Immediacy can be enacted either verbally or

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.

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.

The Moro reaction: More than a reflex, a ritualized behavior of nonverbal communication.

PubMed

Rousseau, Pierre V; Matton, Florence; Lecuyer, Renaud; Lahaye, Willy

2017-02-01

To propose a phylogenetic significance to the Moro reflex which remains unexplained since its publication in 1918 because both hands are free at the end of the gesture. Among the 75 videos of healthy term newborns we have filmed in a research project on antenatal education to parenthood, we describe a sequence that clearly showed the successive movements of the Moro reflex and we report the occurrence of this reflex in the videos that were recorded from Time 0 of birth defined as the moment that lies between the birth of the thorax and the pelvis of the infant. The selected sequence showed the following succession of the newborn's actions: quick extension-adduction of both arms, the orientation of the body, head and eyes towards a human person, and full extension-abduction of both arms with spreading of the fingers, crying and a distressed face. There were 13 Moro reflexes between 2 and 14s from Time 0 of birth. We found a significant association between the occurrence of the Moro reflex and the placement of the newborn at birth in supine position on the mother's abdomen (p=0.002). The quick extension-adduction of both arms which started the sequence may be considered as a startle reflex controlled by the neural fear system and the arm extension-adduction which followed as a Moro reflex. The characteristics of all Moro reflexes were those of ritualization: amplitude, duration, stereotype of the gestures. This evolutionary process turns a physiological behavior, grasping in this case, to a non-verbal communicative behavior whose meaning is a request to be picked up in the arms. The gestures associated with the Moro reflex: crying and orientation of the body, head, and eyes towards a human person, are gestures of intention to communicate which support our hypothesis. The neural mechanism of the Moro reaction probably involves both the fear and the separation-distress systems. This paper proposes for the first time a phylogenetic significance to the Moro reflex: a

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.

Differential Use of Paralanguage and Nonverbal Behavior by Tutors as a Function of Relative Age of the Student. Technical Report No. 491.

ERIC Educational Resources Information Center

Plazewski, Joseph G.; Allen, Vernon L.

Twenty-four college students served as tutors in an examination of the use of paralanguage and nonverbal behavior in presenting a lesson intended for an adult of the tutor's age and for a child. Each subject was tape recorded twice while reading verbatim a lesson from a grade school textbook. Before each taping, the subject was told that the…

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

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.

A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study

PubMed Central

2016-01-01

Background In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students’ awareness of their nonverbal communication. Objective This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. Methods We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1–5 (group A) or to complete EQClinic training during weeks 8–11 (group B). EQClinic delivered an automated visual presentation of students’ nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6–7 and 12–13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students’ performance during face-to-face consultations pre- and postexposure to EQClinic. Results We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4–16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior

A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study.

PubMed

Liu, Chunfeng; Lim, Renee L; McCabe, Kathryn L; Taylor, Silas; Calvo, Rafael A

2016-09-12

In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students' awareness of their nonverbal communication. This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1-5 (group A) or to complete EQClinic training during weeks 8-11 (group B). EQClinic delivered an automated visual presentation of students' nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6-7 and 12-13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students' performance during face-to-face consultations pre- and postexposure to EQClinic. We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4-16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed

Designing virtual audiences for fear of public speaking training - an observation study on realistic nonverbal behavior.

PubMed

Poeschl, Sandra; Doering, Nicola

2012-01-01

Virtual Reality technology offers great possibilities for Cognitive Behavioral Therapy of fear of public speaking: Clients can be exposed to virtual fear-triggering stimuli (exposure) and are able to role-play in virtual environments, training social skills to overcome their fear. Usually, prototypical audience behavior (neutral, social and anti-social) serves as stimulus in virtual training sessions, although there is significant lack of theoretical basis on typical audience behavior. The study presented deals with the design of a realistic virtual presentation scenario. An audience (consisting of n=18 men and women) in an undergraduate seminar was observed during three frontal lecture sessions. Behavior frequency of four nonverbal dimensions (eye contact, facial expression, gesture, and posture) was rated by means of a quantitative content analysis. Results show audience behavior patterns which seem to be typical in frontal lecture contexts, like friendly and neutral face expressions. Additionally, combined and even synchronized behavioral patterns between participants who sit next to each other (like turning to the neighbor and start talking) were registered. The gathered data serve as empirical design basis for a virtual audience to be used in virtual training applications that stimulate the experiences of the participants in a realistic manner, thereby improving the experienced presence in the training application.

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

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.

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…

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…

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…

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.

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

What are the two types of immediacy?

What is verbal and nonverbal immediacy?

What is immediacy in communication?

Are immediacy behaviors only nonverbal?