No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Non-Verbal Communication in Human Interaction
... For example, one often hears statements such as the following: ''You can tell that the team has given up;'' ''from looking at their body language, one suspects they've lost belief in their ability to turn the game around;'' or ''the player is absolutely dominating her opponent.'' According to evolutionary accounts of nonverbal behavior (NVB; the scientific term for what is colloquially referred to as body language), this is not surprising as humans have evolved to be especially well equipped for communicating important internal states nonverbally-displaying emotional states and interpreting these (Argyle, 1972;Darwin, 1872Darwin, /1998Ekman 1992;Shariff & Tracy, 2011) or communicating social intentions (Fridlund, 1994). For example, it has been suggested that primates send submissive nonverbal cues when losing a fight in order to avoid further potential lifethreatening attacks (de Waal, 1998). ...
... are inclined to form some sort of impression based (to some extent) on the NVB they are observing (Kleck & Strenta, 1980): For example, 'this person seems very confident and in control of the situation'. Actually, it is impossible to convey no particular impression nonverbally as people cannot refrain from behaving nonverbally (Argyle, 1972 perceived. This means that the information processing system of humans is hard-wired to pick up this kind of information without needing any additional contribution of higher order cognitive processes (e.g., located in the frontal lobes of the brain). ...
... NVBs does not only affect impression formation, but has further been shown to affect a variety of subsequent interpersonal outcomes, including cognition, emotion, behavior, and performance (e.g., Argyle, 1972;Freeman & Ambady, 2011;Fridlund, 1994;Matsumoto et al., 2013;Warr & Knapper, 1968 for reviews). Although, the reviewed ecological theories of person perception (McArthur & Baron, 1983;Zebrowitz & Collins, 1997) predict that the perception of certain NVBs that are of high ecological utility (e.g., threat displays) might determine behavior directly (without further higher order cognitive involvement), the influence of perceiving NVB on behavior is usually assumed to be mediated via additional cognitive and emotional processing. ...
Research on nonverbal behavior (NVB) has been a focal topic in multiple disciplines. Surprisingly the field of sport has been widely unaffected by this research. This might be even more surprising considering how often body language is mentioned in the context of sports (e.g., by commentators of sports broadcasts). The present habilitation project aimed to address this research gap by systematically investigating expressive features of NVB that are associated with certain internal states and (potentially) influence personal and interpersonal outcomes in the broader context of sport. In this endeavor, I first outline a theoretical framework to investigate NVB in sport that is derived from modern evolutionary theory and continue to argue how this framework is not only helpful in understanding NVB in sports, but also in exploiting the context of sports to shed light on human nature (Furley, 2019). This framework served to empirically address three main research questions with 58 studies and 3933 participants.
Research question 1: Are there correlations between athletes’ and officials NVB and their internal states; and can observers accurately decode these correlations in the broader context of sports? 31 Experiments in 11 peer-reviewed publications provided converging evidence that humans are highly efficient at communicating internal states in the context of sports and people, in general, are sensitive to the nonverbal displays of others. The evidence showed that athletes and officials encode information in their NVB about how they are currently feeling and/or are likely to behave/perform in the future. Observers could decode these NVB and draw accurate inferences from them.
Research question 2: Are there individual differences in the accuracy of drawing inferences from observations of NVB? 10 Experiments in 5 peer-reviewed publications demonstrated that decoding NVB in sports seems to be a fairly general skill. That is, almost all of our participants were able to decode NVB in sports to some degree (instead of just guessing). Few variables were related to greater accuracy (i.e., age/developmental differences), some were related to higher accuracy in specific tasks (i.e., emotional intelligence; a person’s need for power), whereas other variables surprisingly were not (i.e., gender, domain-specific sports knowledge, autism-spectrum-disorder).
Research question 3: How can and does the observation of NVB affect person perception, impression formation, and social interactions in sports? 27 Experiments in 11 peer-reviewed publications provided converging evidence that the NVB of athletes in combination with other visual information (e.g., skin-color, physical size) affects impression formation amongst observers (e.g., opponents and team-mates). The resulting impressions were further shown to affect cognitions, feelings, behavior, and performance.
The present habilitation project has corroborated, transferred, and extended research on NVB and person perception in sports. Most importantly, the research conducted has established a substantial knowledge base—that had been missing to date—on an important topic in sports that has received much public discussion (e.g., in the sports media), but not in sports science. The research program exemplifies a useful empirical approach of integrating meta-theoretical assumptions from evolutionary theory with middle-level theories and empirical findings in sports science. The thesis concludes by discussing the implications of the studies for evidence-based practice in sports and by highlighting potential future research avenues in the study of NVB in sports.
... A ritual may be verbal or nonverbal and very often is both. It consists of such elements as body movements, gesturing, touching, eye gaze, use of space and words, as well as paralinguistic sounds; all of them send a message (cf., e.g., Birdwhistell 1952Birdwhistell , [1970 1990; Knapp et al. [2007Knapp et al. [ ] 2014. Additionally, in the case of rituals, they have a symbolic meaning (cf. ...
... A ritual may be verbal or nonverbal and very often is both. It consists of such elements as body movements, gesturing, touching, eye gaze, use of space and words, as well as paralinguistic sounds; all of them send a message (cf., e.g., Birdwhistell 1952Birdwhistell , [1970 1990; Knapp et al. [2007Knapp et al. [ ] 2014. Additionally, in the case of rituals, they have a symbolic meaning (cf. ...
... We have encountered a whole range of nonverbal communication elements, starting with time and environment. Time, something so seemingly intangible, perceived differently in various cultures (Hall 1959;Ricoeur 1975), is a very important part of "the communicative environment" (Knapp et al. [2007(Knapp et al. [ ] 2014. Going on pilgrimage, especially being in the place of the pilgrimage where the pilgrims perform rituals, is a form of retreat where time is suspended. ...
There are endless lists of academic publications on pilgrimage and on nonverbal communication, but very rarely if at all, do these two phenomena meet together in the same one, hence the author’s attempt to bring them together here. In this article the author discusses nonverbal communication in the context of pilgrimage rituals. Since rituals are carried out both physically and mentally, their performance requires the involvement of all the senses. A ritual may be verbal or nonverbal and very often is both. All elements of the ritual send a message. Thus, ritual communicates—it is a source of information about the individual retrieved by others—but it is not only that, as it also effects the mind, thoughts and spirituality of the individual. It has enormous influence on the well-being of a person; it is therapeutic. The author describes and analyzes single rituals related to the well, the tree, various kinds of stones, and other objects located on pilgrimage routes. While doing this, the author takes a phenomenological approach. She bases her analysis of nonverbal communication mainly on ethnographic materials. She also utilizes sources from the areas of archeology, anthropology, sociology and psychology. They are supplemented by her own participant observation at many pilgrimage places in Ireland over the period 1995–2012.
... Therefore, theoretically, a moderate strategy with progressive pitch variations could be the best option (Rodero et al., 2022). On the contrary, if there are not many pitch changes, the sequence can sound monotonous and dull; thus, less effective and attractive (Glass, 1991;Knapp and Hall, 2007;Rodero, 2013). An unsuccessful speaker is monotonous (Strangert and Gustafson, 2008). ...
... The second-best style was many pitch variations, as a more expressive voice is always better perceived than dull strategies (Rodero et al., 2022). Therefore, the less effective and attractive style was few variations, as it sounded more monotonous, and this characteristic hindered perception (Knapp and Hall, 2007;Strangert and Gustafson, 2008). ...
Some non-verbal cues, such as voice pitch and gestures, can influence the individual's emotional response to different messages. For this reason, non-verbal communication can be understood as the language of emotion, while the content is the language of ideas. But the research question here is what voice pitch and hand gesture strategies are more effective, attractive, and elicit a stronger emotional response. To answer this question, this study analyzes some pitch and hand gesture strategies in public discourses. In the experiment, 120 participants were exposed to different public presentations with three conditions for voice pitch (few, medium, and many variations) and three for hand gestures (smooth, medium, and strong intensity). Then, they rated the effectiveness and attractiveness levels and self-report arousal and valence while their emotional response was registered. Physiological arousal was measured with electrodermal activity (EDA) and valence with facial expression recognition. Participants perceived the medium pitch variations and the medium intensity of gestures as the most effective and attractive strategies with the highest self-reported arousal and valence. The combination that elicited the strongest autonomic arousal was medium pitch variations-strong gestures. Finally, the most positive emotional valence was for many pitch variations and medium gestures and the happiest for the combination many-strong.
... Since Efron's studies on culture and the production of gestures (Efron, 1941), researchers have investigated the influence of culture on the perception of gestures in intercultural exchanges (Ekman, 1976;Friesen, Ekman, & Wallbott, 1979) and have argued that some may be classified as culture-specific. A shoulder shrug, for example, is seen as a sign of confidence in the Middle East but means the opposite in most Western countries (Jokinen & Allwood, 2010), while a thumbs-up, which is understood as a representation of 'good' in Western countries, is considered obscene in the Middle East (Knapp & Hall, 2006). Gestures have also been linked to individuals being perceived as more composed, more competent (Maricchiolo et al., 2009) and have been found to influence observers' preference as individuals who produce gestures are usually liked more than those who do not (Kelly & Goldsmith, 2004). ...
... Despite the automaticity of the production of illustrators, research has shown that gestural form and use conventions are influenced by cultural norms (Gullberg, 2006). Previous research has also shown that different gestures may be decoded differently by interlocutors from different cultural backgrounds (Jokinen & Allwood, 2010;Knapp & Hall, 2006). Therefore, it is possible, as examiner F stated, that the unique illustrators used by test-taker 6 might have caused distractions during the assessment of her performance in the face-to-face speaking test. ...
This study investigated the role of gestures, smiles, and eye contact on scores assigned to English-as-an-additional-language (EAL) speakers during standardized face-to-face speaking tests. Four English-as-a-first-language examiners and four EAL test-takers participated in simulated IELTS Speaking Tests. Qualitatively, an inductive thematic analysis was conducted. Quantitatively, scores were holistically (overall scores assigned) and analytically (by criterion). Nonverbal cues were examined by the total number of cues produced by all test-takers, the frequency of production by test-taker, the frequency of production of subcategories of nonverbal cues by test-taker, and by production alongside speech or in isolation. Mimicry of nonverbal cues generated by test-takers was investigated. Test-takers’ lexical range was also analyzed vis-à-vis the scores assigned to the criterion lexical resource. Conclusions drawn from the triangulation of data sources indicate that nonverbal cues may have played a role in the assessment of the criteria fluency and coherence and pronunciation. This study adds to the current body of literature on second language assessment, which has suggested that variables other than language proficiency may play a role in scores assigned to test-takers during face-to-face speaking tests.
... Particularly in the context of EC, nonverbal cues carry more meaning than verbal cues (Haase & Tepper, 1972;Mehrabian, 2017). The meaning that is then attributed to these verbal and/or nonverbal cues depends on the context in which these cues were manifested (Burgoon et al., 2009;Knapp et al., 2013). In this framework, the term context can refer to a variety of frames of reference (e.g., interactional, temporal, physical, spatial) that are relevant to a certain interaction (Burgoon et al., 2009). ...
... These results suggest that doctors and patients found ways to connect with one another that is not limited by interpreters' alterations or disengaged demeanor. This is consistent with the idea that individuals rely on the overall co-occurrence and contexts of verbal and nonverbal cues, rather than the use of specific cues, to interpret meanings in emergent, dynamic interactions (Knapp et al., 2013). Moreover, the doctors and patients in our study emphasized the importance of their nonverbal interaction to assess each other's emotions and empathy (see section 3.2.1 in this article). ...
... These reciprocal processes are crucial to efficient interindividuals relationships. Specifically, during interpersonal interactions, non-verbal information conveyed by facial expressions, body postures, and hand movements represents a key channel through which others express their intentions and their willingness to make connections ( Argyle, 1972 ). ...
Interpersonal interactions rely on various communication channels, both verbal and non-verbal, through which information regarding one's intentions and emotions are perceived. Here, we investigated the neural correlates underlying the visual processing of hand postures conveying social affordances (i.e., hand-shaking), compared to control stimuli such as hands performing non-social actions (i.e., grasping) or showing no movement at all. Combining univariate and multivariate analysis on electroencephalography (EEG) data, our results indicate that occipito-temporal electrodes show early differential processing of stimuli conveying social information compared to non-social ones. First, the amplitude of the Early Posterior Negativity (EPN, an Event-Related Potential related to the perception of body parts) is modulated differently during the perception of social and non-social content carried by hands. Moreover, our multivariate classification analysis (MultiVariate Pattern Analysis - MVPA) expanded the univariate results by revealing early (<200 ms) categorization of social affordances over occipito-parietal sites. In conclusion, we provide new evidence suggesting that the encoding of socially relevant hand gestures is categorized in the early stages of visual processing.
... Communication is generally defined as having both a verbal and non-verbal component. Whereas verbal communication often refers to the words we use in communication, non-verbal communication refers to communication that is produced by some means other than words (eye contact, body language, or vocal cues (Knapp & Hall, 1997). Malandro and Barker (1989) describes non-verbal communication as "the process by which non-verbal behaviors are use, either singly or in combination with verbal behaviors, in the exchange and interpretation of messages with a given situation or context". ...
... Mutual gaze and gaze aversions are two basic types that usually occur in conversations between humans. Listeners often fixate on speakers' eyes or faces to signal their interest and involvement in speech contents, and the speakers will glance at the listeners to get feedback about their speech (Argyle, 1972). The gaze aversions could happen in an embarrassing situation or cognitive effort (Andrist, Tan, Gleicher, & Mutlu, 2014). ...
Robot gaze and voice are essential anthropomorphic features to promote users' engagement in voice conversations. Earlier research chiefly examined how robot gaze and voice human-likeness separately influenced users' subjective perception. When implementing gaze on robots with different human-like voices, there has little evidence of their possible interaction effects, particularly on users' visual attention and cerebral activity, which could help to understand the perceptual and cognitive processing of anthropomorphic features. Therefore, a within-subject experiment of voice conversations with diverse robot gaze (gaze versus no gaze) and human-like voices (high human-like versus low human-like) using subjective reporting, eye-tracker, and fNIRS was conducted. The results showed that the robot with gaze or a high human-like voice evoked more pleasure, higher arousal, more perceived likability, and less negative attitudes. Robot gaze significantly increased users' average fixation durations and total fixation time, while voice human-likeness prolonged first fixation durations. Moreover , the robot with a high human-like voice (or gaze) induced increased activity in the left DLPFC and decreased activity in the right Broca's area than that had no gaze (or a low human-like voice). The results suggest that robot gaze might chiefly capture users' sustained attention, voice human-likeness might attract users' initial attention, and they might jointly influence users' perceptual processing of prosodic features and emotional processing.
... The fourth level of annotation was the attitude of students. We used the model of Argyle [12] which contains two categories of attitude: friendly and hostile. It consists in identifying the relational aspect and the behavior adopted by the students towards their teachers or their classmates when writing their comments. ...
... It is imperative to state that nonverbal communication is used in language teaching and learning to amplify, regulate, substitute, accent, and reinforce spoken messages that words cannot (Knapp and Hall, 2006). In our schools today, particularly at the primary and secondary levels, observation reveals that the place of nonverbal communication input is now substituted by code-switching and codemixing during English language classes. ...
Communication has always been a problem between interlocutors, especially in a setting where a second or foreign language is the medium of instruction. Therefore, this work identifies the mode of nonverbal communication in an English as a Second Language (E.S.L.) classroom as one strategy to overcome communication barriers between the language teacher and his students. Here, the multicultural nonverbal mode that transcends cultural and linguistic boundaries resolves the quagmire of comprehension and clarity by reinforcing messages that words are incapable of delivering successfully to the language learner, as a famous maxim has it that actions speak louder and even more precisely than words. Therefore, our presentation principally examines the roles such nonverbal cues as body language and paralinguistic accompaniments play in Nigeria's English Language teaching and learning environment. To justify the use of a nonverbal form of communication to bridge linguistic and communication gaps in a Second Language (L2) class, this delivery is premised on the theoretical frameworks of Hargie (2011), Oster et al. (1992), and Kibrik (1992). It is suggested that language teachers and instructors perfect the use of gestures and extra-linguistic modes as alternatives to communicate meaning to their non-English audience.
... The research hypothesis proposed that learners with high language anxiety using the Text + Sound + Phonetic Symbols + Face Gestures (TSPF) mode attained higher achievement scores than learners with high language anxiety using the Text + Sound + Phonetic Symbols + Mouth Movements (TSPM) mode. The findings in this study supported the hypothesis, and in fact, learners with low, medium and high language anxiety levels also attained higher achievement scores in TSPF mode compared to the other two modes, TSP and TSPM as demonstrated in Table 3. Face gestures are a form of kinesics used to non-verbally transmit linguistic information (Knapp & Hall, 2006). The face gestures of the narrator draw learners' attention to the specific aspect which guides learners to focus on the non-verbal signals that are closely tied to correct pronunciation. ...
This study aims to investigate the effects of epronounce TM on learners with different levels of language anxiety in learning pronunciation. epronounce TM was designed and developed in three presentation modes: Text+Sound+Phonetic Symbols (TSP), Text+Sound+Phonetic Symbols+Mouth Movements (TSPM), and Text+Sound+Phonetic Symbols+Face Gestures (TSPF) to digitally engage learners for improved learning outcomes. The respondents of this study, 329 Primary Five students, were sorted according to their language anxiety levels based on their Foreign Language Class Anxiety Scale (FLCAS) scores. The participants were randomly assigned to the presentation modes, and the intervention was performed for five weeks. The Pronunciation Competence Test was used as a pretest and a posttest to evaluate the pronunciation performance. Analyses of covariance (ANCOVA) and pairwise comparisons were conducted to examine the main effects and the interaction effects. The findings showed that there was no significant difference in the achievement scores attained by learners with different levels of language anxiety in the three presentation modes. Learners with medium language anxiety attained the highest achievement scores. Overall, the TSPF mode yielded the highest achievement scores compared to the other two modes. The findings of this study suggest that online learning environments in epronounce TM creates a non-threatening, positive and engaging atmosphere in engaging learners to participate actively in the learning activities regardless of their language anxiety levels. Seemingly, digital engagement is able to bring the low and high language anxiety students to medium language anxiety level for optimal learning under optimal learning condition as explained in the curvilinear relationship between anxiety and performance. Furthermore, the social partnership between the learners and the on-screen narrator in TSPF mode was established, as stipulated by the social agency theory. This digital engagement improves the learners' schema activation, level of cognitive processing, quality of learning, and ultimately increases the probability of positive knowledge transfer.
... Further examples of situational effects can be found in the related investigative interviewing literature on 'context manipulation', that is, techniques to modify the interview space to maximise the probability of obtaining accurate and reliable information (Kelly et al., 2013). Context manipulation research finds that elements relating to the physical environment in which an interview is conducted, such as lighting, decoration, and room size can have an effect on interpersonal communication, disclosure, and interview outcomes (Chaikin et al., 1976;Dawson et al., 2017Dawson et al., , 2017Dawson et al., , 2017Gifford, 1988;Kelly et al., 2013;Knapp et al., 2013). Some even demonstrate how such elementsincluding physical restraints-can be used strategically to exert or reduce coercive pressure (Goodman-Delahunty & Sivasubramaniam, 2013) and/or build rapport with interviewees (Goodman-Delahunty et al., 2014;Hoogesteyn et al., 2019). ...
Veracity judgements are important in legal and investigative contexts. However, people are poor judges of deception, often relying on incorrect behavioural cues when these may reflect the situation more than the sender's internal state. We investigated one such situational factor relevant to forensic contexts: handcuffing suspects. Judges—police officers (n = 23) and laypersons (n = 83)—assessed recordings of suspects, providing truthful and deceptive responses in an interrogation setting where half were handcuffed. Handcuffing was predicted to undermine efforts to judge veracity by constraining suspects' gesticulation and by priming stereotypes of criminality. It was found that both laypersons and police officers were worse at detecting deception when judging handcuffed suspects compared to non‐handcuffed suspects, while not affecting their judgement bias; police officers were also overconfident in their judgements. The findings suggest that handcuffing can negatively impact veracity judgements, highlighting the need for research on situational factors to better inform forensic practice.
... increase individuals' liking for each other ( Knapp et al., 2014 ). In experiment 1, we expanded the association between spatial proximity and liking into group communication and found that participants in the close group paid more attention to each other's ideas and became more cooperative. ...
Non-verbal cues tone our communication. Previous studies found that non-verbal factors, such as spatial distance and gaze direction, significantly impact interpersonal communication. However, little is known about the behind multi-brain neural correlates and whether it could affect high-level creative group communication. Here, we provided a new, scalable, and neuro-based approach to explore the effects of non-verbal factors on different communication tasks, and revealed the underlying multi-brain neural correlates using fNIRS-based hyperscanning technique. Across two experiments, we found that closer spatial distance and more direct gaze angle could promote collaborative behaviors, improve both creative and non-creative communication outcomes, and enhance inter-brain neural synchronization. Moreover, compared to the non-creative communication task, participants’ inter-brain network was more intertwined when performing the creative communication task. These findings suggest that close spatial distance and direct gaze serve as positive social cues, bringing interacting brains into alignment and optimizing inter-brain information transfer, thus improving communication outcomes.
... They can be classified as verbal or non-verbal (Tojo et al., 2000;Mavridis, 2015). In human interaction, non-verbal communication can explain and supplement verbal communication, improve communication efficiency, and make dialog more lively (Mehrabian and Williams, 1969;Argyle, 1972). In HRI, these social cues also affect people's perception and opinion of robots (Fong et al., 2003;Hancock et al., 2011). ...
Since their development, social robots have been a popular topic of research, with numerous studies evaluating their functionality or task performance. In recent years, social robots have begun to be regarded as social actors at work, and their social attributes have been explored. Therefore, this study focused on four occupational fields (shopping reception, home companion, education, and security) where robots are widely used, exploring the influence of robot gestures on their perceived personality traits and comparing the gesture design guidelines required in specific occupational fields. The study was conducted in two stages. In the first stage, an interactive script was developed; moreover, observation was employed to derive gestures related to the discourse on the fields of interest. The second stage involved robot experimentation based on human–robot interaction through video. Results show that metaphoric gestures appeared less frequently than did deictic, iconic, or beat gestures. Robots’ perceived personality traits were categorized into sociality, competence, and status. Introducing all types of gestures helped enhance perceived sociality. The addition of deictic, and iconic gestures significantly improved perceived competence and perceived status. Regarding the shopping reception robot, after the inclusion of basic deictic and iconic gestures, sufficient beats gestures should be implemented to create a friendly and outgoing demeanor, thereby promoting user acceptance. In the home companion, education, and security contexts, the addition of beat gestures did not affect the overall acceptance level; the designs should instead be focused on the integration of the other gesture types.
... Indeed, this approach is particularly relevant for interrogations to describe the dynamic interplay among individual, dyadic, and environmental processes during nonverbal interactions. This includes facial expressions (e.g., eye movements and facial expressions), voice, body movements, gesture and posture, proximity and distance, touch, and physical appearance (Knapp et al., 2014;Lorei and Litzke, 2014;Eaves and Leathers, 2018;Thielgen et al., 2020Thielgen et al., , 2022Telser et al., 2022). Regarding verbal communication, different communication facets must be differentiated (e.g., content, relationship, appeal, selfdisclosure, and the "four sides of a message" model; Schulz von Thun, 1981a; face work and the "S.A.V.E." model; Rogan and Hammer, 2002). ...
Interrogation is a core task of practical police work. The outcomes of interrogation often provide crucial evidence for solving criminal cases. The success of interrogation depends on interactions between police officers and citizens. Based on a comprehensive literature overview, we propose a three-factor typology for interrogations by police officers. First, the competencies of police officers refer to the application of personal, professional, social, and methodological capabilities. The underlying concept of interrogation refers to the application of both explicit and implicit experience-based interrogation models. Communication refers to the goal-directed application of communication tactics and techniques. According to this typology, we discuss the major objectives of police interrogation in police service and training from police officers’ perspectives. The present study provides guidance for practical police services and training by offering an evidence-based interrogation standard.
... For example, a human coworker may offer situation-specific and unique suggestions that are inferred from, and relevant to, their real-time interaction, and that thus have the potential to explain a situation in different ways to aid comprehension (e.g., Garvey et al., 2009). Plus, coworkers can signal enthusiasm or support through various non-verbal channels as well (Argyle, 1972;Sethi & Seth, 2009). By contrast, robots in the workplace are ill-equipped to respond in novel and custom ways to provide feedback or further instruction (Pan & Endo, 2019;Wirtz et al., 2019). ...
The growing trend of introducing robots into employees’ work lives has become increasingly salient during the global COVID‐19 pandemic. In light of this pandemic, it is likely that organizational decision‐makers are seeing value in coupling employees with robots for both efficiency‐ and health‐related reasons. An unintended consequence of this coupling, however, may be an increased level of work routinization and standardization. We draw primarily from the model of passion decay from the relationship and clinical psychology literature to develop theory and test a model arguing that passion decays as employees increasingly interact with robots for their work activities. We demonstrate that this passion decay leads to an increase of withdrawal behavior from both the domains of work and family. Drawing further from the model of passion decay, we reveal that employees higher in openness to experience are less likely to suffer from passion decay upon more frequent interactions with robots in the course of work. Across a multi‐source, multi‐wave field study conducted in Hong Kong (Study 1) and a simulation‐based experiment conducted in the United States (Study 2), our hypotheses received support. Theoretical and practical implications are discussed.
... There are a host of subtle cues that create social fluidity which go beyond simply making the appropriate response in terms of verbal content, such as timing, cadence, appropriate social pauses, and spatial behavior during the communicative context [4,5]. In addition, non-verbal behavior can be considered as a communicative signal itself, and should be regarded as such in conjunction with verbal actions, since verbal and non-verbal action may be expected to co-occur and at times replace each other [6,7]. There also exists a need for a delicate balance between predictability and unpredictability as it relates to the mental model of one interaction partner toward the other [8]. ...
The development of new approaches for creating more “life-like” artificial intelligence (AI) capable of natural social interaction is of interest to a number of scientific fields, from virtual reality to human–robot interaction to natural language speech systems. Yet how such “Social AI” agents might be manifested remains an open question. Previous research has shown that both behavioral factors related to the artificial agent itself as well as contextual factors beyond the agent (i.e., interaction context) play a critical role in how people perceive interactions with interactive technology. As such, there is a need for customizable agents and customizable environments that allow us to explore both sides in a simultaneous manner. To that end, we describe here the development of a cooperative game environment and Social AI using a data-driven approach, which allows us to simultaneously manipulate different components of the social interaction (both behavioral and contextual). We conducted multiple human–human and human–AI interaction experiments to better understand the components necessary for creation of a Social AI virtual avatar capable of autonomously speaking and interacting with humans in multiple languages during cooperative gameplay (in this case, a social survival video game) in context-relevant ways.
... Personality can be expressed with multiple communication channels due to the flexibility of today's virtual agents and social robots. These expressions are commonly adapted from psychological findings about human communication, such as those summarized by Knapp et al. [2014]. First of all, the linguistic content of utterances can be used to express personality. ...
... L'allocutaire se manifeste également pour exprimer son attention (e.g., backchannels), signifier qu'il souhaite le tour (e.g., regarder le locuteur, incliner la tête, inspirer fortement, lever la main ou le doigt), ou qu'au contraire il le refuse (e.g. posture relâchée, silence, regard fuyant) (Knapp, 1978). ...
Le toucher dans l’interaction sociale a largement été étudié en coprésence. Ses nombreuses fonctions ont ainsi été mises en évidence dans divers contextes. Contexte qui apparaît comme crucial pour la compréhension des touchers. Cependant, les études réalisées à l’aide de dispositifs technologiques de toucher social médié se font pour la majorité hors contexte. Suivant une approche interactionniste de la communication, nous considérons que le sens du toucher est co-élaboré dans l’interaction par les participants à partir du contexte, et que ce contexte évolue au cours de l’interaction. Nous avons ainsi construit un cadre méthodologique permettant la mise en évidence des significations et fonctions du toucher social médié, ainsi que les processus sousjacents de co-élaboration. Dans une première étude, la récente pandémie de COVID-19 nous permet de constater les processus d’élaboration collective des nouvelles pratiques de toucher social. Deuxièmement, avec l’étude du toucher social médié hors contexte, nous mettons en évidence la possibilité de communiquer des significations émotionnelles à partir de stimuli visuo-tactiles (couleurs et vibrations). Dernièrement, au travers de deux études du toucher médié dans l’interaction sociale, nous soulignons trois catégories de fonctions du toucher médié, avec une redistribution fonctionnelle entre les modalités de l’interaction en comparaison aux interactions en coprésence. De plus, nous relevons les processus de coélaboration de ces fonctions, principalement basés sur le contexte interactionnel, soulignant la construction dans l’interaction des associations formes - fonctions.
... It has also been established that dress communicates the moral standards, cultural or religious values, social and socio-economic status of the family (Larsson, 2014;Manwa & Ndamba, 2011). Knapp and Hall (2010) posit that dress can reveal a person's sex, age, occupation and nationality. For example, well formally dressed teachers have been understood to be highly organised, knowledgeable, well-prepared and fair people (Kashem, 2019). ...
A national dress is a reflection of national consciousness towards the nation and its cultural heritage. Instead of simply being functional, a national dress is also a script that exhibits people's identities. This study examines how Zimbabweans identify with the national dress as a facet of achieving national identity. Qualitative research methods and Gramscianism were employed in the study. It is revealed that the majority of Zimbabweans fail to identify with the national dress due to political, cultural and economic reasons. The national dress is perceived as a campaign strategy being used by the state to achieve political expediency and to be seen as champion of moral as well as cultural regeneration. Some participants associate the dress with cultural imperialism and waste of resources. Very few participants take the dress as a positive step towards the decolonisation of cultural spaces and identities. Conclusively, the majority of Zimbabweans find the dress insignificant in their lives and in national identity construction.
... Em primeiro lugar, não há um espaço físico comum que funcione como sala de aula, dificultando o contato pessoal entre os professores e estudantes, bem como entre os próprios estudantes (Palloff & Pratt, 2005;Weiss, 2000). A ausência de comunicação presencial leva à perda de importantes estímulos auditivos -como o tom e a ênfase (Weiss, 2000) -e visuais -como as expressões da face e a linguagem corporal (Knapp, Hall & Horgan, 2013;Levitt, 1964;Palloff & Pratt, 2005) -, o que pode impactar sobre a aprendizagem (Weiss, 2000). Embora o EaD possua técnicas para minimizar essas consequências (Anderson & Dron, 2011;Rush et al., 2016;Moore & Diehl, 2018), o EER -implementado com urgência nesse contexto pandêmico -carece dos mesmos recursos de uma plataforma robusta de ensino remoto 3 (Joye, Moreira & Rocha, 2020;Laprairie & Hinson, 2006), caracterizando, portanto, uma intervenção muito precária, e com um sujeito de aprendizagem com perfil distinto dos que buscam o ensino à distância por vontade própria (Arruda, 2020;Joye et al., 2020;. ...
No ano de 2020, iniciou-se uma emergência de saúde pública mundial. A fim de frear a transmissão do SARS CoV-2, foram aplicadas medidas de distanciamento social, que reduziram o contato interpessoal e deflagraram mudanças profundas em comportamentos relacionados à interação social. Os sistemas educacionais ao redor do mundo têm se adaptado a esta nova realidade, adotando protocolos emergenciais caracterizados, em grande parte, pela substituição das atividades presenciais pelas virtuais. O objetivo deste artigo é dialogar sobre os impactos do distanciamento social no ensino superior através de uma abordagem neurofisiológica, conectando estresse, empatia e o contexto histórico do ensino emergencial quando comparado ao Ensino à Distância, além das ferramentas à nossa disposição e as complexidades do ambiente virtual. Os professores devem estar conscientes do impacto do estresse e do uso de ferramentas digitais e de ensino à distância na formação dos estudantes, buscando formas responsáveis de passar por este momento histórico e estratégias para lidar eficientemente com os desafios no ensino evocados pela pandemia.
... Social interaction was measured by verbal indicators, such as verbal communication and nonverbal indicators, such as laughing together or eye contact [51]. Thus, data gathering was based on video recordings of verbal and nonverbal communication among players. ...
Background:
Maintaining social relationships is a basic human need and particularly essential in old age, including when living in a retirement home. Multiplayer video games can promote positive social interactions among players from different generations while playing. Yet, such facilitation of positive social interactions depends on specific game design. To systematically investigate the effects of game design on social interaction between seniors and their coplayers, the game Myosotis FoodPlanet was developed in this study, and the impacts of 3 different game modes on social interaction were compared in a controlled field trial.
Objective:
This study aims to compare the effects of 3 different game modes (competitive, cooperative, and creative) on social interactions (verbal and nonverbal communication) between seniors and their younger coplayers.
Methods:
This study was conducted in a Swiss retirement home as a controlled field trial. Participants were residents of the retirement home (N=10; mean age 84.8 years, SD 5.9 years) and played in pairs with their caregivers. Each pair played 3 game modes in random order. This resulted in 30 game sequences of 20 minutes each. A within-subject design was applied with game mode as the within-factor and social interaction as the outcome variable. To assess the quality of social interaction, 30 video-recorded game sequences were analyzed based on an event sampling method.
Results:
Analysis of variance for repeated measurements revealed significant effects: there was significantly more verbal communication in the creative mode than in the cooperative mode (P=.04) with a strong effect size (Cohen f=0.611). An examination of verbal communication revealed more game-related communication in the creative mode than in the cooperative mode (P=.01) and the competitive mode (P=.09) with marginally significant effects and strong effect sizes (Cohen f=0.841). In addition, significantly more biography-related communication occurred in the creative mode than in the cooperative mode (P=.03), with a strong effect size (r=0.707). Regarding nonverbal communication (eg, laughing together), analysis of variance for repeated measurements showed significant differences among the game modes (P=.02) with a strong effect size (Cohen f=0.758). Results showed that there was significantly more laughing together in the competitive mode (competitive>cooperative>creative).
Conclusions:
The results show that game mode can be an important factor for shaping the social interactions of players playing together. Compared with other modes, creative game modes can increase verbal communication. In contrast, competitive modes may stimulate more laughing together. This has important implications for game design and the use of computer games to promote social interaction between seniors and their coplayers in practice.
... Emotions are usually expressed through facial expressions, body language, speech, and physiological signals. Knapp et al. proposed that body postures and movements are as important as facial expressions for the task of emotion analysis and understanding [18]. In addition, body gestures are also of great significance for the analysis of emotion intensity [6]. ...
In human-human interaction, body language is one of the most important emotional expressions. However, each emotion category contains abundant emotional body gestures, and basic emotions used in most researches are difficult to describe complex and diverse emotional states. It is costly to collect sufficient samples of all emotional expressions, and new emotions or new body gestures that are not included in the training set may appear during testing. To address the above problems, we design a novel mechanism that treats each emotion category as a collection of multiple body gesture categories to make better use of gesture information for emotion recognition. A Generalized Zero-Shot Learning (GZSL) framework is introduced to recognize both seen and unseen body gesture categories with the help of semantic information, and emotion predictions are further provided based on the relationship between gestures and emotions. This framework consists of two branches. The first branch is a Hierarchical Prototype Network (HPN) which learns the prototypes of body gestures and uses them to calculate the emotion attentive prototypes. This branch aims to obtain predictions on samples of the seen gesture categories. The second branch is a Semantic Auto-Encoder (SAE) which utilizes semantic representations to predict samples of unseen gesture categories. Thresholds are further trained to determine which branch result will be used during testing, and the emotion labels are finally obtained from these results. Comprehensive experiments are conducted on an emotion recognition dataset which contains skeleton data of multiple body gestures, and the performance of our framework is superior to both the traditional emotion classifier and state-of-the-art zero-shot learning methods.
... 2) Nonverbal Communication: Communication depends on the words being exchanged and on the context, the sender of the nonverbal behavior, the receiver of that nonverbal behavior, the relationship between the sender and receiver, and the arrangement of other nonverbal cues [65]. ...
Remote pair programming research indicates benefits for CS students, increasing productivity, code quality, teamwork, knowledge management, and morale. The COVID-19 pandemic increased the prevalence of remote pair programming. Gender gaps persist in CS classes and workplaces, which may negatively impact the way pairs coordinate, communicate, and collaborate. To understand these effects, we conducted a large-scale survey to investigate differences between men and women as well as same- and mixed-gender pairs. The survey questions were adapted from established literature on gender differences in the fields of education, communication, management, human-robotic interaction, and human-computer interaction. Quantitative analysis of the survey data using ANOVA and pairwise t-tests indicated that women participants reported their men partners made gender-based assumptions about them, and felt dominated and interrupted with men partners. Men participants felt their men partners were more rude and gave more negative feedback than women partners. Further, qualitative analysis of interviews gave insights to several challenges CS students face in same and mixed-gender pairs when programming remotely. Our findings have implications for researchers, practitioners, and educators to promote gender inclusivity in collaborative environments.
Based on naturally occurring audio-video data collected from university campus settings, this study has identified four nonverbal actions ¾ zhùshì "gaze", diantóu "head nods", wexiao "gentle smile" and shouchù " hand touch" employed by Mandarin Chinese speakers in their interpersonal communication. Detailed data analysis and discussion reveal how Mandarin Chinese speakers manage their affiliation and attachment nonverbally with the co-participants in conversations. Finally, the significance of the study is discussed.Key Words: affiliation, Chinese communication, conversation analysis, nonverbal communication
This paper has been prepared on the basis of the study to find out the different kinds of nonverbal communications in English classes of secondary level students. It was prepared with the aim of investigating the effect of nonverbal clues of the teachers in teaching English. Forty students of grade ten from four different schools of Butwal Sub-metropolitan city were asked some questions related to the nonverbal communication and nonverbal behaviours of the teachers and their impact on the students specially focusing on the English teachers and their classes. From the data gathered it was found out that the non verbal communication is very common and important in English classes and in many cases it supports the students in getting meanings of different expressions of the teachers and helps them to get motivated in learning English. One thing of caution is that the non verbal behaviours are much culture bound and the teachers need to be aware of the cultural background of the students. The findings and conclusions of this study will help the teachers improve their teaching by being conscious to their non verbal signals while teaching and reacting to the students' behaviours in the class and in the school.
According to ecological valence theory, the popularity of colours stems from the feelings we have about objects of a certain colour. We love blue because we associate it with blue skies and clear water, yellow with sun and heat... However, the problem is when we do not have colours. Imagine a world without colours. Prison environment (and majority of total institutions) are very close to such a world. Grey and white colours dominate. Black and white, and their combinations and shades are not considered colours. Such an environment cannot evoke any recollection, at least not a pleasant one. The space is "sterile", "barren", it does not give any information or stimulation. In such an environment, re-education and re-socialization are a prescribed form without appropriate content, without incentive. In this paper, we try to emphasize the importance of colours in creating an educational and stimulating environment in prison. In addition, we point out the importance of their correct interpretation in the environment that the prisoners themselves arrange, and we give advice for "managing" communication specifically by using colours in interaction. The paper uses methods of explicative analysis and ethnographic method of qualitative observation with participation. The research was conducted at the Semi-open prison in Bihac, where one of the authors of the paper was employed as the head of the department for the examination of prisoners' personality. The aim of the research was to determine whether and how colours in prison affect the mutual communication of prisoners themselves, but also the communication of prisoners with employees and ultimately the process of their resocialisation and re-education.
Among the novelty elements that contributed to the thorough rethinking of human life between 2020-2022, a central role was played by an object with a protective role: the mask. If humankind learned numerous rules, notions, concepts, evolution algorithms of COVID-19, etc., of which some either changed along the way or were abandoned and replaced with others, the obligation of wearing a mask has remained an important constant from the beginning and all through the period. In counterbalance, the positive effects – intensely disputable and discussed – of wearing this object have generated consequences at various levels of our personal and social life, including the therapeutic context, which is the object of the present article. Starting from a series of theoretical considerations on the communication between the specialist and the client/beneficiary, the role of the non-verbal dimension of language at the level of facial expressiveness is approached, with an accent, at the end, of several relevant aspects for the way in which the perception of the message is influenced under the authority of the protection mask.
Sınıf, eğitim-öğretim etkinliklerinin gerçekleştiği ve yaşamımızda ailemizden sonra en önemli ilişkilerin kurulduğu bir yaşam alanıdır. Öğretmenin öğrencilerde istenen davranış değişikliğini oluşturma, uygun olmayan davranışları düzeltme, etkili bir iletişim geliştirme, sınıfta olumlu bir psiko-sosyal iletişim yaratma, verimli bir organizasyon oluşturma ve zamanı etkili kullanma etkinliklerini ise
sınıf yönetimi olarak tanımlayabiliriz. Teknolojinin hayatımıza girmesi ile birlikte, bilgiye erişim de kolaylaşmıştır, haliyle öğretmene biçilen rol de değişmiştir. Öğretmen öğrencinin sadece bilgiye erişiminde değil aynı zamanda bilginin kullanılmasında da öğrencilerine rehber olmalıdır. Bu çalışma, sınıf yönetimini etkileyen etkenlerin anlaşılması, verimli bir öğretim için gerekli fiziksel ortamın oluşturulması, zamanın ve öğretimin etkili yönetimi, olumlu bir sınıf iklimi oluşturularak,
sorunlu öğrenci davranışlarının en aza indirgenmesi ve öğretimin kolaylaştırılması için sınıfta kuralların oluşturulması ve disiplinin sağlanması gibi konuları içermektedir. Eğitim çalışmalarında kullanılmak üzere değerli meslektaşlarımız tarafından hazırlanmış pek çok sınıf yönetimi kitabı bulunmaktadır. Bu kitabın hazırlanmasındaki amaç günümüz şartlarına uygun, bilimsel araştırmalarla desteklenmiş sınıf yönetiminde kullanılacak bilgilerin kıymetli öğretmenlerimize
ve öğretmen adaylarımıza ulaştırılmak istenmesidir.
The influence of the new media on dance as an aspect of ensemble studies in higher institutions in Nigeria has afforded the creative discipline astounding and encouraging opportunities for its boundless expressions and interaction. The invention of high definition materials, like I pod, I Phone and I pad, among others, provides an enormous downloading capacity for storage and sharing of genres across the globe. This interaction has redefined music and dance studies at the Delta State University, Abraka, Nigeria, where the researcher works. The new media in particular facilitates discussions on dance at ensemble classes. Ideas on the reconstruction of traditional dances take place during and after the lectures, where students share their ideas on the subject via the media. Personal ideas on specific ways on how to make good selections across drum music genres have extended teaching beyond the classroom settings even to the private rooms of students who serve as participants through WhatsApp communication. Music and dance property are bound by social and sacred functions. Musical typologies have peculiar dance movements associated with them. Traditional dances are group based and the membership of the group is limited to the music circles it projects. Core dances like Bàtá, ìjálá, and èsà, among others, are limited to worshippers of Sango, Ogun and Ancestors respectively. Major participation is therefore restricted to devotees/cult members, a restriction that constitutes a threat to continuity especially when the dancers are advanced in age and the music is gradually fading away, owing to very little interest on the part of youth. Every dance has a cultural parameter for its measurement and acceptability. Some are termed closed, while others are open, depending on the kind of genre, whether sacred or secular. Euba,Vidal, Adegbite, Omojola and Bakare have written extensively on Yoruba music and dance, but the focus of this study lacks adequate scholarly attention. Ethnographic method was adopted in the study using interviews, discussions and non-participatory observation as tools. The findings reveal that modern technology through YouTube, Instagram, Twitter, and Video Conferencing has transformed access to quality education on indigenous music and dance, their importation, integration, and reconstruction. The study concludes that information and communication devices, the most notable development of the 21 st century, have enhanced the sustainability of the arts beyond imagination.
Interpersonal interactions rely on various communication channels, both verbal and non-verbal, through which information regarding one’s intentions and emotions is transmitted. Here, we investigated the neural correlates underlying the visual processing of hand postures conveying social affordances (i.e., hand-shaking), compared to control stimuli such as hands performing non-social actions (i.e., grasping) or showing no movement at all. Combining univariate and multivariate analysis on electroencephalography (EEG) data, our results show that occipito-temporal electrodes show an early (before 200 ms after image presentation) differential processing of stimuli conveying social information compared to non-social ones. First, the amplitude of two Event-Related Potentials related to the perception of body parts (i.e., the N190 and the Early Posterior Negativity - EPN) is modulated differently during the perception of social and non-social content carried by hands. Moreover, our multivariate classification analysis (MultiVariate Pattern Analysis - MVPA) expanded the univariate results by revealing two crucial time windows for distinguishing implied motion with and without social affordances over occipito-parietal sites. In conclusion, we provide new evidence suggesting that the encoding of socially relevant hand gestures is categorized in the early stages of visual processing and future studies will need to clarify whether and how fronto-parietal networks contribute to structuring this functional organization in the visual system.
Nonverbal behavior plays an important role for the communication of states such as emotions as well as in first impressions. The present article discusses models of nonverbal communication and then summarizes findings with regard to the nonverbal communication of emotions, via the face, voice, posture, touch and gaze. A second section describes some newer research on dyadic synchronization and a final section discusses nonverbal cues in the context of first impressions. A point is made that nonverbal behavior is embedded in a social and cultural context, which forms both the behavior and its interpretation.
This research analyses the discourse of emotions reflected in verbal and non-verbal communication of two actresses from two different geographical areas having the same historical background. The aim is to investigate different kinds of emotions, variations in ideologies, the 'why' and 'how' of their verbal and non-verbal discourse patterns with Norris' Multimodal Interaction Analysis as a theoretical framework. This exploratory research scrutinizes the disparities in actresses' ideologies by analysing their discourse produced at an international forum. The idea of the lived experience of language emphasizes the inter subjective breadth of language towards others and throws light on the often ignored corporal and emotional dimensions of perception and speech. It concludes with findings that bring more insight into actresses' verbal and non-verbal behaviour and recommends new avenues for critical discourse analysts for future research. It has far reaching implications for academicians in cultural studies and media studies as how to combine linguistics and Discourse Studies/Critical Discourse Analysis with their own disciplines and make them truly interdisciplinary in nature.
In human communication, nonverbal behaviors play an important role in realizing smooth communication. However, it is not clear that the effects of reliability for the information transmission of the motion in each body part such as eye movements and body movements. In this study, we designed and developed a virtual character with movable right arm, head, and eyes to investigate the effects of reliable motion. The virtual character acted simply as reaching a cup on the table, while participants were asked to predict which cup the character would grab. Participants’ predictions were highly consistent with where the character gazed, especially when the eye movements were oriented differently from the face. The results suggest that eye movements affect target prediction.
Bibliografia do Novo Deit Libras, 3ª edição revista e ampliada (2015). A publicação lista 2.841 referências bibliográficas que foram consultadas para a elaboração da 3a. edição revista e ampliada do Novo Deit-Libras: Novo Dicionário Enciclopédico Ilustrado Trilíngue da Língua de Sinais Brasileira. As referências cobrem campos como os de Psicologia e Neuropsicologia Cognitivas e do Desenvolvimento, Linguística e Neuropsicolinguística Cognitiva, Educação, Educação de Surdos, História de Educação de Surdos, Filosofias educacionais em surdez, Fonoaudiologia, Antropologia Cultural, dentre muitos outros. Como esse dicionário propõe, em diversos capítulos associados, um novo modelo de lexicografia e lexicologia da Libras, grande esforço foi feito na justificação e explicação das bases desse modelo. O dicionário encarna, usa e ilustra esse novo modelo. References used in the New Encyclopedic Illustrated Dictionary of Brazilian Sign Language, 3rd edition (2015). The publication lists 2,841 references that were used to support the elaboration of the Brazilian Sign Language Encyclopedic Dictionary, 3rd edition. The references cover fields such as Cognitive and Developmental Psychology and Neuropsychology, Cognitive Linguistics and Neurolinguistics and Neuropsycholinguistics, Applied Linguistics, Lexicography, Lexicology, Education, Deaf Education, Special Education, History of Education, Bilingualism, History of Deaf Education, Speech Language Pathology, Cultural Anthropology, among many othes. In several chapters, this seminal dictionary advances a groundbreaking original model dicionário in sign language lexicography and lexicology. The chapters justify and explain such a model, which is embodied by the dictionary itself.
Bireylerin fikirlerini ve bilgilerini görselleştirerek yansıtma ihtiyacı, çevrimiçi ortamların yaygın kullanımıyla daha da kolay hale gelmiştir. Beyin fırtınaları, not alma, karalamalar yapma, problem çözme ve üst düzey düşünme becerilerini görselleştirerek geliştirme amacıyla çevrimiçi çizim, şema, kelime bulutu, zihin ve kavram haritaları kullanılmaktadır. Bu bölümde, sıklıkla kullanılan draw.io, Google Jamboard, Sketchpad, Mindmeister, Google Drawings, Mindmaps.app, Slatebox ve Wordart çevrimiçi araçları hakkında bilgi verilmiştir. Çevrimiçi iş birliği ve bireysel kullanıma olanak tanıyan bu araçların tanıtımı yapılmış, özelliklerinden bahsedilmiş, öğrenme ortamlarına nasıl entegre edileceği, hangi düzeyde ve konuda kullanımın uygun olduğu sorularına cevaplar verilmiştir. Araçlar incelendiğinde basit arayüze sahip oldukları, erişimlerinin kolay oldukları, hemen her düzeyde eğitim süreçlerine dâhil edilebildikleri, ödevler, tartışmalar, sınıf içi etkinlik ve grup çalışmaları kapsamında derslere entegrasyonlarının sağlanabildiği sonucuna ulaşılmıştır. Hem öğretmenlerin hem de öğrencilerin konuyu daha iyi anlaması ve anlatması açısından notlar alabildiği, şekil ve şemalar çizebildiği bu araçlarla, kolaylıkla kavramlar arasında ilişki sağlayarak anlamlı öğrenme sağlayabildikleri görülmüştür. Son olarak ise bu bölümde, araçların öğrenme ortamlarında kullanımına yönelik öneriler sunulmuş ve geleceğine ilişkin tahminler yürütülmüştür.
The article provides information on the economic policy of the Soviet government in
Uzbekistan in the second half of the twentieth century and its tax issues, the encroachment on private
property, its consequences. an attempt was made to substantiate that the policy pursued by the
authorities differed sharply from the information provided in official sources.
In the educational process, communication is the relationship between two people or two or
more ideas. Considering the importance of communication in the teaching process, we investigated
academicians’ communication skills in educational process at Arak University of Medical Sciences.
Methods: In this descriptive, cross-sectional study, all faculty members of Arak Medical Sciences University
studied during 2010-2011. Data were collected using the self-assessment questionnaire developed and
validated by Queen Dom, which has 34 items and 5 subscales, with the maximum score of 170. Data were
analyzed using t-test and ANOVA.
Results: Total mean of communication skills was 121±8.8. Mean of communication sub-skills including
emotion control, message perception, decisiveness, listening to and showing recognition to message were
68.2±8.3, 71.7±7.7, 69.9±9, 71.4±8.3, and 68±8.9, respectively. Mean of emotion control in the deans, men,
and participants in communication skills workshops were more than others. There was a significant
association between emotion control and gender and message perception (p=0.01,t=2.57) and decisiveness
(t=2.26, p=0.02).
Conclusion: With regard to results, holding communication skills workshops could help improve
relationship between the faculty members, specially women members with their students.
Анотація. Форма одягу, яку презентують спортсмени і танцюристи під час своїх виступів, дозволяє формувати образ композицій, впливає на психічний стан особистості (спортсменів, танцюристів, глядачів та суддів). Значні зміні, що відбулися у тренувальній формі в гімнастиці та танцях, мали місце на початку 1990-х років. Дослідження впливу форми одягу під час занять хореографією та гімнастикою на психічний стан спортсменок і танцюристок є актуальним. Це дозволило тренерам-викладачам з гімнастики та педагогам танцювальних студій здійснити підбір тренувального одягу для підвищення емоційної складової навчально-тренувального процесу. Мета. Дослідити вплив форми одягу гімнасток і танцюристок на підвищення ефективності підготовки до виконавської діяльності та їхній психоемоційний стан. Методи. Аналіз і узагальнення науково-методичної літератури, педагогічне спостереження; опитування та анкетування; метод оцінювання психічного стану на основі методики «Самопочуття, активність, настрій» (САН); педагогічний експеримент; методи математичної статистики. Результати. Визначено вплив тренувальної форми одягу під час тренувань і занять хореографією у представників техніко-естетичних видів спорту та танцюристок, які займаються сучасними видами хореографії, на психічну активацію, емоційний тонус, інтерес до занять, стан напруження та комфортність. Учені приходять до висновку, що форма одягу впливає на психоемоційний стан спортсменок та танцюристок, а його підбір необхідно здійснювати відповідно до обраного техніко-естетичного виду спорту або виду хореографії. Ключові слова: психічний стан, гімнастика спортивна, гімнастика художня, хореографія, тренер-викладач, педагог, форма одягу, методика «Самопочуття, активність, настрій».
Social relationships are a central aspect of our everyday life, yet our ability to change established social relationships is an under-investigated topic. Here, we use the concept of cognitive mapping to investigate the plasticity of social relationships in younger and older adults. We describe social relationships within a ‘social space’, defined as a two-dimensional grid composed of the axis ‘power’ and ‘affiliation’, and investigate it using a 3D virtual environment with interacting avatars. We show that participants remap dimensions in ‘social space’ when avatars show conflicting behavior compared to consistent behavior and that, while older adults show similar updating behavior than younger adults, they show a distinct reduction in remapping social space. Our data provide first evidence that older adults show more rigid social behavior when avatars change their behavior in the dimensions of power and affiliation, which may explain age-related social behavior differences in everyday life.
Job interviews are a predominant part of any hiring process to evaluate applicants. It is used
to evaluate applicant's knowledge, skills, abilities, and behavior in order to select the most
suited person for the job. Recruiters make their opinion, on the basis of both verbal and
nonverbal communication of an interviewee. Our behavior and communication in daily life
are cross modal in nature. Facial expression, hand gestures and body postures are closely
linked to speech and hence enrich the vocal content. Nonverbal communication plays an
important role in what we are saying and what we actually mean to say. It carries relevant
information that can reveal social construct of a person as diverse as his personality, state of
mind, or job interview outcome; they convey information in parallel to our speech. In this
paper we present an automated, predictive expert system framework for computational
analysis of HR Job interviews. The system includes analysis of facial expression, language
and prosodic details of the interviewees and thereby quantifies their verbal and nonverbal
behavior. The system predicts the rating on the overall performance of the interviewee and on
each behavior traits and hence predict their personality and hireability.
We introduce a computerized, predictive expert system framework of HR Job interviews. The
framework incorporates the examination of facial expression appearance, dialect and prosodic
subtle elements of the interviewees and accordingly evaluates their verbal and nonverbal
conduct. The framework predicts the rating on the general execution of the interviewee and
on every conduct attributes and henceforth foresee their identity and hireability.
This mixed methods study followed an explanatory sequential design to explore the formation, development, and evolution of a formal online teacher community of practice (CoP). The online CoP supported 382 teachers as they implemented the instructional conversation (IC) pedagogy, a collaborative conversation-based pedagogy for culturally and linguistically diverse students. In the first phase, a social network analysis was conducted over 18 months to identify network attributes, patterns of engagement, node centrality measures, and evidence for homophily. This analysis served to identify two core contributors, two brokers, and two peripheral observers for in-depth interviews. In the second phase, the selected participants were interviewed to better understand their perceptions of the IC CoP and the value of their participation. In the third phase, meta-inferences were drawn based on both quantitative and qualitative findings. As a network, the IC CoP was not very dense and relied on teacher trainers to sustain engagement. As a community, the IC CoP was characterized by collaboration, mutual support, and availability of high-quality resources. Mixed evidence was found for the presence of homophily. Participants who were interviewed found personal and professional value through their participation and navigated between online and offline communities/networks. The present study reinforces the potential of online CoPs to reduce teacher isolation and foster collaboration and reflection, which may result in improved pedagogical and content knowledge. Implications about the interplay between networks and communities for teacher professional development and instructional design are discussed.
We show that inferences of competence based solely on facial appearance predicted the outcomes of U.S. congressional elections
better than chance (e.g., 68.8% of the Senate races in 2004) and also were linearly related to the margin of victory. These
inferences were specific to competence and occurred within a 1-second exposure to the faces of the candidates. The findings
suggest that rapid, unreflective trait inferences can contribute to voting choices, which are widely assumed to be based primarily
on rational and deliberative considerations.
Without the benefit of paralinguistic cues such as gesture, emphasis, and intonation, it can be difficult to convey emotion and tone over electronic mail (e-mail). Five experiments suggest that this limitation is often underappreciated, such that people tend to believe that they can communicate over e-mail more effectively than they actually can. Studies 4 and 5 further suggest that this overconfidence is born of egocentrism, the inherent difficulty of detaching oneself from one's own perspective when evaluating the perspective of someone else. Because e-mail communicators "hear" a statement differently depending on whether they intend to be, say, sarcastic or funny, it can be difficult to appreciate that their electronic audience may not.
The authors examined whether facial expressions of emotion would predict changes in heart function. One hundred fifteen male patients with coronary artery disease underwent the Type A Structured Interview, during which time measures of transient myocardial ischemia (wall motion abnormality and left ventricular ejection fraction) were obtained. Facial behavior exhibited during the ischemia measurement period was videotaped and later coded by using the Facial Action Coding System (P. Ekman & W. V. Friesen, 1978). Those participants who exhibited ischemia showed significantly more anger expressions and nonenjoyment smiles than nonischemics. Cook-Medley Hostility scores did not vary with ischemic status. The findings have implications for understanding how anger and hostility differentially influence coronary heart disease risk.