.

ERIC Educational Resources Information Center

Gross-Tsur, Varda; And Others

1995-01-01

This study reports clinical characteristics of developmental right-hemisphere syndrome, a nonverbal learning disability, in 20 children (mean age 9.5 years) who also manifested attention-deficit/hyperactivity disorder, graphomotor problems, and slow performance. Diagnostic criteria included emotional and interpersonal difficulties, paralinguistic…

Individual differences in nonverbal number skills predict math anxiety.

PubMed

Lindskog, Marcus; Winman, Anders; Poom, Leo

2017-02-01

Math anxiety (MA) involves negative affect and tension when solving mathematical problems, with potentially life-long consequences. MA has been hypothesized to be a consequence of negative learning experiences and cognitive predispositions. Recent research indicates genetic and neurophysiological links, suggesting that MA stems from a basic level deficiency in symbolic numerical processing. However, the contribution of evolutionary ancient purely nonverbal processes is not fully understood. Here we show that the roots of MA may go beyond symbolic numbers. We demonstrate that MA is correlated with precision of the Approximate Number System (ANS). Individuals high in MA have poorer ANS functioning than those low in MA. This correlation remains significant when controlling for other forms of anxiety and for cognitive variables. We show that MA mediates the documented correlation between ANS precision and math performance, both with ANS and with math performance as independent variable in the mediation model. In light of our results, we discuss the possibility that MA has deep roots, stemming from a non-verbal number processing deficiency. The findings provide new evidence advancing the theoretical understanding of the developmental etiology of MA. Copyright © 2016 Elsevier B.V. All rights reserved.

Assessment of nonverbal learning and memory using the Design Learning Test.

PubMed

Foster, Paul S; Drago, Valeria; Harrison, David W

2009-05-01

The laterality of verbal and nonverbal learning and memory to the left and right temporal lobes, respectively, has received much empirical support. Researchers have often used the Rey Auditory Verbal Learning Test (RAVLT) as a measure of verbal learning and memory in these investigations. However, a precise analog of the RAVLT that uses stimuli difficult to encode verbally has not been reported. Further, although researchers have developed some measures that are essentially visuospatial analogs of the RAVLT, no correlational data have been reported attesting to the relation between the measures. The authors report the development of a nonverbal analog of the RAVLT, referred to as the Design Learning Test (DLT). Also, the authors present correlational data supporting a relation between the DLT and RAVLT, and they hope that the present study will stimulate research investigating whether the DLT is sensitive to right temporal lobe functioning.

Nonverbal Communication and Conflict: The Effects of Attribution and Predisposition.

ERIC Educational Resources Information Center

Remland, Martin S.; And Others

A study examined the means by which inferences and emotions combine to motivate conflict escalation in response to nonverbal displays of status. Subjects, 64 male and 105 female volunteers enrolled in communication courses at a university located in the northeastern part of the United States, completed a verbal aggressiveness scale and a personal…

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…

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

PubMed

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

2014-12-01

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

Verbal and non-verbal memory and hippocampal volumes in a memory clinic population.

PubMed

Bonner-Jackson, Aaron; Mahmoud, Shamseldeen; Miller, Justin; Banks, Sarah J

2015-10-15

Better characterization of the relationship between episodic memory and hippocampal volumes is crucial in early detection of neurodegenerative disease. We examined these relationships in a memory clinic population. Participants (n = 226) underwent structural magnetic resonance imaging and tests of verbal (Hopkins Verbal Learning Test-Revised, HVLT-R) and non-verbal (Brief Visuospatial Memory Test-Revised, BVMT-R) memory. Correlational analyses were performed, and analyses on clinical subgroups (i.e., amnestic Mild Cognitive Impairment, non-amnestic Mild Cognitive Impairment, probable Alzheimer's disease, intact memory) were conducted. Positive associations were identified between bilateral hippocampal volumes and both memory measures, and BVMT-R learning slope was more strongly positively associated with hippocampal volumes than HVLT-R learning slope. Amnestic Mild Cognitive Impairment (aMCI) participants showed specific positive associations between BVMT-R performance and hippocampal volumes bilaterally. Additionally, analyses of the aMCI group showed trend-level evidence of material-specific lateralization, such that retention of verbal information was positively associated with left hippocampal volume, whereas learning curve and retention of non-verbal information was positively associated with right hippocampal volume. Findings support the link between episodic memory and hippocampal volumes in a memory clinic population. Non-verbal memory measures also may have higher diagnostic value, particularly in individuals at elevated risk for Alzheimer's disease.

Understanding behavior under nonverbal transitive-inference procedures: Stimulus-control-topography analyses.

PubMed

Galizio, Ann; Doughty, Adam H; Williams, Dean C; Saunders, Kathryn J

2017-07-01

Following training with verbal stimulus relations involving A is greater than B and B is greater than C, verbally-competent individuals reliably select A>C when asked "which is greater, A or C?" (i.e., verbal transitive inference). This result is easy to interpret. Nonhuman animals and humans with and without intellectual disabilities have been exposed to nonverbal transitive-inference procedures involving trained arbitrary stimulus relations. Following the training of A+B-, B+C-, C+D-, and D+E-, B reliably is selected over D (i.e., nonverbal transitive inference). Such findings are more challenging to interpret. The present research explored accounts of nonverbal transitive inference based in transitive inference per se, reinforcement, such as value-transfer theory, and operant stimulus control. In Experiment 1, college students selected B>G following the training of A+B-, B+C-, C+D-///E+F-, F+G-, and G+H- (where///signifies the omission of D+E-). In Experiment 2, college students selected B>G following the training of A+B-, B+C-, C+D-///E+F-, F+G-, and G+X- (where X refers to 10 stimuli that alternated across trials). In Experiment 3, college students selected G>B following the training of Y+B-, B+C-, C+D-///E+F-, F+G-, and G+X- (where Y and X refer to 10 stimuli, respectively, that alternated across trials). These findings are discussed in the context of operant stimulus control by offering an approach based in stimulus B typically acquiring only a select stimulus control topography. Copyright © 2017 Elsevier B.V. All rights reserved.

"How Do the Apples Reproduce (Themselves)?" How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University

ERIC Educational Resources Information Center

Moore, Emilee; Dooly, Melinda

2010-01-01

This article discusses findings from ongoing research into plurilingual group work interaction in a Content and Language Integrated Learning (CLIL) teacher training classroom at a university in Catalonia, Spain. We explore how participants make use of available verbal and non-verbal resources--for example, their multilingual verbal repertoires,…

Differences in Physicians’ Verbal and Nonverbal Communication With Black and White Patients at the End of Life

PubMed Central

Elliott, Andrea M.; Alexander, Stewart C.; Mescher, Craig A.; Mohan, Deepika; Barnato, Amber E.

2015-01-01

Context Black patients are more likely than white patients to die in the intensive care unit with life-sustaining treatments. Differences in patient- and/or surrogate-provider communication may contribute to this phenomenon. Objectives To test whether hospital-based physicians use different verbal and/or nonverbal communication with black and white simulated patients and their surrogates. Methods We conducted a randomized factorial trial of the relationship between patient race and physician communication using high-fidelity simulation. Using a combination of probabilistic and convenience sampling, we recruited 33 hospital-based physicians in western Pennsylvania who completed two encounters with prognostically similar, critically and terminally ill black and white elders with identical treatment preferences. We then conducted detailed content analysis of audio and video recordings of the encounters, coding verbal emotion-handling and shared decision-making behaviors, and nonverbal behaviors (time interacting with the patient and/or surrogate, with open vs. closed posture, and touching the patient and physical proximity). We used a paired t-test to compare each subjects’ summed verbal and nonverbal communication scores with the black patient compared to the white patient. Results Subject physicians’ verbal communication scores did not differ by patient race (black vs. white: 8.4 vs. 8.4, P-value = 0.958). However, their nonverbal communication scores were significantly lower with the black patient than with the white patient (black vs. white: 2.7 vs. 2.9, P-value 0.014). Conclusion In this small regional sample, hospital-based physicians have similar verbal communication behaviors when discussing end-of-life care for otherwise similar black and white patients but exhibit significantly fewer positive, rapport-building nonverbal cues with black patients. PMID:26297851

Presence of cysts on magnetic resonance images (MRIs) in children with asperger disorder and nonverbal learning disabilities.

PubMed

Semrud-Clikeman, Margaret; Fine, Jodene

2011-04-01

The main purpose of this study was to report the existence of previously unidentified brain cysts or lesions in children with nonverbal learning disabilities, Asperger syndrome, or controls. The authors compared the incidence of cysts or lesions on magnetic resonance images (MRIs) in 28 children with nonverbal learning disability, 26 children with Asperger syndrome, and 24 typical controls for abnormalities. In this study, the authors found 25% of children previously diagnosed with nonverbal learning disability to have unsuspected brain abnormalities generally including cysts or lesions in the occipital region, compared with approximately 4% in the Asperger syndrome or control group. The cysts/lesions were found mainly in the occipital lobe, an area responsible for visual/spatial reasoning. It is appropriate to speculate that there might be a connection between anomalous brain development and skill differences among these groups.

Maternal postpartum depressive symptoms predict delay in non-verbal communication in 14-month-old infants.

PubMed

Kawai, Emiko; Takagai, Shu; Takei, Nori; Itoh, Hiroaki; Kanayama, Naohiro; Tsuchiya, Kenji J

2017-02-01

We investigated the potential relationship between maternal depressive symptoms during the postpartum period and non-verbal communication skills of infants at 14 months of age in a birth cohort study of 951 infants and assessed what factors may influence this association. Maternal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale, and non-verbal communication skills were measured using the MacArthur-Bates Communicative Development Inventories, which include Early Gestures and Later Gestures domains. Infants whose mothers had a high level of depressive symptoms (13+ points) during both the first month postpartum and at 10 weeks were approximately 0.5 standard deviations below normal in Early Gestures scores and 0.5-0.7 standard deviations below normal in Later Gestures scores. These associations were independent of potential explanations, such as maternal depression/anxiety prior to birth, breastfeeding practices, and recent depressive symptoms among mothers. These findings indicate that infants whose mothers have postpartum depressive symptoms may be at increased risk of experiencing delay in non-verbal development. Copyright © 2016 Elsevier Inc. All rights reserved.

Verbal and Nonverbal Classroom Communication: The Development of an Observational Instrument.

ERIC Educational Resources Information Center

Heger, Herbert K.

This paper reports the development of a classroom observation instrument designed to broaden and extend the power of existing tools to provide a balanced, reciprocal perspective of both verbal and nonverbal communication. An introductory section discusses developments in communication analysis. The Miniaturized Total Interaction Analysis System…

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…

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

PubMed

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

2014-06-01

Social judgments often require resolution of incongruity in communication contents. Although previous studies revealed that such conflict resolution recruits brain regions including the medial prefrontal cortex (mPFC) and posterior inferior frontal gyrus (pIFG), functional relationships and networks among these regions remain unclear. In this functional magnetic resonance imaging study, we investigated the functional dissociation and networks by measuring human brain activity during resolving incongruity between verbal and non-verbal emotional contents. First, we found that the conflict resolutions biased by the non-verbal contents activated the posterior dorsal mPFC (post-dmPFC), bilateral anterior insula (AI) and right dorsal pIFG, whereas the resolutions biased by the verbal contents activated the bilateral ventral pIFG. In contrast, the anterior dmPFC (ant-dmPFC), bilateral superior temporal sulcus and fusiform gyrus were commonly involved in both of the resolutions. Second, we found that the post-dmPFC and right ventral pIFG were hub regions in networks underlying the non-verbal- and verbal-content-biased resolutions, respectively. Finally, we revealed that these resolution-type-specific networks were bridged by the ant-dmPFC, which was recruited for the conflict resolutions earlier than the two hub regions. These findings suggest that, in social conflict resolutions, the ant-dmPFC selectively recruits one of the resolution-type-specific networks through its interaction with resolution-type-specific hub regions. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Effects of training experienced teachers in the use of the one-minute preceptor technique in the gross anatomy laboratory.

PubMed

Chan, Lap Ki; Sharma, Neel

2014-01-01

The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year, undergraduate-entry, system- and problem-based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies. Copyright © 2013 American Association of Anatomists.

Memory Test Performance on Analogous Verbal and Nonverbal Memory Tests in Patients with Frontotemporal Dementia and Alzheimer's Disease.

PubMed

Baldock, Deanna; Miller, Justin B; Leger, Gabriel C; Banks, Sarah Jane

2016-01-01

Patients with frontotemporal dementia (FTD) typically have initial deficits in language or changes in personality, while the defining characteristic of Alzheimer's disease (AD) is memory impairment. Neuropsychological findings in the two diseases tend to differ, but can be confounded by verbal impairment in FTD impacting performance on memory tests in these patients. Twenty-seven patients with FTD and 102 patients with AD underwent a neuropsychological assessment before diagnosis. By utilizing analogous versions of a verbal and nonverbal memory test, we demonstrated differences in these two modalities between AD and FTD. Better differentiation between AD and FTD is found in a nonverbal memory test, possibly because it eliminates the confounding variable of language deficits found in patients with FTD. These results highlight the importance of nonverbal learning tests with multiple learning trials in diagnostic testing.

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

ERIC Educational Resources Information Center

Hall, Judith A.

2006-01-01

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

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…

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

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

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.

Non-Verbal Episodic Memory Deficits in Primary Progressive Aphasias are Highly Predictive of Underlying Amyloid Pathology.

PubMed

Ramanan, Siddharth; Flanagan, Emma; Leyton, Cristian E; Villemagne, Victor L; Rowe, Christopher C; Hodges, John R; Hornberger, Michael

2016-01-01

Diagnostic distinction of primary progressive aphasias (PPA) remains challenging, in particular for the logopenic (lvPPA) and nonfluent/agrammatic (naPPA) variants. Recent findings highlight that episodic memory deficits appear to discriminate these PPA variants from each other, as only lvPPA perform poorly on these tasks while having underlying amyloid pathology similar to that seen in amnestic dementias like Alzheimer's disease (AD). Most memory tests are, however, language based and thus potentially confounded by the prevalent language deficits in PPA. The current study investigated this issue across PPA variants by contrasting verbal and non-verbal episodic memory measures while controlling for their performance on a language subtest of a general cognitive screen. A total of 203 participants were included (25 lvPPA; 29 naPPA; 59 AD; 90 controls) and underwent extensive verbal and non-verbal episodic memory testing, with a subset of patients (n = 45) with confirmed amyloid profiles as assessed by Pittsburgh Compound B and PET. The most powerful discriminator between naPPA and lvPPA patients was a non-verbal recall measure (Rey Complex Figure delayed recall), with 81% of PPA patients classified correctly at presentation. Importantly, AD and lvPPA patients performed comparably on this measure, further highlighting the importance of underlying amyloid pathology in episodic memory profiles. The findings demonstrate that non-verbal recall emerges as the best discriminator of lvPPA and naPPA when controlling for language deficits in high load amyloid PPA cases.

Differences in Physicians' Verbal and Nonverbal Communication With Black and White Patients at the End of Life.

PubMed

Elliott, Andrea M; Alexander, Stewart C; Mescher, Craig A; Mohan, Deepika; Barnato, Amber E

2016-01-01

Black patients are more likely than white patients to die in the intensive care unit with life-sustaining treatments. Differences in patient- and/or surrogate-provider communication may contribute to this phenomenon. To test whether hospital-based physicians use different verbal and/or nonverbal communication with black and white simulated patients and their surrogates. We conducted a randomized factorial trial of the relationship between patient race and physician communication using high-fidelity simulation. Using a combination of probabilistic and convenience sampling, we recruited 33 hospital-based physicians in western Pennsylvania who completed two encounters with prognostically similar, critically and terminally ill black and white elders with identical treatment preferences. We then conducted detailed content analysis of audio and video recordings of the encounters, coding verbal emotion-handling and shared decision-making behaviors, and nonverbal behaviors (time interacting with the patient and/or surrogate, with open vs. closed posture, and touching the patient and physical proximity). We used a paired t-test to compare each subjects' summed verbal and nonverbal communication scores with the black patient compared to the white patient. Subject physicians' verbal communication scores did not differ by patient race (black vs. white: 8.4 vs. 8.4, P-value = 0.958). However, their nonverbal communication scores were significantly lower with the black patient than with the white patient (black vs. white: 2.7 vs. 2.9, P-value 0.014). In this small regional sample, hospital-based physicians have similar verbal communication behaviors when discussing end-of-life care for otherwise similar black and white patients but exhibit significantly fewer positive, rapport-building nonverbal cues with black patients. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

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

1997-01-01

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

Using Item Response Theory to Describe the Nonverbal Literacy Assessment (NVLA)

ERIC Educational Resources Information Center

Fleming, Danielle; Wilson, Mark; Ahlgrim-Delzell, Lynn

2018-01-01

The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218-item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to…

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…

Verbal and Nonverbal Semantic Processing in Children with Developmental Language Impairment

ERIC Educational Resources Information Center

Cummings, Alycia; Ceponiene, Rita

2010-01-01

In an effort to clarify whether semantic integration is impaired in verbal and nonverbal auditory domains in children with developmental language impairment (a.k.a., LI and SLI), the present study obtained behavioral and neural responses to words and environmental sounds in children with language impairment and their typically developing…

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

PubMed

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

2014-01-01

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

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

PubMed Central

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

2012-01-01

We performed a delayed-item-recognition task to investigate the neural substrates of non-verbal visual working memory with event-related fMRI (‘Shape task’). 25 young subjects (mean age: 24.0 years; STD=3.8 years) were instructed to study a list of either 1,2 or 3 unnamable nonsense line drawings for 3 seconds (‘stimulus phase’ or STIM). Subsequently, the screen went blank for 7 seconds (‘retention phase’ or RET), and then displayed a probe stimulus for 3 seconds in which subject indicated with a differential button press whether the probe was contained in the studied shape-array or not (‘probe phase’ or PROBE). Ordinal Trend Canonical Variates Analysis (Habeck et al., 2005a) was performed to identify spatial covariance patterns that showed a monotonic increase in expression with memory load during all task phases. Reliable load-related patterns were identified in the stimulus and retention phase (p<0.01), while no significant pattern could be discerned during the probe phase. Spatial covariance patterns that were obtained from an earlier version of this task (Habeck et al., 2005b) using 1, 3, or 6 letters (‘Letter task’) were also prospectively applied to their corresponding task phases in the current non-verbal task version. Interestingly, subject expression of covariance patterns from both verbal and non-verbal retention phases correlated positively in the non-verbal task for all memory loads (p<0.0001). Both patterns also involved similar frontoparietal brain regions that were increasing in activity with memory load, and mediofrontal and temporal regions that were decreasing. Mean subject expression of both patterns across memory load during retention also correlated positively with recognition accuracy (dL) in the Shape task (p<0.005). These findings point to similarities in the neural substrates of verbal and non-verbal rehearsal processes. Encoding processes, on the other hand, are critically dependent on the to-be-remembered material

Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse.

PubMed

Ateş, Beyza Ş; Küntay, Aylin C

2018-01-01

This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language. By age 1;09, children show sensitivity to discourse status by using deictic gestures to accompany their non-lexical forms for new referents. A comparison of children's patterns with those in the input they receive reveals that caregivers choose their referential forms in accordance with discourse status information and tend to use different types of non-verbal devices to accompany their lexical and non-lexical referential forms. These results show that non-verbal devices play an important role in early referential discourse.

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

ERIC Educational Resources Information Center

Antshel, Kevin M.; Joseph, Guy-Ronald

2006-01-01

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

Non-Verbal Psychotherapy of Deaf Children with Disorders in Personality Development.

ERIC Educational Resources Information Center

Zalewska, Marina

1989-01-01

Discussed are principles of nonverbal therapy for deaf children with disorders in the development of self, and the possible existence of a relationship between lack of auditory experiences in deaf children and disorders in mother-child bonding. A case study presents a three-year-old deaf boy successfully treated through a nonverbal…

Incongruence between Verbal and Non-Verbal Information Enhances the Late Positive Potential.

PubMed

Morioka, Shu; Osumi, Michihiro; Shiotani, Mayu; Nobusako, Satoshi; Maeoka, Hiroshi; Okada, Yohei; Hiyamizu, Makoto; Matsuo, Atsushi

2016-01-01

Smooth social communication consists of both verbal and non-verbal information. However, when presented with incongruence between verbal information and nonverbal information, the relationship between an individual judging trustworthiness in those who present the verbal-nonverbal incongruence and the brain activities observed during judgment for trustworthiness are not clear. In the present study, we attempted to identify the impact of incongruencies between verbal information and facial expression on the value of trustworthiness and brain activity using event-related potentials (ERP). Combinations of verbal information [positive/negative] and facial expressions [smile/angry] expressions were presented randomly on a computer screen to 17 healthy volunteers. The value of trustworthiness of the presented facial expression was evaluated by the amount of donation offered by the observer to the person depicted on the computer screen. In addition, the time required to judge the value of trustworthiness was recorded for each trial. Using electroencephalography, ERP were obtained by averaging the wave patterns recorded while the participants judged the value of trustworthiness. The amount of donation offered was significantly lower when the verbal information and facial expression were incongruent, particularly for [negative × smile]. The amplitude of the early posterior negativity (EPN) at the temporal lobe showed no significant difference between all conditions. However, the amplitude of the late positive potential (LPP) at the parietal electrodes for the incongruent condition [negative × smile] was higher than that for the congruent condition [positive × smile]. These results suggest that the LPP amplitude observed from the parietal cortex is involved in the processing of incongruence between verbal information and facial expression.

Altruists are trusted based on non-verbal cues.

PubMed

Oda, Ryo; Naganawa, Takuya; Yamauchi, Shinsaku; Yamagata, Noriko; Matsumoto-Oda, Akiko

2009-12-23

The identification of altruists based on non-verbal cues might offer a solution to the problem of subtle cheating. Previous studies have indicated that the ability to discriminate altruists from non-altruists emerges during evolution. However, behavioural differences with regard to social exchanges involving altruists and non-altruists have not been studied. We investigated differences in responses to videotaped altruists and non-altruists with the Faith Game. Participants tended to entrust real money to altruists more than to non-altruists, providing strong evidence that cognitive adaptations evolve as counter-strategies to subtle cheating.

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

PubMed

Flouri, Eirini; Panourgia, Constantina

2012-10-01

The aim of this study was to test whether nonverbal cognitive ability buffers the effect of life stress (number of adverse life events in the last year) on diatheses for depression. It was expected that, as problem-solving aptitude, nonverbal cognitive ability would moderate the effect of life stress on those diatheses (such as dysfunctional attitudes) that are depressogenic because they represent deficits in information-processing or problem-solving skills, but not on diatheses (such as hopelessness) that are depressogenic because they represent deficits in motivation or effort to apply problem-solving skills. The sample included 558 10- to 19-year-olds from a state secondary school in London. Nonverbal cognitive ability was negatively associated with both dysfunctional attitudes and hopelessness. As expected, nonverbal cognitive ability moderated the association between life adversity and dysfunctional attitudes. However, hopelessness was not related to life stress, and therefore, there was no life stress effect for nonverbal cognitive ability to moderate. This study adds to knowledge about the association between problem-solving ability and depressogenic diatheses. By identifying life stress as a risk factor for dysfunctional attitudes but not hopelessness, it highlights the importance of considering outcome specificity in models predicting adolescent outcomes from adverse life events. Importantly for practice, it suggests that an emphasis on recent life adversity will likely underestimate the true level of hopelessness among adolescents. Copyright © 2012 Elsevier Inc. All rights reserved.

Randomised controlled trial of a brief intervention targeting predominantly non-verbal communication in general practice consultations.

PubMed

Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Mercer, Stewart

2015-06-01

The impact of changing non-verbal consultation behaviours is unknown. To assess brief physician training on improving predominantly non-verbal communication. Cluster randomised parallel group trial among adults aged ≥16 years attending general practices close to the study coordinating centres in Southampton. Sixteen GPs were randomised to no training, or training consisting of a brief presentation of behaviours identified from a prior study (acronym KEPe Warm: demonstrating Knowledge of the patient; Encouraging [back-channelling by saying 'hmm', for example]; Physically engaging [touch, gestures, slight lean]; Warm-up: cool/professional initially, warming up, avoiding distancing or non-verbal cut-offs at the end of the consultation); and encouragement to reflect on videos of their consultation. Outcomes were the Medical Interview Satisfaction Scale (MISS) mean item score (1-7) and patients' perceptions of other domains of communication. Intervention participants scored higher MISS overall (0.23, 95% confidence interval [CI] = 0.06 to 0.41), with the largest changes in the distress-relief and perceived relationship subscales. Significant improvement occurred in perceived communication/partnership (0.29, 95% CI = 0.09 to 0.49) and health promotion (0.26, 95% CI = 0.05 to 0.46). Non-significant improvements occurred in perceptions of a personal relationship, a positive approach, and understanding the effects of the illness on life. Brief training of GPs in predominantly non-verbal communication in the consultation and reflection on consultation videotapes improves patients' perceptions of satisfaction, distress, a partnership approach, and health promotion. © British Journal of General Practice 2015.

Relationship of Non-Verbal Intelligence Materials as Catalyst for Academic Achievement and Peaceful Co-Existence among Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Sambo, Aminu

2015-01-01

This paper examines students' performance in Non-verbal Intelligence tests relative academic achievement of some selected secondary school students. Two hypotheses were formulated with a view to generating data for the ease of analyses. Two non-verbal intelligent tests viz: Raven's Standard Progressive Matrices (SPM) and AH[subscript 4] Part II…

The Influence of Nonverbal Behavior on Person Perception in Television Interviews.

ERIC Educational Resources Information Center

Kepplinger, Hans Mathias; And Others

A controlled experiment was conducted to test the extent to which nonverbal behavior between a journalist and a politician in a televised interview influences the way in which they are perceived by a television audience. Nine test films were produced that showed different versions of an interview in which the participants exhibited aggressive or…

Profile Analysis of Deaf Children Using the Universal Nonverbal Intelligence Test

ERIC Educational Resources Information Center

Krivitski, Erin C.; McIntosh, David E.; Rothlisberg, Barbara; Finch, Holmes

2004-01-01

This study was conducted to determine whether children who are deaf perform similarly to hearing children on the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998). The children classified as deaf demonstrated a hearing loss of 60 dB or more, were prelingually deaf, and did not exhibit co-morbidity. They were matched on…

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

Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities.

PubMed

Metsala, Jamie L; Galway, Tanya M; Ishaik, Galit; Barton, Veronica E

2017-07-01

Nonverbal learning disability is a childhood disorder with basic neuropsychological deficits in visuospatial processing and psychomotor coordination, and secondary impairments in academic and social-emotional functioning. This study examines emotion recognition, understanding, and regulation in a clinic-referred group of young children with nonverbal learning disabilities (NLD). These processes have been shown to be related to social competence and psychological adjustment in typically developing (TD) children. Psychosocial adjustment and social skills are also examined for this young group, and for a clinic-referred group of older children with NLD. The young children with NLD scored lower than the TD comparison group on tasks assessing recognition of happy and sad facial expressions and tasks assessing understanding of how emotions work. Children with NLD were also rated as having less adaptive regulation of their emotions. For both young and older children with NLD, internalizing and externalizing problem scales were rated higher than for the TD comparison groups, and the means of the internalizing, attention, and social problem scales were found to fall within clinically concerning ranges. Measures of attention and nonverbal intelligence did not account for the relationship between NLD and Social Problems. Social skills and NLD membership share mostly overlapping variance in accounting for internalizing problems across the sample. The results are discussed within a framework wherein social cognitive deficits, including emotion processes, have a negative impact on social competence, leading to clinically concerning levels of depression and withdrawal in this population.

"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…

Effects of body mass index and education on verbal and nonverbal memory.

PubMed

De Wit, Liselotte; Kirton, Joshua W; O'Shea, Deirdre M; Szymkowicz, Sarah M; McLaren, Molly E; Dotson, Vonetta M

2017-05-01

We previously reported that higher education protects against executive dysfunction related to higher body mass index (BMI) in younger, but not older, adults. We now extend the previous analyses to verbal and nonverbal memory. Fifty-nine healthy, dementia-free community-dwelling adults ranging in age from 18 to 81 years completed the Hopkins Verbal Learning Test - Revised (HVLT-R) and the Brief Visuospatial Memory Test - Revised (BVMT-R). Self-reported years of education served as a proxy for cognitive reserve. We found that more highly educated individuals maintained their BVMT-R immediate recall performance across the range of BMI, but in less educated individuals, higher BMI was associated with worse performance. Our findings suggest that education may play a protective role against BMI-related nonverbal learning deficits, similar to previous reports for verbal memory and executive functioning. Results highlight the importance of considering educational background when determining the risk for BMI-related cognitive impairment in clinical settings.

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.

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…

Visual Processing of Verbal and Nonverbal Stimuli in Adolescents with Reading Disabilities.

ERIC Educational Resources Information Center

Boden, Catherine; Brodeur, Darlene A.

1999-01-01

A study investigated whether 32 adolescents with reading disabilities (RD) were slower at processing visual information compared to children of comparable age and reading level, or whether their deficit was specific to the written word. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual…

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…

Nonverbal Communication and Aircrew Coordination in Army Aviation: Annotated Bibliography

DTIC Science & Technology

2006-06-01

limited in-cockpit visibility resulting from night and night vision goggle (NVG) use. The resulting reductions in nonverbal communication may have an...Readiness Center (USACRC) investigates Army aircraft accidents, and has included combat losses in their investigations. Their work continues to reveal a high...incidence of crew coordination errors that contribute to loss of life and equipment. A USACRC spokesman stated that, "Eighty percent of our accidents

The influence of ethnic concordance and discordance on verbal reports and nonverbal behaviours of pain.

PubMed

Hsieh, Annie Y; Tripp, Dean A; Ji, Li-Jun

2011-09-01

This study's aim was to examine the influence of ethnic concordance on Chinese participants' pain report and nonverbal pain expression in a laboratory setting. Participants (n=102) were exposed to a cold pressor task under 1 of 2 conditions: Chinese milieu (n=52; participants exposed to Chinese experimenters and language), or European Canadian milieu (n=50; participants exposed to Euro-Canadian experimenters and English language). A reference group with 86 Euro-Canadian participants, exposed to the Euro-Canadian milieu only, was included for comparison. The Chinese groups did not differ on pain intensity during the pain task. However, Chinese participants in the Chinese milieu reported significantly higher affective pain and displayed more nonverbal behaviour of pain than the Chinese participants in the Euro-Canadian milieu. In addition, compared to the Euro-Canadian group, both Chinese groups reported higher pain intensity during the pain task and greater affective pain after immersion. The results demonstrated that an ethnically concordant milieu is associated with increased nonverbal pain displays and affective pain report. These findings suggest that research on ethnic disparities in pain treatment should examine ethnic concordance between observer and individual in pain. Copyright © 2011 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Components of Students' Grade Expectations for Public Speaking Assignments

ERIC Educational Resources Information Center

Larseingue, Matt; Sawyer, Chris R.; Finn, Amber N.

2012-01-01

Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student…

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

Nonverbal Communication of Confidence in Soccer Referees: An Experimental Test of Darwin's Leakage Hypothesis.

PubMed

Furley, Philip; Schweizer, Geoffrey

2016-12-01

The goal of the present paper was to investigate whether soccer referees' nonverbal behavior (NVB) differed based on the difficulty of their decisions and whether perceivers could detect these systematic variations. On the one hand, communicating confidence via NVB is emphasized in referee training. On the other hand, it seems feasible from a theoretical point of view that particularly following relatively difficult decisions referees have problems controlling their NVB. We conducted three experiments to investigate this question. Experiment 1 (N = 40) and Experiment 2 (N = 60) provided evidence that perceivers regard referees' NVB as less confident following ambiguous decisions as compared with following unambiguous decisions. Experiment 3 (N = 58) suggested that perceivers were more likely to debate with the referee when referees nonverbally communicated less confidence. We discuss consequences for referee training.

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

ERIC Educational Resources Information Center

Andersen, Peter A.; And Others

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

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…

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…

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

ERIC Educational Resources Information Center

St. Martin, Gail McAllister

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

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

PubMed

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

2014-08-08

Humans perceive textual and nontextual information in visual perception, and both depend on language. In childhood education, students exhibit diverse perceptual abilities, such that some students process textual information better and some process nontextual information better. These predispositions involve many factors, including cognitive ability and learning preference. However, the relationship between verbal and nonverbal cognitive abilities and brain activation during visual perception has not yet been examined in children. We used functional magnetic resonance imaging to examine the relationship between nonverbal and verbal cognitive abilities and brain activation during nontextual visual perception in large numbers of children. A significant positive correlation was found between nonverbal cognitive abilities and brain activation in the right temporoparietal junction, which is thought to be related to attention reorienting. This significant positive correlation existed only in boys. These findings suggested that male brain activation differed from female brain activation, and that this depended on individual cognitive processes, even if there was no gender difference in behavioral performance. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Addictions Counselors' Credibility: The Impact of Interactional Style, Recovery Status, and Nonverbal Behavior

ERIC Educational Resources Information Center

Toriello, Paul J.; Strohmer, Douglas C.

2004-01-01

The impact of addictions counselors' interactional style (confrontational vs. motivational), recovery status (recovering vs. nonrecovering), and nonverbal behavior (facilitative vs. neutral) on 116 clients' perceptions of addictions counselor credibility was examined in a fully crossed factorial design. Significant results were found, and…

Nonverbal Communication across Eastern-Western Cultures: Facial Expressions during Interviews of Japanese Students

ERIC Educational Resources Information Center

Khoo, Keiko

2007-01-01

Background: Effective educational evaluations involve interviews, observations and nonverbal cue interpretations. Educators carry out these evaluative activities everyday as instructors, advisors or administrators, often relying on nothing but their intuition. These evaluations inform the future decisions. One must determine if students really…

Knowing who's boss: implicit perceptions of status from the nonverbal expression of pride.

PubMed

Shariff, Azim F; Tracy, Jessica L

2009-10-01

Evolutionary theory suggests that the universal recognition of nonverbal expressions of emotions functions to enhance fitness. Specifically, emotion expressions may send survival-relevant messages to other social group members, who have the capacity to automatically interpret these signals. In the present research, we used 3 different implicit association methodologies to test whether the nonverbal expression of pride sends a functional, automatically perceived signal about a social group member's increased social status. Results suggest that the pride expression strongly signals high status, and this association cannot be accounted for by positive valence or artifacts of the expression such as expanded size due to outstretched arms. These findings suggest that the pride expression may function to uniquely communicate the high status of those who show it. Discussion focuses on the implications of these findings for social functions of emotion expressions and the automatic communication of status.

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.

How interviewers' nonverbal behaviors can affect children's perceptions and suggestibility.

PubMed

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

2008-05-01

We conducted two studies to examine how interviewers' nonverbal behaviors affect children's perceptions and suggestibility. In the first study, 42 8- to 10-year-olds watched video clips showing an interviewer displaying combinations of supportive and nonsupportive nonverbal behaviors and were asked to rate the interviewer on six attributes (e.g., friendliness, strictness). Smiling received high ratings on the positive attributes (i.e., friendly, helpful, and sincere), and fidgeting received high ratings on the negative attributes (i.e., strict, bored, and stressed). For the second study, 86 8- to 10-year-olds participated in a learning activity about the vocal chords. One week later, they were interviewed individually about the activity by an interviewer adopting either the supportive (i.e., smiling) or nonsupportive (i.e., fidgeting) behavior. Children questioned by the nonsupportive interviewer were less accurate and more likely to falsely report having been touched than were those questioned by the supportive interviewer. Children questioned by the supportive interviewer were also more likely to say that they did not know an answer than were children questioned by the nonsupportive interviewer. Participants in both conditions gave more correct answers to questions about central, as opposed to peripheral, details of the activity. Implications of these findings for the appropriate interviewing of child witnesses are discussed.

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…

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

"Artificial humans": Psychology and neuroscience perspectives on embodiment and nonverbal communication.

PubMed

Vogeley, Kai; Bente, Gary

2010-01-01

"Artificial humans", so-called "Embodied Conversational Agents" and humanoid robots, are assumed to facilitate human-technology interaction referring to the unique human capacities of interpersonal communication and social information processing. While early research and development in artificial intelligence (AI) focused on processing and production of natural language, the "new AI" has also taken into account the emotional and relational aspects of communication with an emphasis both on understanding and production of nonverbal behavior. This shift in attention in computer science and engineering is reflected in recent developments in psychology and social cognitive neuroscience. This article addresses key challenges which emerge from the goal to equip machines with socio-emotional intelligence and to enable them to interpret subtle nonverbal cues and to respond to social affordances with naturally appearing behavior from both perspectives. In particular, we propose that the creation of credible artificial humans not only defines the ultimate test for our understanding of human communication and social cognition but also provides a unique research tool to improve our knowledge about the underlying psychological processes and neural mechanisms. Copyright © 2010. Published by Elsevier Ltd.

The Development of an Interaction Support System for International Distance Education

ERIC Educational Resources Information Center

Yueh, Hsiu-Ping; Lin, Weijane; Liu, Yi-Lin; Shoji, Tetsuo; Minoh, Michihiko

2014-01-01

This paper reports on the implementation of a learner identification system developed to facilitate real-time interaction in an international distance course. To increase the teacher immediacy and social presence, it proposes an integrative system for incorporating technology to improve the learning involvement, teaching effectiveness, and quality…

Perception of Nonverbal Social Cues by Regular Education, ADHD, and ADHD/LD Students.

ERIC Educational Resources Information Center

Hall, Cathy W.; Peterson, Andrea D.; Webster, Raymond E.; Bolen, Larry M.; Brown, Michael B.

1999-01-01

Study examined ability of attention deficit hyperactive disorder (ADHD) children with and without learning disability to perceive nonverbal social cues. ADHD/LD children demonstrated significant difficulty in comparison to their peers in effectively perceiving paralanguage cues. This group also showed significant improvement on the Postures and…

Neurophysiological Modulations of Non-Verbal and Verbal Dual-Tasks Interference during Word Planning.

PubMed

Fargier, Raphaël; Laganaro, Marina

2016-01-01

Running a concurrent task while speaking clearly interferes with speech planning, but whether verbal vs. non-verbal tasks interfere with the same processes is virtually unknown. We investigated the neural dynamics of dual-task interference on word production using event-related potentials (ERPs) with either tones or syllables as concurrent stimuli. Participants produced words from pictures in three conditions: without distractors, while passively listening to distractors and during a distractor detection task. Production latencies increased for tasks with higher attentional demand and were longer for syllables relative to tones. ERP analyses revealed common modulations by dual-task for verbal and non-verbal stimuli around 240 ms, likely corresponding to lexical selection. Modulations starting around 350 ms prior to vocal onset were only observed when verbal stimuli were involved. These later modulations, likely reflecting interference with phonological-phonetic encoding, were observed only when overlap between tasks was maximal and the same underlying neural circuits were engaged (cross-talk).

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…

Training Students to Decode Verbal and Nonverbal Cues: Effects on Confidence and Performance.

ERIC Educational Resources Information Center

Costanzo, Mark

1992-01-01

A study conducted with 105 university students investigated the effectiveness of using previous research findings as a means of teaching students how to interpret verbal and nonverbal behavior (decoding). Practice may be the critical feature for training in decoding. Research findings were successfully converted into educational techniques. (SLD)

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…

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…

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.…

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

ERIC Educational Resources Information Center

Fergusson, Lee C.; And Others

1996-01-01

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

Effects of Response-Contingent Stimulus Pairing on Vocalizations of Nonverbal Children with Autism

ERIC Educational Resources Information Center

Lepper, Tracy L.; Petursdottir, Anna Ingeborg

2017-01-01

Research on stimulus-stimulus pairing to induce novel vocalizations in nonverbal children has typically employed response-independent pairing (RIP) procedures to condition speech sounds as reinforcers. The purpose of the present study was to evaluate the effects of a response-contingent pairing (RCP) procedure on the vocalizations of three…

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

Role of auditory non-verbal working memory in sentence repetition for bilingual children with primary language impairment.

PubMed

Ebert, Kerry Danahy

2014-01-01

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. To explore the relationship between a measure of non-verbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI. Forty-seven school-aged Spanish-English bilingual children with LI completed sentence repetition and non-word 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, non-word repetition and NVWM. NVWM predicted unique variance in sentence repetition performance in both languages after accounting for chronological age and language-specific phonological memory, as measured by non-word repetition. Domain-general memory resources play a unique role in sentence repetition performance in children with LI. Non-verbal working memory weaknesses may contribute to the poor performance of children with LI on sentence repetition tasks. © 2014 Royal College of Speech and Language Therapists.

Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading.

PubMed

Justice, Laura M; Pullen, Paige C; Pence, Khara

2008-05-01

How much do preschool children look at print within storybooks when adults read to them? This study sought to answer this question as well as to examine the effects of adult verbal and nonverbal references to print on children's visual attention to print during storybook reading. Forty-four preschool-aged children participated in this study designed to determine the amount of visual attention children paid to print in 4 planned variations of storybook reading. Children's visual attention to print was examined when adults commented and questioned about print (verbal print condition) or pointed to and tracked the print (nonverbal print condition), relative to 2 comparison conditions (verbatim reading and verbal picture conditions). Results showed that children rarely look at print, with about 5%-6% of their fixations allocated to print in verbatim and verbal picture reading conditions. However, preschoolers' visual attention to print increases significantly when adults verbally and nonverbally reference print; both reading styles exerted similar effects. The authors conclude that explicit referencing of print is 1 way to increase young children's contacts with print during shared storybook reading. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Definition of a visuospatial dimension as a step forward in the diagnostic puzzle of nonverbal learning disability.

PubMed

Poletti, Michele

2017-01-01

Although clinically recognized for almost 50 years, the categorical distinction of specific learning disabilities due to an impairment of the nonverbal domain (nonverbal learning disability [NLD]) is still debated and controversial. Unsolved issues involve theoretical models, diagnostic criteria, rehabilitative interventions, and moderator factors. These issues are briefly overviewed to sustain the need for a shift toward dimensional approaches, as suggested by research domain criteria, as a step forward in the diagnostic puzzle of NLD. With this aim, a visuospatial dimension, or spectrum, is proposed, and then clinical conditions that may fit with its impaired side are systemized, while specifying in which conditions a visuospatial impairment may be considered an NLD.

Motor system contributions to verbal and non-verbal working memory

PubMed Central

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

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

PubMed

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

2010-08-01

Clinical observations suggest that nonverbal children with severe intellectual disability exhibit pain in a wide variety yet uniquely individual ways. Here, we investigate the feasibility and describe the initial psychometrics properties of the Individualized Numeric Rating Scale (INRS), a personalized pain assessment tool for nonverbal children with intellectual disability based on the parent's knowledge of the child. Parents of 50 nonverbal children with severe intellectual disability scheduled for surgery were able to complete the task of describing then rank ordering their child's usual and pain indicators. The parent, bedside nurse and research assistant (RA) triad then simultaneously yet independently scored the patient's post-operative pain using the INRS for a maximum of two sets of pre/post paired observations. A total of 170 triad assessments were completed before (n=85) and after (n=85) an intervention to manage the child's pain. INRS inter-rater agreement between the parents and research nurse was high (ICC 0.82-0.87) across all ratings. Parent and bedside nurse agreement (ICC 0.65-0.74) and bedside nurse and research nurse agreement (ICC 0.74-0.80) also suggest good reliability. A moderate to strong correlation (0.63-0.73) between INRS ratings and NCCPC-PV total scores provides evidence of convergent validity. These results provide preliminary data that the INRS is a valid and reliable tool for assessing pain in nonverbal children with severe intellectual disability in an acute care setting. Copyright (c) 2010 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Environmental Moderators of Genetic Influence on Verbal and Nonverbal Abilities in Early Childhood

ERIC Educational Resources Information Center

Asbury, Kathryn; Wachs, Theodore D.; Plomin, Robert

2005-01-01

The study of genotype-environment interaction (G x E) has been dominated by two competing hypotheses, one that heritability is greater in high-risk environments (diathesis-stress) and the other that heritability is greater in permissive environments. The current study examined relationships between verbal and nonverbal abilities and 10 measured…

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. © The Author(s) 2014.

Prevalence of inter-hemispheric asymetry in children and adolescents with interdisciplinary diagnosis of non-verbal learning disorder.

PubMed

Wajnsztejn, Alessandra Bernardes Caturani; Bianco, Bianca; Barbosa, Caio Parente

2016-01-01

To describe clinical and epidemiological features of children and adolescents with interdisciplinary diagnosis of non-verbal learning disorder and to investigate the prevalence of inter-hemispheric asymmetry in this population group. Cross-sectional study including children and adolescents referred for interdisciplinary assessment with learning difficulty complaints, who were given an interdisciplinary diagnosis of non-verbal learning disorder. The following variables were included in the analysis: sex-related prevalence, educational system, initial presumptive diagnoses and respective prevalence, overall non-verbal learning disorder prevalence, prevalence according to school year, age range at the time of assessment, major family complaints, presence of inter-hemispheric asymmetry, arithmetic deficits, visuoconstruction impairments and major signs and symptoms of non-verbal learning disorder. Out of 810 medical records analyzed, 14 were from individuals who met the diagnostic criteria for non-verbal learning disorder, including the presence of inter-hemispheric asymmetry. Of these 14 patients, 8 were male. The high prevalence of inter-hemispheric asymmetry suggests this parameter can be used to predict or support the diagnosis of non-verbal learning disorder. Descrever as características clínicas e epidemiológicas de crianças e adolescentes com transtorno de aprendizagem não verbal, e investigar a prevalência de assimetria inter-hemisférica neste grupo populacional. Estudo transversal que incluiu crianças e adolescentes encaminhados para uma avaliação interdisciplinar, com queixas de dificuldades de aprendizagem e que receberam diagnóstico interdisciplinar de transtorno de aprendizagem não verbal. As variáveis avaliadas foram prevalência por sexo, sistema de ensino, hipóteses diagnósticas iniciais e respectivas prevalências, prevalência de condições em relação à amostra total, prevalência geral do transtorno de aprendizagem não verbal

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. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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

PubMed

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

2014-04-01

Despite the fact that nonverbal dyadic social interactions are abundant in the environment, the neural mechanisms underlying their processing are not yet fully understood. Research in the field of social neuroscience has suggested that two neural networks appear to be involved in social understanding: (1) the action observation network (AON) and (2) the social neural network (SNN). The aim of this study was to determine the differential contributions of the AON and the SNN to the processing of nonverbal behavior as observed in dyadic social interactions. To this end, we used short computer animation sequences displaying dyadic social interactions between two virtual characters and systematically manipulated two key features of movement activity, which are known to influence the perception of meaning in nonverbal stimuli: (1) movement fluency and (2) contingency of movement patterns. A group of 21 male participants rated the "naturalness" of the observed scenes on a four-point scale while undergoing fMRI. Behavioral results showed that both fluency and contingency significantly influenced the "naturalness" experience of the presented animations. Neurally, the AON was preferentially engaged when processing contingent movement patterns, but did not discriminate between different degrees of movement fluency. In contrast, regions of the SNN were engaged more strongly when observing dyads with disturbed movement fluency. In conclusion, while the AON is involved in the general processing of contingent social actions, irrespective of their kinematic properties, the SNN is preferentially recruited when atypical kinematic properties prompt inferences about the agents' intentions. Copyright © 2013 Wiley Periodicals, Inc.

Ineffective initiation contributes to deficient verbal and non-verbal fluency in patients with schizophrenia.

PubMed

Krukow, Paweł; Harciarek, Michał; Morylowska-Topolska, Justyna; Karakuła-Juchnowicz, Hanna; Jonak, Kamil

2017-09-01

Patients with schizophrenia (SCH) show impaired verbal and non-verbal fluency. However, these individuals' fluctuations in words or designs generation efficiency over time, a phenomenon that may significantly affect fluency, have never been studied. Thus, the aim of this research was to investigate if individuals with SCH may present with alternations in the dynamics of the information production and its control as well as to test if the potential abnormalities in this regard might affect these patients' overall performance on both verbal and non-verbal fluency tasks. Forty-four patients with SCH and 40 healthy controls (HC) completed both verbal (phonological, semantic) and non-verbal fluency tests. To analyse processing efficiency changes over time, the period in which subjects had to generate words or designs (60 s) has been divided into 15-s sections. In comparison to HCs, individuals with SCH obtained significantly lower total scores for all fluency measures. Furthermore, group differences in the dynamics of the test performance also emerged, with SCH patients having a significantly worse production during the initial 15 s of each fluency task. Additionally, the initial production deficiency seen in patients with SCH has accounted for these individuals' total performance. Moreover, comparisons of errors distribution over time during the phonemic and figural fluency performance also revealed differences, suggesting there was a rapid depletion in maintaining of cognitive control in the SCH sample. Inefficient fluency in SCH may arise from a more general initiation deficits that may partly account for these patients' cognitive problems.

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

PubMed

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

2010-12-01

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

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…

Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms

ERIC Educational Resources Information Center

Han, Heeyoung

2013-01-01

This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a…

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.…

[The Impact of Visual Perceptual Abilities on the Performance on the Wechsler Nonverbal Scale of Ability (WNV)].

PubMed

Werpup-Stüwe, L; Petermann, F; Daseking, M

2015-10-01

The use of psychometric tests in with children and adolescents is especially important in psychological diagnostics. Nonverbal intelligence tests are very often used to diagnose psychological abnormalities and generate developmental prognosis independent of the child´s verbal abilities. The correlation of the German version of the Developmental Test of Visual Perception - Adolescents and Adults (DTVP-A) with the Wechsler Nonverbal Scala of Abilities (WNV) was calculated based on the results of 172 children, adolescents and young adults aged 9-21 years. Furthermore, it was examined if individuals with poor visual perceptual abilities scored lower on the WNV than healthy subjects. The correlations of the results scored on DTVP-A and WNV ranged from moderate to strong. The group with poor visual perceptual abilities scored significantly lower on the WNV than the control group. Nonverbal intelligence tests like the WNV are not reliable for estimating the intelligence of individuals with low visual perceptual abilities. Therefore, the intelligence of these subjects should be tested with a test that also contains verbal subtests. If poor visual perceptual abilities are suspected, then they should be tested. The DTVP-A seems to be the right instrument for achieving this goal. © Georg Thieme Verlag KG Stuttgart · New York.

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

PubMed

Pimperton, Hannah; Nation, Kate

2014-01-01

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

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…

Enhancing Online CALL Design: The Case for Evaluation

ERIC Educational Resources Information Center

Hemard, Dominique

2004-01-01

Whilst the potential of online Computer Assisted Language Learning (CALL) in terms of access, immediacy and exposure is widely acknowledged, as yet remarkably little is known about its impact on the user population, be they language teachers or learners. Indeed, beyond its technological development, online CALL design is still affected by a dearth…

Perception of non-verbal auditory stimuli in Italian dyslexic children.

PubMed

Cantiani, Chiara; Lorusso, Maria Luisa; Valnegri, Camilla; Molteni, Massimo

2010-01-01

Auditory temporal processing deficits have been proposed as the underlying cause of phonological difficulties in Developmental Dyslexia. The hypothesis was tested in a sample of 20 Italian dyslexic children aged 8-14, and 20 matched control children. Three tasks of auditory processing of non-verbal stimuli, involving discrimination and reproduction of sequences of rapidly presented short sounds were expressly created. Dyslexic subjects performed more poorly than control children, suggesting the presence of a deficit only partially influenced by the duration of the stimuli and of inter-stimulus intervals (ISIs).

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…

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

ERIC Educational Resources Information Center

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

2016-01-01

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…

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

PubMed

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

2014-09-01

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. 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. 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. 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.

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

PubMed

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

2006-12-01

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 adult (study 1) and a same-aged peer (study 2). Both studies also examine whether conversation partners respond differently to mildly depressed versus nondepressed (pre)adolescents. Study 1 reports on observations of conversations of 9-15-year-old children (n = 122) with a female adult partner. Study 2 reports findings of observations of 12-17-year-old adolescents (n = 154) in conversation with same-age, same-sex peers. Both studies show gender and/or age effects in gazing, smiling and backchannel behaviours that indicate that as adolescents mature they increasingly behave according to gender-specific display rules. While talking to an adult, depressed (pre-)adolescents and the adult partner differed in backchannel behaviours. While talking to peers, only depressed adolescent girls showed less gazing towards the partner during listening. Moreover, adolescents smiled less often towards depressed than nondepressed partners. Gender-specific development of nonverbal behaviour may help to understand the development of gender differences in depression in adolescence. Females who fail to exhibit other-oriented social skills may be particularly at risk for depressive symptoms.

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

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2000-11-01

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

Near Real-Time Comprehension Classification with Artificial Neural Networks: Decoding e-Learner Non-Verbal Behavior

ERIC Educational Resources Information Center

Holmes, Mike; Latham, Annabel; Crockett, Keeley; O'Shea, James D.

2018-01-01

Comprehension is an important cognitive state for learning. Human tutors recognize comprehension and non-comprehension states by interpreting learner non-verbal behavior (NVB). Experienced tutors adapt pedagogy, materials, and instruction to provide additional learning scaffold in the context of perceived learner comprehension. Near real-time…

Selected Patterns of Interference in Verbal and Non-Verbal Communication Between Black and White Middle Class Cultures. Reference Pamphlets on Intercultural Communication, No.2. Human Relations in Cultural Context, Series C: Teacher Training Materials.

ERIC Educational Resources Information Center

Condon, E. C., Ed.; Freundlich, Joyce

Verbal and nonverbal patterns of communication found in the black community are discussed in this paper. They have been selected on the basis of their potential as interference factors in intergroup communication. A section on black language describes and explains the following categories: rapping, running it down, jiving, shucking, copping a…

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

The Education of a Teacher. Essays on American Culture.

ERIC Educational Resources Information Center

Wolf, Howard

Written in the immediacy of the Vietnam period and its aftermath, these essays record, from the perspective of a college professor, the dramatic shifts of students from the active, even violent, style of protests for social justice of the sixties to the self-interested "protest of style" of the seventies, to the insecurity and career orientation…

Consonant Differentiation Mediates the Discrepancy between Non-verbal and Verbal Abilities in Children with ASD

ERIC Educational Resources Information Center

Key, A. P.; Yoder, P. J.; Stone, W. L.

2016-01-01

Background: Many children with autism spectrum disorder (ASD) demonstrate verbal communication disorders reflected in lower verbal than non-verbal abilities. The present study examined the extent to which this discrepancy is associated with atypical speech sound differentiation. Methods: Differences in the amplitude of auditory event-related…

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

PubMed

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

2010-12-30

Recent acceptance that obsessive-compulsive disorder (OCD) represents a heterogeneous phenomenon has underscored the need for dimensional approaches to this disorder. However little is known about the relation between neuropsychological functions and symptom dimensions. The purpose of this study was to identify the cognitive deficits correlated with specific symptom dimensions. Thirteen categories in the Yale-Brown Obsessive Compulsive Scale symptom checklist from 144 patients with OCD were analyzed by principal component analysis. Correlations between identified symptom dimensions and neuropsychological functioning, measured by the Boston Qualitative Scoring System, were analyzed. Five factors or dimensions were identified: contamination/cleaning, hoarding, symmetry/ordering, obsessions/checking, and repeating/counting. Dysfunctions in nonverbal memory and organizational strategies were related to the symmetry/ordering dimension and the obsessions/checking dimension, respectively. The results of the present study support a transculturally stable symptom structure for OCD. They also suggest the possibility that nonverbal memory dysfunction and organizational impairment are mediated by distinct obsessive-compulsive dimensions. Copyright © 2010 Elsevier Ltd. All rights reserved.

Long-latency auditory evoked potentials with verbal and nonverbal stimuli.

PubMed

Oppitz, Sheila Jacques; Didoné, Dayane Domeneghini; Silva, Débora Durigon da; Gois, Marjana; Folgearini, Jordana; Ferreira, Geise Corrêa; Garcia, Michele Vargas

2015-01-01

Long-latency auditory evoked potentials represent the cortical activity related to attention, memory, and auditory discrimination skills. Acoustic signal processing occurs differently between verbal and nonverbal stimuli, influencing the latency and amplitude patterns. To describe the latencies of the cortical potentials P1, N1, P2, N2, and P3, as well as P3 amplitude, with different speech stimuli and tone bursts, and to classify them in the presence and absence of these data. A total of 30 subjects with normal hearing were assessed, aged 18-32 years old, matched by gender. Nonverbal stimuli were used (tone burst; 1000Hz - frequent and 4000Hz - rare); and verbal (/ba/ - frequent; /ga/, /da/, and /di/ - rare). Considering the component N2 for tone burst, the lowest latency found was 217.45ms for the BA/DI stimulus; the highest latency found was 256.5ms. For the P3 component, the shortest latency with tone burst stimuli was 298.7 with BA/GA stimuli, the highest, was 340ms. For the P3 amplitude, there was no statistically significant difference among the different stimuli. For latencies of components P1, N1, P2, N2, P3, there were no statistical differences among them, regardless of the stimuli used. There was a difference in the latency of potentials N2 and P3 among the stimuli employed but no difference was observed for the P3 amplitude. Copyright © 2015 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.

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,…

A non-verbal technique for the assessment of general intellectual ability in selection of aviation personnel.

DOT National Transportation Integrated Search

1971-06-01

A study was conducted in which performance on a non-verbal problem- solving task was correlated with the Otis Quick Scoring Mental Ability Test and the Raven Progressive Matrices Test. The problem-solving task, called 'code- lock' required the subjec...

Increasing social interaction using prelinguistic milieu teaching with nonverbal school-age children with autism.

PubMed

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

2013-08-01

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. Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants. At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication. Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

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

ERIC Educational Resources Information Center

Murphy, James M.

1979-01-01

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

Developmental Changes in the Effect of Verbal, Non-verbal, and Spatial-Positional Cues for Memory

ERIC Educational Resources Information Center

Derevensky, Jeffrey

1976-01-01

Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children's use of verbal, nonverbal, and spatial-positional cues for memory. (Editor)

Nonverbal components of Theory of Mind in typical and atypical development.

PubMed

Kampis, Dora; Fogd, Dóra; Kovács, Ágnes Melinda

2017-08-01

To successfully navigate the human social world one needs to realize that behavior is guided by mental states such as goals and beliefs. Humans are highly proficient in using mental states to explain and predict their conspecific's behavior, which enables adjusting one's own behavior in online social interactions. Whereas according to recent studies even young infants seem to integrate others' beliefs into their own behavior, it is unclear what processes contribute to such competencies and how they may develop. Here we analyze a set of possible nonverbal components of theory of mind that may be involved in taking into account others' mental states, and discuss findings from typical and atypical development. To track an agent's belief one needs to (i) pay attention to agents that might be potential belief holders, and identify their focus of attention and their potential belief contents; (ii) keep track of their different experiences and their consequent beliefs, and (iii) to make behavioral predictions based on such beliefs. If an individual fails to predict an agent's behavior depending on the agent's beliefs, this may be due to a problem at any stage in the above processes. An analysis of the possible nonverbal processes contributing to belief tracking and their functioning in typical and atypical development aims to provide new insights into the possible mechanisms that make human social interactions uniquely rich. Copyright © 2016 Elsevier Inc. All rights reserved.

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. Copyright © 2015 Elsevier Ltd. All rights reserved.

Housing Mobility and Cognitive Development: Change in Verbal and Nonverbal Abilities

PubMed Central

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

2015-01-01

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 four to 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

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…

The Relationship between Non-Verbal Systems of Number and Counting Development: A Neural Signatures Approach

ERIC Educational Resources Information Center

Hyde, Daniel C.; Simon, Charline E.; Berteletti, Ilaria; Mou, Yi

2017-01-01

Two non-verbal cognitive systems, an approximate number system (ANS) for extracting the numerosity of a set and a parallel individuation (PI) system for distinguishing between individual items, are hypothesized to be foundational to symbolic number and mathematics abilities. However, the exact role of each remains unclear and highly debated. Here…

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…

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.

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…

Predicting Personality Disorder Functioning Styles by the Five-Factor Nonverbal Personality Questionnaire in Healthy Volunteers and Personality Disorder Patients.

PubMed

Gao, Qianqian; Ma, Guorong; Zhu, Qisha; Fan, Hongying; Wang, Wei

2016-01-01

Detecting personality disorders in the illiterate population is a challenge, but nonverbal tools measuring personality traits such as the Five-Factor Nonverbal Personality Questionnaire (FFNPQ) might help. We hypothesized that FFNPQ traits are associated with personality disorder functioning styles in a predictable way, especially in a sample of personality disorder patients. We therefore invited 106 personality disorder patients and 205 healthy volunteers to answer the FFNPQ and the Parker Personality Measure (PERM) which measures 11 personality disorder functioning styles. Patients scored significantly higher on the FFNPQ neuroticism and conscientiousness traits and all 11 PERM styles. In both groups, the 5 FFNPQ traits displayed extensive associations with the 11 PERM styles, respectively, and the associations were more specific in patients. Associations between neuroticism, extraversion and agreeableness traits and most PERM styles were less exclusive, but conscientiousness was associated with antisocial (-) and obsessive-compulsive styles, and openness to experience with schizotypal and dependent (-) styles. Our study has demonstrated correlations between FFNPQ traits and PERM styles, and implies the nonverbal measure of personality traits is capable of aiding the diagnoses of personality disorders in the illiterate population. Enlarging sample size and including the illiterate might make for more stable results. © 2016 S. Karger AG, Basel.

Middle-class mothers' perceptions of peer and sibling victimization among children with Asperger's syndrome and nonverbal learning disorders.

PubMed

Little, Liza

2002-01-01

This article describes the yearly prevalence and frequency of peer and sibling victimization as reported by a large national sample of middle-class mothers of children with Asperger's syndrome and nonverbal learning disorders. An anonymous, mailed survey was sent to families solicited from two national Internet sites for parents of children with Asperger's and nonverbal learning disorders using the Comprehensive Juvenile Victimization scale and three questions designed to measure peer shunning. The overall prevalence rate reported by mothers of peer victimization was 94%. Mothers reported that almost three-quarters of their children had been hit by peers or siblings in the past year and 75% had been emotionally bullied. On the more severe end of peer victimization, 10% of the children were attacked by a gang in the past year and 15% were victims of nonsexual assaults to the genitals. Peer shunning also was common. A third of the children had not been invited to a single birthday party in the past year, and many were eating alone at lunch or were picked last for teams. Peer shunning was significantly correlated with peer bullying and assault. The high rates of peer shunning and peer victimization reported suggest that children with Asperger's and nonverbal learning disorders may require further scrutiny and attention concerning their victimization experiences by peers and siblings. Implications for nursing professionals are reviewed.

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…

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

ERIC Educational Resources Information Center

McCain, Thomas A.; White, Sylvia

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

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…

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…

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,…

Sensory Symptoms and Processing of Nonverbal Auditory and Visual Stimuli in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Stewart, Claire R.; Sanchez, Sandra S.; Grenesko, Emily L.; Brown, Christine M.; Chen, Colleen P.; Keehn, Brandon; Velasquez, Francisco; Lincoln, Alan J.; Müller, Ralph-Axel

2016-01-01

Atypical sensory responses are common in autism spectrum disorder (ASD). While evidence suggests impaired auditory-visual integration for verbal information, findings for nonverbal stimuli are inconsistent. We tested for sensory symptoms in children with ASD (using the Adolescent/Adult Sensory Profile) and examined unisensory and bisensory…

Cross-Cultural Differences in the Processing of Non-Verbal Affective Vocalizations by Japanese and Canadian Listeners

PubMed Central

Koeda, Michihiko; Belin, Pascal; Hama, Tomoko; Masuda, Tadashi; Matsuura, Masato; Okubo, Yoshiro

2013-01-01

The Montreal Affective Voices (MAVs) consist of a database of non-verbal affect bursts portrayed by Canadian actors, and high recognitions accuracies were observed in Canadian listeners. Whether listeners from other cultures would be as accurate is unclear. We tested for cross-cultural differences in perception of the MAVs: Japanese listeners were asked to rate the MAVs on several affective dimensions and ratings were compared to those obtained by Canadian listeners. Significant Group × Emotion interactions were observed for ratings of Intensity, Valence, and Arousal. Whereas Intensity and Valence ratings did not differ across cultural groups for sad and happy vocalizations, they were significantly less intense and less negative in Japanese listeners for angry, disgusted, and fearful vocalizations. Similarly, pleased vocalizations were rated as less intense and less positive by Japanese listeners. These results demonstrate important cross-cultural differences in affective perception not just of non-verbal vocalizations expressing positive affect (Sauter et al., 2010), but also of vocalizations expressing basic negative emotions. PMID:23516137

Cross-cultural differences in the processing of non-verbal affective vocalizations by Japanese and canadian listeners.

PubMed

Koeda, Michihiko; Belin, Pascal; Hama, Tomoko; Masuda, Tadashi; Matsuura, Masato; Okubo, Yoshiro

2013-01-01

The Montreal Affective Voices (MAVs) consist of a database of non-verbal affect bursts portrayed by Canadian actors, and high recognitions accuracies were observed in Canadian listeners. Whether listeners from other cultures would be as accurate is unclear. We tested for cross-cultural differences in perception of the MAVs: Japanese listeners were asked to rate the MAVs on several affective dimensions and ratings were compared to those obtained by Canadian listeners. Significant Group × Emotion interactions were observed for ratings of Intensity, Valence, and Arousal. Whereas Intensity and Valence ratings did not differ across cultural groups for sad and happy vocalizations, they were significantly less intense and less negative in Japanese listeners for angry, disgusted, and fearful vocalizations. Similarly, pleased vocalizations were rated as less intense and less positive by Japanese listeners. These results demonstrate important cross-cultural differences in affective perception not just of non-verbal vocalizations expressing positive affect (Sauter et al., 2010), but also of vocalizations expressing basic negative emotions.

Preschool children's taste acceptance of highly concentrated fluoride compounds: effects on nonverbal behavior.

PubMed

Kolb, Anne-Kathrin; Schmied, Kirsten; Fassheber, Peter; Heinrich-Weltzien, Roswitha

2013-01-01

The aim of this video-based study was to examine the taste acceptance of children between the ages of 2 and 5 years regarding highly concentrated fluoride preparations in kindergarten-based preventive programs. The fluoride preparation Duraphat was applied to 16 children, Elmex fluid to 15 children, and Fluoridin N5 to 14 children. The procedure was conducted according to a standardized protocol and videotaped Three raters evaluated the children's nonverbal behavior as a measure of taste acceptance on the Frankl Behavior Rating Scale. The interrater reliability (intraclass correlation coefficient; ICC) was .86. In an interview, children indicated the taste of the fluoride preparations on a three-point "smiley" rating scale. The interviewer used a hand puppet during the survey to establish confidence between the children and examiners. Children's nonverbal behavior was significantly more positive after Fluoridin N5 and Duraphat were applied compared to the application of Elmex fluid. The same trend was found during the smiley assessment. The response of children who displayed cooperative positive behavior before the application of fluoride preparations was significantly more positive than those who displayed uncooperative negative behavior. To achieve a high acceptance of the application of fluoride preparations among preschool children, flavorful preparations should be used.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Aphasic and amnesic patients' verbal vs. nonverbal retentive abilities.

PubMed

Cermak, L S; Tarlow, S

1978-03-01

Four different groups of patients (aphasics, alcoholic Korsakoffs, chronic alcoholics, and control patients) were asked to detect either repeated words presented orally, repeated words presented visually, repeated pictures or repeated shapes, during the presentation of a list of similarly constructed stimuli. It was discovered that on the verbal tasks, the number of words intervening between repetitions had more effect on the aphasics than on the other groups of patients. However, for the nonverbal picture repetition and shape repetition tasks, the aphasics' performance was normal, while the alcoholic Korsakoff patients were most affected by the number of intervening items. It was concluded that the aphasics' memory deficit demonstrated by the use of this paradigm was specific to the presentation of verbal material.

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…

Individual differences in non-verbal number acuity correlate with maths achievement.

PubMed

Halberda, Justin; Mazzocco, Michèle M M; Feigenson, Lisa

2008-10-02

Human mathematical competence emerges from two representational systems. Competence in some domains of mathematics, such as calculus, relies on symbolic representations that are unique to humans who have undergone explicit teaching. More basic numerical intuitions are supported by an evolutionarily ancient approximate number system that is shared by adults, infants and non-human animals-these groups can all represent the approximate number of items in visual or auditory arrays without verbally counting, and use this capacity to guide everyday behaviour such as foraging. Despite the widespread nature of the approximate number system both across species and across development, it is not known whether some individuals have a more precise non-verbal 'number sense' than others. Furthermore, the extent to which this system interfaces with the formal, symbolic maths abilities that humans acquire by explicit instruction remains unknown. Here we show that there are large individual differences in the non-verbal approximation abilities of 14-year-old children, and that these individual differences in the present correlate with children's past scores on standardized maths achievement tests, extending all the way back to kindergarten. Moreover, this correlation remains significant when controlling for individual differences in other cognitive and performance factors. Our results show that individual differences in achievement in school mathematics are related to individual differences in the acuity of an evolutionarily ancient, unlearned approximate number sense. Further research will determine whether early differences in number sense acuity affect later maths learning, whether maths education enhances number sense acuity, and the extent to which tertiary factors can affect both.

Judging the urgency of non-verbal auditory alarms: a case study.

PubMed

Arrabito, G Robert; Mondor, Todd; Kent, Kimberley

2004-06-22

When designed correctly, non-verbal auditory alarms can convey different levels of urgency to the aircrew, and thereby permit the operator to establish the appropriate level of priority to address the alarmed condition. The conveyed level of urgency of five non-verbal auditory alarms presently used in the Canadian Forces CH-146 Griffon helicopter was investigated. Pilots of the CH-146 Griffon helicopter and non-pilots rated the perceived urgency of the signals using a rating scale. The pilots also ranked the urgency of the alarms in a post-experiment questionnaire to reflect their assessment of the actual situation that triggers the alarms. The results of this investigation revealed that participants' ratings of perceived urgency appear to be based on the acoustic properties of the alarms which are known to affect the listener's perceived level of urgency. Although for 28% of the pilots the mapping of perceived urgency to the urgency of their perception of the triggering situation was statistically significant for three of the five alarms, the overall data suggest that the triggering situations are not adequately conveyed by the acoustic parameters inherent in the alarms. The pilots' judgement of the triggering situation was intended as a means of evaluating the reliability of the alerting system. These data will subsequently be discussed with respect to proposed enhancements in alerting systems as it relates to addressing the problem of phase of flight. These results call for more serious consideration of incorporating situational awareness in the design and assignment of auditory alarms in aircraft.

Nonverbal oral apraxia in primary progressive aphasia and apraxia of speech.

PubMed

Botha, Hugo; Duffy, Joseph R; Strand, Edythe A; Machulda, Mary M; Whitwell, Jennifer L; Josephs, Keith A

2014-05-13

The goal of this study was to explore the prevalence of nonverbal oral apraxia (NVOA), its association with other forms of apraxia, and associated imaging findings in patients with primary progressive aphasia (PPA) and progressive apraxia of speech (PAOS). Patients with a degenerative speech or language disorder were prospectively recruited and diagnosed with a subtype of PPA or with PAOS. All patients had comprehensive speech and language examinations. Voxel-based morphometry was performed to determine whether atrophy of a specific region correlated with the presence of NVOA. Eighty-nine patients were identified, of which 34 had PAOS, 9 had agrammatic PPA, 41 had logopenic aphasia, and 5 had semantic dementia. NVOA was very common among patients with PAOS but was found in patients with PPA as well. Several patients exhibited only one of NVOA or apraxia of speech. Among patients with apraxia of speech, the severity of the apraxia of speech was predictive of NVOA, whereas ideomotor apraxia severity was predictive of the presence of NVOA in those without apraxia of speech. Bilateral atrophy of the prefrontal cortex anterior to the premotor area and supplementary motor area was associated with NVOA. Apraxia of speech, NVOA, and ideomotor apraxia are at least partially separable disorders. The association of NVOA and apraxia of speech likely results from the proximity of the area reported here and the premotor area, which has been implicated in apraxia of speech. The association of ideomotor apraxia and NVOA among patients without apraxia of speech could represent disruption of modules shared by nonverbal oral movements and limb movements.

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…

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.…

Socioeconomic Status Effects on Using the Naglieri Nonverbal Ability Test (NNAT) to Identify the Gifted/Talented

ERIC Educational Resources Information Center

Carman, Carol A.; Taylor, Debra K.

2010-01-01

The Naglieri Nonverbal Ability Test (NNAT) is said to be a culturally neutral measure of ability that assesses both majority and minority students equally. Although research has examined the effects of ethnicity and gender on NNAT performance, little published research has examined the relationship between socioeconomic status (SES) and NNAT…

The Nonverbal Communication of Positive Emotions: An Emotion Family Approach.

PubMed

Sauter, Disa A

2017-07-01

This review provides an overview of the research on nonverbal expressions of positive emotions, organised into emotion families, that is, clusters sharing common characteristics. Epistemological positive emotions (amusement, relief, awe, and interest) are found to have distinct, recognisable displays via vocal or facial cues, while the agency-approach positive emotions (elation and pride) appear to be associated with recognisable visual, but not auditory, cues. Evidence is less strong for the prosocial emotions (love, compassion, gratitude, and admiration) in any modality other than touch, and there is little support for distinct recognisable signals of the savouring positive emotions (contentment, sensory pleasure, and desire). In closing, some limitations of extant work are noted and some proposals for future research are outlined.

Science teachers' utilization of Internet and inquiry-based laboratory lessons after an Internet-delivered professional development program

NASA Astrophysics Data System (ADS)

Lee, Kathryn Martell

Much of the professional development in the past decades has been single incident experiences. The heart of inservice growth is the sustained development of current knowledge and practices, vital in science education, as reflected in the National Science Education Standards' inquiry and telecommunications components. This study was an exploration of an Internet-delivered professional development experience, utilizing multiple session interactive real-time data sources and semester-long sustained telementoring. Two groups of inservice teachers participated in the study, with only one group receiving a telementored coaching component. Measures of the dependent variable (delivery of an inquiry-based laboratory lesson sequence) were obtained by videotape, and predictive variables (self-analysis of teaching style and content delivery interviews) were administered to the forty veteran secondary school science teacher volunteers. Results showed that teachers in the group receiving semester-long coaching performed significantly better on utilizing the Internet for content research and inquiry-based lesson sequence delivery than the group not receiving the coaching. Members of the coached group were able to select a dedicated listserv, e-mail, chatline or telephone as the medium of coaching. While the members of the coached group used the listserv, the overwhelming preference was to be coached via the telephone. Qualitative analysis indicated that the telephone was selected for its efficiency of time, immediacy of response, and richer dialogue. Perceived barriers to the implementation of the Internet as a real-time data source in science classrooms included time for access, obsolesce of equipment, and logistics of computer to student ratios. These findings suggest that the group of science teachers studied (1) benefited from a sustained coaching experience for inquiry-based lesson delivery, (2) perceived the Internet as a source of content for their curriculum rather than a

An MEG Investigation of Neural Biomarkers and Language in Nonverbal Children with Autism Spectrum Disorders

DTIC Science & Technology

2014-09-01

Award Number: W81XWH-13-1-0293 TITLE: An MEG Investigation of Neural Biomarkers and Language in...SUBTITLE 5a. CONTRACT NUMBER An MEG Investigation of Neural Biomarkers and Language in Nonverbal Children with Autism Spectrum Disorders 5b...technique to correct MEG data for subject movement during recording. This correction reduces signal loss due to movement, resulting in higher

Linguistic analysis of verbal and non-verbal communication in the operating room.

PubMed

Moore, Alison; Butt, David; Ellis-Clarke, Jodie; Cartmill, John

2010-12-01

Surgery can be a triumph of co-operation, the procedure evolving as a result of joint action between multiple participants. The communication that mediates the joint action of surgery is conveyed by verbal but particularly by non-verbal signals. Competing priorities superimposed by surgical learning must also be negotiated within this context and this paper draws on techniques of systemic functional linguistics to observe and analyse the flow of information during such a phase of surgery. © 2010 The Authors. ANZ Journal of Surgery © 2010 Royal Australasian College of Surgeons.

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…

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

NASA Astrophysics Data System (ADS)

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

2007-12-01

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

Widening Possibilities of Interpretation When Observing Learning and Teaching through the Use of a Dynamic Visual Notation

ERIC Educational Resources Information Center

Kell, Clare; Sweet, John

2017-01-01

This paper shows how peer observation of learning and teaching (POLT) discussions can be augmented through the use of a dynamic visual notation that makes visible for interpretation, elements of teacher-learner and learner-earner nonverbal interactions. Making visible the nonverbal, physical, spatial and kinesics (eye-based) elements of…

First things first: similar list length and output order effects for verbal and nonverbal stimuli.

PubMed

Cortis, Cathleen; Dent, Kevin; Kennett, Steffan; Ward, Geoff

2015-07-01

When participants are presented with a short list of unrelated words and they are instructed that they may recall in any order, they nevertheless show a very strong tendency to recall in forward serial order. Thus, if asked to recall in any order: "hat, mouse, tea, stairs," participants often respond "hat, mouse, tea, stairs" even though there was no forward order requirement of the task. In 4 experiments, we examined whether this tendency is language-specific, reflecting mechanisms involved with speech perception, speech production, and/or verbal short-term memory. Specifically, we examined whether we would observe similar findings when participants were asked to recall, in any order, lists of between 1 and 15 nonverbal stimuli, such as visuospatial locations (Experiment 1, Experiment 3, Experiment 4), or touched facial locations (Experiment 2). Contrary to a language-specific explanation, we found corresponding tendencies (albeit somewhat reduced) in the immediate free recall of these nonverbal stimuli. We conclude that the tendency to initiate recall of a short sequence of items with the first item is a general property of memory, which may be augmented by verbal coding. (c) 2015 APA, all rights reserved.

Mapping the connectivity underlying multimodal (verbal and non-verbal) semantic processing: a brain electrostimulation study.

PubMed

Moritz-Gasser, Sylvie; Herbet, Guillaume; Duffau, Hugues

2013-08-01

Accessing the meaning of words, objects, people and facts is a human ability, made possible thanks to semantic processing. Although studies concerning its cortical organization are proficient, the subcortical connectivity underlying this semantic network received less attention. We used intraoperative direct electrostimulation, which mimics a transient virtual lesion during brain surgery for glioma in eight awaken patients, to map the anatomical white matter substrate subserving the semantic system. Patients performed a picture naming task and a non-verbal semantic association test during the electrical mapping. Direct electrostimulation of the inferior fronto-occipital fascicle, a poorly known ventral association pathway which runs throughout the brain, induced in all cases semantic disturbances. These transient disorders were highly reproducible, and concerned verbal as well as non-verbal output. Our results highlight for the first time the essential role of the left inferior fronto-occipital fascicle in multimodal (and not only in verbal) semantic processing. On the basis of these original findings, and in the lights of phylogenetic considerations regarding this fascicle, we suggest its possible implication in the monitoring of the human level of consciousness related to semantic memory, namely noetic consciousness. Copyright © 2013 Elsevier Ltd. All rights reserved.

Nonverbal oral apraxia in primary progressive aphasia and apraxia of speech

PubMed Central

Botha, Hugo; Duffy, Joseph R.; Strand, Edythe A.; Machulda, Mary M.; Whitwell, Jennifer L.

2014-01-01

Objective: The goal of this study was to explore the prevalence of nonverbal oral apraxia (NVOA), its association with other forms of apraxia, and associated imaging findings in patients with primary progressive aphasia (PPA) and progressive apraxia of speech (PAOS). Methods: Patients with a degenerative speech or language disorder were prospectively recruited and diagnosed with a subtype of PPA or with PAOS. All patients had comprehensive speech and language examinations. Voxel-based morphometry was performed to determine whether atrophy of a specific region correlated with the presence of NVOA. Results: Eighty-nine patients were identified, of which 34 had PAOS, 9 had agrammatic PPA, 41 had logopenic aphasia, and 5 had semantic dementia. NVOA was very common among patients with PAOS but was found in patients with PPA as well. Several patients exhibited only one of NVOA or apraxia of speech. Among patients with apraxia of speech, the severity of the apraxia of speech was predictive of NVOA, whereas ideomotor apraxia severity was predictive of the presence of NVOA in those without apraxia of speech. Bilateral atrophy of the prefrontal cortex anterior to the premotor area and supplementary motor area was associated with NVOA. Conclusions: Apraxia of speech, NVOA, and ideomotor apraxia are at least partially separable disorders. The association of NVOA and apraxia of speech likely results from the proximity of the area reported here and the premotor area, which has been implicated in apraxia of speech. The association of ideomotor apraxia and NVOA among patients without apraxia of speech could represent disruption of modules shared by nonverbal oral movements and limb movements. PMID:24727315

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…

Cross-Cultural Detection of Depression from Nonverbal Behaviour.

PubMed

Alghowinem, Sharifa; Goecke, Roland; Cohn, Jeffrey F; Wagner, Michael; Parker, Gordon; Breakspear, Michael

2015-05-01

Millions of people worldwide suffer from depression. Do commonalities exist in their nonverbal behavior that would enable cross-culturally viable screening and assessment of severity? We investigated the generalisability of an approach to detect depression severity cross-culturally using video-recorded clinical interviews from Australia, the USA and Germany. The material varied in type of interview, subtypes of depression and inclusion healthy control subjects, cultural background, and recording environment. The analysis focussed on temporal features of participants' eye gaze and head pose. Several approaches to training and testing within and between datasets were evaluated. The strongest results were found for training across all datasets and testing across datasets using leave-one-subject-out cross-validation. In contrast, generalisability was attenuated when training on only one or two of the three datasets and testing on subjects from the dataset(s) not used in training. These findings highlight the importance of using training data exhibiting the expected range of variability.

Thin Slices of Athletes' Nonverbal Behavior Give Away Game Location: Testing the Territoriality Hypothesis of the Home Game Advantage.

PubMed

Furley, Philip; Schweizer, Geoffrey; Memmert, Daniel

2018-01-01

The present research investigated whether perceivers could detect who is playing at home or away in soccer matches based on thin slices of professional (Experiment 1) and amateur (Experiment 3) athletes' nonverbal behavior prior to the match and whether perceivers rated athletes playing at home relatively higher on behavioral dimensions (Experiments 2 and 3) linked to territoriality. In Experiment 1 ( N = 80), participants watched short videos depicting soccer players prior to a UEFA Champions League match and rated whether athletes were more likely to be playing at home or away. In Experiment 2 (two groups N = 102 and N = 101), perceivers rated these videos in terms of assertiveness, dominance, and aggression. In Experiment 3, we replicated the procedure of Experiments 1 and 2 with different stimulus material from amateur soccer ( N = 112). Participants could significantly differentiate between home playing and away playing athletes (Experiment 1: d = 0.44 and Experiment 3: d = 1.07). Experiments 2 and 3 showed that perceivers rated professional and amateur soccer players higher on assertiveness ( d = 0.34-0.63), dominance ( d = 0.20-0.55), and aggression ( d = 0.16-0.49) when playing at home compared to playing away. Findings are supportive of evolutionary accounts of nonverbal behavior, ecological approaches to person perception, and the thin slices of behavior hypothesis by demonstrating that humans change their nonverbal behavior depending on game location. We discuss the relevance of the present findings for the home advantage in sports.

Managing Face Concerns in Criticism: Integrating Nonverbal Behaviors as a Dimension of Politeness in Female Friendship Dyads.

ERIC Educational Resources Information Center

Trees, April R.; Manusov, Valerie

1998-01-01

Explores politeness theory by investigating the influence of nonverbal behaviors on facework in criticism of a friend. Finds that cues, such as vocal tone and facial expressions, influence participants' perceptions of politeness. Suggests that facework scholars should also consider how something is said as a salient for interpretation of what is…

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…

Effects of cue modality and emotional category on recognition of nonverbal emotional signals in schizophrenia.

PubMed

Vogel, Bastian D; Brück, Carolin; Jacob, Heike; Eberle, Mark; Wildgruber, Dirk

2016-07-07

Impaired interpretation of nonverbal emotional cues in patients with schizophrenia has been reported in several studies and a clinical relevance of these deficits for social functioning has been assumed. However, it is unclear to what extent the impairments depend on specific emotions or specific channels of nonverbal communication. Here, the effect of cue modality and emotional categories on accuracy of emotion recognition was evaluated in 21 patients with schizophrenia and compared to a healthy control group (n = 21). To this end, dynamic stimuli comprising speakers of both genders in three different sensory modalities (auditory, visual and audiovisual) and five emotional categories (happy, alluring, neutral, angry and disgusted) were used. Patients with schizophrenia were found to be impaired in emotion recognition in comparison to the control group across all stimuli. Considering specific emotions more severe deficits were revealed in the recognition of alluring stimuli and less severe deficits in the recognition of disgusted stimuli as compared to all other emotions. Regarding cue modality the extent of the impairment in emotional recognition did not significantly differ between auditory and visual cues across all emotional categories. However, patients with schizophrenia showed significantly more severe disturbances for vocal as compared to facial cues when sexual interest is expressed (alluring stimuli), whereas more severe disturbances for facial as compared to vocal cues were observed when happiness or anger is expressed. Our results confirmed that perceptual impairments can be observed for vocal as well as facial cues conveying various social and emotional connotations. The observed differences in severity of impairments with most severe deficits for alluring expressions might be related to specific difficulties in recognizing the complex social emotional information of interpersonal intentions as compared to "basic" emotional states. Therefore

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Teaching without Talking

ERIC Educational Resources Information Center

Hansen, Jacqueline

2010-01-01

A large part of human communication is nonverbal, and the messages sent by gestures, proximity, and eye contact can mean quite different things in different cultures. Because today's classrooms are culturally very diverse, teachers need detailed information about nonverbal information and how it varies among the students' cultures. (Contains 19…

The Nonverbal Communication of Positive Emotions: An Emotion Family Approach

PubMed Central

Sauter, Disa A.

2017-01-01

This review provides an overview of the research on nonverbal expressions of positive emotions, organised into emotion families, that is, clusters sharing common characteristics. Epistemological positive emotions (amusement, relief, awe, and interest) are found to have distinct, recognisable displays via vocal or facial cues, while the agency-approach positive emotions (elation and pride) appear to be associated with recognisable visual, but not auditory, cues. Evidence is less strong for the prosocial emotions (love, compassion, gratitude, and admiration) in any modality other than touch, and there is little support for distinct recognisable signals of the savouring positive emotions (contentment, sensory pleasure, and desire). In closing, some limitations of extant work are noted and some proposals for future research are outlined. PMID:28804510

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…

The Relation of Verbal and Nonverbal Encoding to Serial Recall Performance in Middle and Lower Class Children.

ERIC Educational Resources Information Center

Lacher, Miriam R.

Effects of lower versus middle class parental occupation, verbal intelligence, and action content of pictured stimuli upon nonverbal serial recall were investigated in white first-graders attending a semi-rural elementary school in southeastern Michigan. Forty lower class and 20 middle class children, (half boys and half girls) were grouped on the…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Direct observation of mother-child communication in pediatric cancer: assessment of verbal and non-verbal behavior and emotion.

PubMed

Dunn, Madeleine J; Rodriguez, Erin M; Miller, Kimberly S; Gerhardt, Cynthia A; Vannatta, Kathryn; Saylor, Megan; Scheule, C Melanie; Compas, Bruce E

2011-06-01

To examine the acceptability and feasibility of coding observed verbal and nonverbal behavioral and emotional components of mother-child communication among families of children with cancer. Mother-child dyads (N=33, children ages 5-17 years) were asked to engage in a videotaped 15-min conversation about the child's cancer. Coding was done using the Iowa Family Interaction Rating Scale (IFIRS). Acceptability and feasibility of direct observation in this population were partially supported: 58% consented and 81% of those (47% of all eligible dyads) completed the task; trained raters achieved 78% agreement in ratings across codes. The construct validity of the IFIRS was demonstrated by expected associations within and between positive and negative behavioral/emotional code ratings and between mothers' and children's corresponding code ratings. Direct observation of mother-child communication about childhood cancer has the potential to be an acceptable and feasible method of assessing verbal and nonverbal behavior and emotion in this population.

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

Non-verbal communication of compassion: measuring psychophysiologic effects

PubMed Central

2011-01-01

Background Calm, compassionate clinicians comfort others. To evaluate the direct psychophysiologic benefits of non-verbal communication of compassion (NVCC), it is important to minimize the effect of subjects' expectation. This preliminary study was designed to a) test the feasibility of two strategies for maintaining subject blinding to non-verbal communication of compassion (NVCC), and b) determine whether blinded subjects would experience psychophysiologic effects from NVCC. Methods Subjects were healthy volunteers who were told the study was evaluating the effect of time and touch on the autonomic nervous system. The practitioner had more than 10 years' experience with loving-kindness meditation (LKM), a form of NVCC. Subjects completed 10-point visual analog scales (VAS) for stress, relaxation, and peacefulness before and after LKM. To assess physiologic effects, practitioners and subjects wore cardiorespiratory monitors to assess respiratory rate (RR), heart rate (HR) and heart rate variability (HRV) throughout the 4 10-minute study periods: Baseline (both practitioner and subjects read neutral material); non-tactile-LKM (subjects read while the practitioner practiced LKM while pretending to read); tactile-LKM (subjects rested while the practitioner practiced LKM while lightly touching the subject on arms, shoulders, hands, feet, and legs); Post-Intervention Rest (subjects rested; the practitioner read). To assess blinding, subjects were asked after the interventions what the practitioner was doing during each period (reading, touch, or something else). Results Subjects' mean age was 43.6 years; all were women. Blinding was maintained and the practitioner was able to maintain meditation for both tactile and non-tactile LKM interventions as reflected in significantly reduced RR. Despite blinding, subjects' VAS scores improved from baseline to post-intervention for stress (5.5 vs. 2.2), relaxation (3.8 vs. 8.8) and peacefulness (3.8 vs. 9.0, P < 0.05 for all

Non-verbal communication of compassion: measuring psychophysiologic effects.

PubMed

Kemper, Kathi J; Shaltout, Hossam A

2011-12-20

Calm, compassionate clinicians comfort others. To evaluate the direct psychophysiologic benefits of non-verbal communication of compassion (NVCC), it is important to minimize the effect of subjects' expectation. This preliminary study was designed to a) test the feasibility of two strategies for maintaining subject blinding to non-verbal communication of compassion (NVCC), and b) determine whether blinded subjects would experience psychophysiologic effects from NVCC. Subjects were healthy volunteers who were told the study was evaluating the effect of time and touch on the autonomic nervous system. The practitioner had more than 10 years' experience with loving-kindness meditation (LKM), a form of NVCC. Subjects completed 10-point visual analog scales (VAS) for stress, relaxation, and peacefulness before and after LKM. To assess physiologic effects, practitioners and subjects wore cardiorespiratory monitors to assess respiratory rate (RR), heart rate (HR) and heart rate variability (HRV) throughout the 4 10-minute study periods: Baseline (both practitioner and subjects read neutral material); non-tactile-LKM (subjects read while the practitioner practiced LKM while pretending to read); tactile-LKM (subjects rested while the practitioner practiced LKM while lightly touching the subject on arms, shoulders, hands, feet, and legs); Post-Intervention Rest (subjects rested; the practitioner read). To assess blinding, subjects were asked after the interventions what the practitioner was doing during each period (reading, touch, or something else). Subjects' mean age was 43.6 years; all were women. Blinding was maintained and the practitioner was able to maintain meditation for both tactile and non-tactile LKM interventions as reflected in significantly reduced RR. Despite blinding, subjects' VAS scores improved from baseline to post-intervention for stress (5.5 vs. 2.2), relaxation (3.8 vs. 8.8) and peacefulness (3.8 vs. 9.0, P < 0.05 for all comparisons). Subjects also

Measurement of Nonverbal IQ in Autism Spectrum Disorder: Scores in Young Adulthood Compared to Early Childhood

ERIC Educational Resources Information Center

Bishop, Somer L.; Farmer, Cristan; Thurm, Audrey

2015-01-01

Nonverbal IQ (NVIQ) was examined in 84 individuals with autism spectrum disorder (ASD) followed from age 2 to 19. Most adults who scored in the range of intellectual disability also received scores below 70 as children, and the majority of adults with scores in the average range had scored in this range by age 3. However, within the lower ranges…

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…

The Functional Role of Neural Oscillations in Non-Verbal Emotional Communication

PubMed Central

Symons, Ashley E.; El-Deredy, Wael; Schwartze, Michael; Kotz, Sonja A.

2016-01-01

Effective interpersonal communication depends on the ability to perceive and interpret nonverbal emotional expressions from multiple sensory modalities. Current theoretical models propose that visual and auditory emotion perception involves a network of brain regions including the primary sensory cortices, the superior temporal sulcus (STS), and orbitofrontal cortex (OFC). However, relatively little is known about how the dynamic interplay between these regions gives rise to the perception of emotions. In recent years, there has been increasing recognition of the importance of neural oscillations in mediating neural communication within and between functional neural networks. Here we review studies investigating changes in oscillatory activity during the perception of visual, auditory, and audiovisual emotional expressions, and aim to characterize the functional role of neural oscillations in nonverbal emotion perception. Findings from the reviewed literature suggest that theta band oscillations most consistently differentiate between emotional and neutral expressions. While early theta synchronization appears to reflect the initial encoding of emotionally salient sensory information, later fronto-central theta synchronization may reflect the further integration of sensory information with internal representations. Additionally, gamma synchronization reflects facilitated sensory binding of emotional expressions within regions such as the OFC, STS, and, potentially, the amygdala. However, the evidence is more ambiguous when it comes to the role of oscillations within the alpha and beta frequencies, which vary as a function of modality (or modalities), presence or absence of predictive information, and attentional or task demands. Thus, the synchronization of neural oscillations within specific frequency bands mediates the rapid detection, integration, and evaluation of emotional expressions. Moreover, the functional coupling of oscillatory activity across multiples

The Functional Role of Neural Oscillations in Non-Verbal Emotional Communication.

PubMed

Symons, Ashley E; El-Deredy, Wael; Schwartze, Michael; Kotz, Sonja A

2016-01-01

Effective interpersonal communication depends on the ability to perceive and interpret nonverbal emotional expressions from multiple sensory modalities. Current theoretical models propose that visual and auditory emotion perception involves a network of brain regions including the primary sensory cortices, the superior temporal sulcus (STS), and orbitofrontal cortex (OFC). However, relatively little is known about how the dynamic interplay between these regions gives rise to the perception of emotions. In recent years, there has been increasing recognition of the importance of neural oscillations in mediating neural communication within and between functional neural networks. Here we review studies investigating changes in oscillatory activity during the perception of visual, auditory, and audiovisual emotional expressions, and aim to characterize the functional role of neural oscillations in nonverbal emotion perception. Findings from the reviewed literature suggest that theta band oscillations most consistently differentiate between emotional and neutral expressions. While early theta synchronization appears to reflect the initial encoding of emotionally salient sensory information, later fronto-central theta synchronization may reflect the further integration of sensory information with internal representations. Additionally, gamma synchronization reflects facilitated sensory binding of emotional expressions within regions such as the OFC, STS, and, potentially, the amygdala. However, the evidence is more ambiguous when it comes to the role of oscillations within the alpha and beta frequencies, which vary as a function of modality (or modalities), presence or absence of predictive information, and attentional or task demands. Thus, the synchronization of neural oscillations within specific frequency bands mediates the rapid detection, integration, and evaluation of emotional expressions. Moreover, the functional coupling of oscillatory activity across multiples

Influence of Verbal and Nonverbal References to Print on Preschoolers' Visual Attention to Print during Storybook Reading

ERIC Educational Resources Information Center

Justice, Laura M.; Pullen, Paige C.; Pence, Khara

2008-01-01

How much do preschool children look at print within storybooks when adults read to them? This study sought to answer this question as well as to examine the effects of adult verbal and nonverbal references to print on children's visual attention to print during storybook reading. Forty-four preschool-aged children participated in this study…

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

ERIC Educational Resources Information Center

Atkinson, Michael L.; Allen, Vernon L.

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

The Impact of Nonverbal Ability on Prevalence and Clinical Presentation of Language Disorder: Evidence from a Population Study

ERIC Educational Resources Information Center

Norbury, Courtenay Frazier; Gooch, Debbie; Wray, Charlotte; Baird, Gillian; Charman, Tony; Simonoff, Emily; Vamvakas, George; Pickles, Andrew

2016-01-01

Background: Diagnosis of "specific" language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying…

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. © Hammill Institute on Disabilities 2013.

Decay uncovered in nonverbal short-term memory.

PubMed

Mercer, Tom; McKeown, Denis

2014-02-01

Decay theory posits that memory traces gradually fade away over the passage of time unless they are actively rehearsed. Much recent work exploring verbal short-term memory has challenged this theory, but there does appear to be evidence for trace decay in nonverbal auditory short-term memory. Numerous discrimination studies have reported a performance decline as the interval separating two tones is increased, consistent with a decay process. However, most of this tone comparison research can be explained in other ways, without reference to decay, and these alternative accounts were tested in the present study. In Experiment 1, signals were employed toward the end of extended retention intervals to ensure that listeners were alert to the presence and frequency content of the memoranda. In Experiment 2, a mask stimulus was employed in an attempt to distinguish between a highly detailed sensory trace and a longer-lasting short-term memory, and the distinctiveness of the stimuli was varied. Despite these precautions, slow-acting trace decay was observed. It therefore appears that the mere passage of time can lead to forgetting in some forms of short-term memory.

Nonverbal and Paraverbal Behavior in (Simulated) Medical Visits Related to Genomics and Weight: A Role for Emotion and Race

PubMed Central

Persky, Susan; Ferrer, Rebecca A.; Klein, William M. P.

2016-01-01

It is crucial to examine patient reactions to genomics-informed approaches to weight management within a clinical context, and understand the influence of patient characteristics (here, emotion and race). Examining nonverbal reactions offers a window into patients’ implicit cognitive, attitudinal and affective processes related to clinical encounters. We simulated a weight management clinical interaction with a virtual reality-based physician, and experimentally manipulated patient emotional state (anger/ fear) and whether the physician made genomic or personal behavior attributions for weight. Participants were 190 overweight females who racially identified as either Black or White. Participants made less visual contact when receiving genomic information in the anger condition, and Black participants exhibited lowered voice pitch when receiving genomic information. Black participants also increased their interpersonal distance when receiving genomic information in the anger condition. By studying non-conscious nonverbal behavior, we can better understand the nuances of these interactions. PMID:27146511

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

PubMed

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

2013-06-01

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 progress after treatment. The MBCT group progressed significantly in number of verbal attempts after weeks 1 through 4 and number of correct words after weeks 1 and 3, while the traditional group progressed significantly after weeks 4 and 5. No significant differences in number of verbal attempts or number of correct words were noted between groups following treatment. A significant number of new words were heard in the home environment for the MBCT group (p = .04). Participants in the MBCT group had more imitative attempts (p = .03). MBCT appears to be a valid form of intervention for children with autism.

Like father, like son: periventricular nodular heterotopia and nonverbal learning disorder.

PubMed

McCann, Marcia V; Pongonis, Stephen J; Golomb, Meredith R; Edwards-Brown, Mary; Christensen, Celanie K; Sokol, Deborah K

2008-08-01

Periventricular nodular heterotopia is a common malformation of cortical development in which the migration of developing neurons destined for the cerebral cortex is abbreviated. Bilateral periventricular nodular heterotopia is most commonly an X-linked disorder that involves mutations in the filamin A (FLNA) gene, but an autosomal recessive form and sporadic forms have been identified. To our knowledge, autosomal dominant transmission of isolated periventricular nodular heterotopia has not been reported. Periventricular nodular heterotopia has a heterogeneous phenotype, associated commonly with seizure disorder, and more recently with reading deficits and visual-spatial deficits in some patients. We present a father and son with bilateral periventricular nodular heterotopia and similar visual-spatial learning deficits, consistent with nonverbal learning disability.

Localizing Pain Matrix and Theory of Mind networks with both verbal and non-verbal stimuli.

PubMed

Jacoby, Nir; Bruneau, Emile; Koster-Hale, Jorie; Saxe, Rebecca

2016-02-01

Functional localizer tasks allow researchers to identify brain regions in each individual's brain, using a combination of anatomical and functional constraints. In this study, we compare three social cognitive localizer tasks, designed to efficiently identify regions in the "Pain Matrix," recruited in response to a person's physical pain, and the "Theory of Mind network," recruited in response to a person's mental states (i.e. beliefs and emotions). Participants performed three tasks: first, the verbal false-belief stories task; second, a verbal task including stories describing physical pain versus emotional suffering; and third, passively viewing a non-verbal animated movie, which included segments depicting physical pain and beliefs and emotions. All three localizers were efficient in identifying replicable, stable networks in individual subjects. The consistency across tasks makes all three tasks viable localizers. Nevertheless, there were small reliable differences in the location of the regions and the pattern of activity within regions, hinting at more specific representations. The new localizers go beyond those currently available: first, they simultaneously identify two functional networks with no additional scan time, and second, the non-verbal task extends the populations in whom functional localizers can be applied. These localizers will be made publicly available. Copyright © 2015 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Gesture and Signing in Support of Expressive Language Development

ERIC Educational Resources Information Center

Baker-Ramos, Leslie K.

2017-01-01

The purpose of this teacher inquiry is to explore the effects of signing and gesturing on the expressive language development of non-verbal children. The first phase of my inquiry begins with the observations of several non-verbal students with various etiologies in three different educational settings. The focus of these observations is to…

Cross-cultural recognition of basic emotions through nonverbal emotional vocalizations

PubMed Central

Sauter, Disa A.; Eisner, Frank; Ekman, Paul; Scott, Sophie K.

2010-01-01

Emotional signals are crucial for sharing important information, with conspecifics, for example, to warn humans of danger. Humans use a range of different cues to communicate to others how they feel, including facial, vocal, and gestural signals. We examined the recognition of nonverbal emotional vocalizations, such as screams and laughs, across two dramatically different cultural groups. Western participants were compared to individuals from remote, culturally isolated Namibian villages. Vocalizations communicating the so-called “basic emotions” (anger, disgust, fear, joy, sadness, and surprise) were bidirectionally recognized. In contrast, a set of additional emotions was only recognized within, but not across, cultural boundaries. Our findings indicate that a number of primarily negative emotions have vocalizations that can be recognized across cultures, while most positive emotions are communicated with culture-specific signals. PMID:20133790

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

ERIC Educational Resources Information Center

Saigh, Philip A.

1981-01-01

Moderate correlations were observed between the grade point average and nonverbal battery IQ scores of the Lorge Thorndike Intelligence Test administered to 27 elementary school students representing 12 countries during their first semester at a private American school overseas. Reasons are cited for additional research needs in the United States…

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…

Validating emotional attention regulation as a component of emotional intelligence: A Stroop approach to individual differences in tuning in to and out of nonverbal cues.

PubMed

Elfenbein, Hillary Anger; Jang, Daisung; Sharma, Sudeep; Sanchez-Burks, Jeffrey

2017-03-01

Emotional intelligence (EI) has captivated researchers and the public alike, but it has been challenging to establish its components as objective abilities. Self-report scales lack divergent validity from personality traits, and few ability tests have objectively correct answers. We adapt the Stroop task to introduce a new facet of EI called emotional attention regulation (EAR), which involves focusing emotion-related attention for the sake of information processing rather than for the sake of regulating one's own internal state. EAR includes 2 distinct components. First, tuning in to nonverbal cues involves identifying nonverbal cues while ignoring alternate content, that is, emotion recognition under conditions of distraction by competing stimuli. Second, tuning out of nonverbal cues involves ignoring nonverbal cues while identifying alternate content, that is, the ability to interrupt emotion recognition when needed to focus attention elsewhere. An auditory test of valence included positive and negative words spoken in positive and negative vocal tones. A visual test of approach-avoidance included green- and red-colored facial expressions depicting happiness and anger. The error rates for incongruent trials met the key criteria for establishing the validity of an EI test, in that the measure demonstrated test-retest reliability, convergent validity with other EI measures, divergent validity from factors such as general processing speed and mostly personality, and predictive validity in this case for well-being. By demonstrating that facets of EI can be validly theorized and empirically assessed, results also speak to the validity of EI more generally. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Impairment of nonverbal recognition in Alzheimer disease: a PET O-15 study.

PubMed

Anderson, K E; Brickman, A M; Flynn, J; Scarmeas, N; Van Heertum, R; Sackeim, H; Marder, K S; Bell, K; Moeller, J R; Stern, Y

2007-07-03

To characterize deficits in nonverbal recognition memory and functional brain changes associated with these deficits in Alzheimer disease (AD). Using O-15 PET, we studied 11 patients with AD and 17 cognitively intact elders during the combined encoding and retrieval periods of a nonverbal recognition task. Both task conditions involved recognition of line drawings of abstract shapes. In both conditions, subjects were first presented a list of shapes as study items, and then a list as test items, containing items from the study list and foils. In the titrated demand condition, the shape study list size (SLS) was adjusted prior to imaging so that each subject performed at approximately 75% recognition accuracy; difficulty during PET scanning in this condition was approximately matched across subjects. A control task was used in which SLS = 1 shape. During performance of the titrated demand condition, SLS averaged 4.55 (+/-1.86) shapes for patients with AD and 7.53 (+/-4.81) for healthy elderly subjects (p = 0.031). However, both groups of subjects were closely matched on performance in the titrated demand condition during PET scanning with 72.17% (+/-7.98%) correct for patients with AD and 72.25% (+/-7.03%) for elders (p = 0.979). PET results demonstrated that patients with AD showed greater mean differences between the titrated demand condition and control in areas including the left fusiform and inferior frontal regions (Brodmann areas 19 and 45). Relative fusiform and inferior frontal differences may reflect the Alzheimer disease (AD) patients' compensatory engagement of alternate brain regions. The strategy used by patients with AD is likely to be a general mechanism of compensation, rather than task-specific.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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…

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

ERIC Educational Resources Information Center

Little, Liza

2003-01-01

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