Abstract
Nonverbal decoding and encoding abilities of undergraduates were examined as a function of their self-reported history of interparental violence. Students exposed to domestic violence showed decoding and encoding deficits. Results for decoding revealed an emotion-specific deficit for recognizing happiness but no evidence for an advantage in decoding anger and fear. In contrast, students from violent homes showed overall deficits in posed encoding of emotions. There was no evidence for an emotion-specific encoding bias in the pattern of false negatives and no evidence for suppression of general expressiveness. Hence, it appears that the encoding deficit of students from violent homes is a result of inappropriate encoding. Results are discussed in terms of past theoretical explanations for the influence of family environment on nonverbal abilities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
