The Role of Alexithymia in Social Learning and Feedback-Driven Social Inferences

Interactivity in online chat: Conversational cues and visual cues in the service recovery process

Background:There is a lack of evidence whether the combined visual and verbal cues could improve dynamic trunk control in the sitting position in children with spastic diplegic cerebral palsy (SDCP). Objective:To investigate the immediate effects of visual, verbal, and combined visual and verbal cues on dynamic trunk control in the sitting position in children with and without SDCP. Methods:Twenty children with SDCP and 20 typically developing (TD) children aged eight to 12 years in sitting positions maneuvered their trunks to lean forward, backward, to the left, and to the right under conditions of no sensory cues, visual cues, verbal cues, and combined visual and verbal cues. Dynamic trunk control in the sitting position was assessed using the center of force (CoF) trajectory and limit of stability (LOS). Results:Verbal cues and combined visual and verbal cues could improve CoF trajectories in the forward, backward, and leftward directions in TD children and children with SDCP. Combined visual and verbal cues could improve the LOS in both groups. Conclusion:This study provides evidence that combined visual and verbal cues are more effective at enhancing dynamic trunk control than either visual or verbal cues alone in TD children and children with SDCP.

Multimedia learning scenarios in which a picture is the main focus often use combinations of verbal and visual cueing. Based on models of picture processing and multimedia learning, the present study examined the effect of verbal and visual cueing on two basic aspects of pictorial learning: retention and localization of pictorial elements. Videos of three paintings were presented with verbal cueing (naming of pictorial elements), either alone or in combination with visual frames (explicit cues) or zoom-ins (implicit cues), in a 2 × 3 × 3 mixed design (n = 86) with the factors verbal cueing (uncued vs. cued elements, within-subjects) × visual cueing (no vs. explicit vs. implicit, between-subjects) × film (Mantegna vs. Rubens vs. Marsh, within-subjects). The three films were used to check whether our results are generalizable across different pictorial contents. The retention of pictorial elements was measured by open questions, and the localization of the pictorial elements was measured by asking the participants to place picture snippets at the correct location on an area representing the dimensions of the respective painting. The combination of verbal and visual cueing increased the difference between the cued and the less well retained uncued elements and compensated a disadvantage of verbal cueing for localization performance. This was compensated by both types of visual cueing. Regarding retention and localization, explicit and implicit cueing were equally effective. The study provides a differentiated insight into the interplay of verbal and visual cueing regarding cognitive processing in multimedia learning scenarios in which pictures are the main learning focus.

The aim of this study was to investigate the immediate effects of the different sensory cues on the ability of dynamic trunk control in sitting position in children with and without cerebral palsy (CP) aged between 8-15 years. Twenty children with cerebral palsy (10 males, 10 females) and 20 typical children (10 males, 10 females) were matched by age and gender. All participants were asked to lean trunk forward, backward, and to the left and the right directions as far as possible during sitting position in each of four cue conditions that performed in random order: no sensory, visual cue, verbal cue, and combined visual and verbal cue conditions. The results showed that the visual or verbal cue alone could improve LOS in typical children, but not in children with CP, whereas the combined visual and verbal cues could improve LOS in both children with and without CP (p<0.05). In addition, the visual or verbal cue alone could improve CoF trajectories in backward, the left and the right directions in typical children, whereas it could improve CoF trajectories only in forward directions in children with CP. Moreover, the combined visual and verbal cues could improve CoF trajectories in all directions in typical children and in forward, backward, and the left directions in children with CP (p<0.05). In conclusion, the combined visual and verbal cues was more effective to improve LOS and CoF trajectory in both groups.

The purpose of this study was to assess the influence of verbal and visual cues on 28 nondysfunctional 3- and 4-year-old children's performance of in-hand manipulation skills. During the uncued version of the test (pretest), the children were presented with play activities known to elicit in-hand manipulation skills in young children but were given no cues for specific manipulative skill use. Within 1 week of the pretest, after the children were randomly assigned to groups, a posttest was given in which the children were provided with verbal or visual cues. The results indicate that both visual and verbal cues were effective in increasing the groups' test scores, but no significant differences were found based on the type of cue provided. Approximately 30% of the children in the study showed marked improvement on the posttest scores, whereas the others showed little change. The children who had lower pretest scores showed greater score increases on the posttest than did the children who scored somewhat higher initially. The use of an uncued test followed by a cued test may be an effective method for the identification of those children who are most likely to show improvement in these manipulation skills with intervention. This study's findings lend tentative support to Vygotsky's (1978) zone of proximal development theory and extends the application of his work into the domain of fine motor skills.

Heavy cannabis use is associated with interpersonal problems that may arise in part from the inaccurate perception of emotional faces. Only one study reports impairments in emotional facial affect processing in heavy cannabis users; however, it is not clear whether these findings were attributable to differences between cannabis users and controls in schizotypy or gender, rather than from cannabis use itself. A total of 25 frequent cannabis users and 34 non-using controls completed an emotional processing task in an independent groups design. We asked participants to identify the emotions on faces morphed from neutral to 100% intensity, for six basic emotions. We measured percentage hit rate, sensitivity and response bias. Schizotypy was indexed using the Schizotypal Personality Questionnaire. Cannabis users showed lower accuracy and sensitivity on the emotional recognition task. Gender and schizotypy did not differ between the two groups. Men showed lower accuracy on the emotional processing task, but impairments in cannabis users remained when covarying for gender. Schizotypy negatively correlated with sensitivity scores, but this was unreliable when accounting for the groups. Chronic cannabis users showed generalised impairment in emotional processing. These results appeared as independent of the emotional processing deficits amongst men, and were not related to schizotypy.

Determining social power: Do Chinese preschoolers integrate verbal and nonverbal cues?

Alzheimer’s disease (AD) is associated with an impairment of autobiographical memories, leading to the production of nonspecific memories. Recent research has demonstrated that odor can serve as a powerful cue for the retrieval of autobiographical memories in AD. Moreover, studies conducted in young adults have showed that odor-evoked autobiographical memories are evoked with more details compared with memories triggered by other sensory modalities. Building on the latter research, we compared specificity, subjective experience, emotional characteristics and retrieval time of autobiographical memories evoked by odor cue, visual cue and verbal cue. To this end, we invited participants with mild AD and control participants to retrieve autobiographical memories after the presentation of an odor, a visual representation of the odorant, or a verbal label of the odorant. Results showed more specificity, higher arousal and more positive memories after odor exposure compared to the visual cue and verbal cue in AD and control participants. In AD participants, autobiographical were retrieved faster after odor-exposure compared to memories evoked by a visual cue and a verbal cue, suggesting the automatic nature of odor-evoked autobiographical memories. Overall, these findings demonstrate that odor is more effective than visual or verbal cues for autobiographical retrieval in AD.

When a chief executive officer or spokesperson responds to an organizational crisis, he or she communicates not only with verbal cues but also visual and vocal cues. While most research in the area of crisis communication has focused on verbal cues (e.g., apologies, denial), this paper explores the relative importance of visual and vocal cues by spokespersons of organizations in crisis. Two experimental studies have more specifically examined the impact of a spokesperson’s visual cues of deception (i.e., gaze aversion, posture shifts, adaptors), because sending a credible response is crucial in times of crisis. Each study focused on the interplay of these visual cues with two specific vocal cues that have also been linked to perceptions of deception (speech disturbances in study 1; voice pitch in study 2). Both studies show that visual cues of deception negatively affect both consumers’ attitudes towards the organization (study 1) and their purchase intentions (study 2) after a crisis. In addition, the findings indicate that in crisis communication, the impact of visual cues dominates the outcomes of vocal cues. In both studies, vocal cues only affected consumers’ perceptions when the spokesperson displayed visual cues of deception. More specifically, the findings show that crisis communication messages with speech disturbances (study 1) or a raised voice pitch (study 2) can negatively affect organizational post-crisis perceptions.

ABSTRACTAlthough small children have autobiographical memories, as they grow, they forget its specific details. Although this forgetting is common in early childhood, the presence of effective cues may help recall autobiographical memories. This study examines the effect of verbal and visual cues on the long-term maintenance of a school trip autobiographical memories. One hundred children aged between 50 and 74 months were divided into three experimental groups: one verbal, one visual, and one control groups. The results show that, compared to the control group, both verbal and visual cues enhanced children’s autobiographical memory of the school trip in the short term. These results are in line with those of other studies showing that over time children require reminder cues in order to accurately recall autobiographical memories, and that the benefit seems to be greater if the reminder cue is visual.

Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children’s use of verbal, nonverbal, and spatial-positional cues for memory. The results, in general, showed consistent trends suggestive of a developmental change in representational ability, such that younger children tended to rely on visual cues and older children tended to rely on verbal cues to retain information. Children in all grades performed better when both visual and verbal cues were available and demonstrated an ability to utilize spatial-positional cues for retention.

Suitable cues for communication are crucial to multiuser usability of collaborative virtual environments (VEs). Although verbal cues are common among users, vibrotactile cues are nonverbal to facilitate conventionally interaction with objects. Few research efforts have examined the role of verbal and vibrotactile cues on multiuser usability of a collaborative VE. This paper hence presents assessments of verbal and vibrotactile cues, as well their combination, on affecting multiuser usability of the VE. The VE resolved conflicts of interactive commands issued by peer users through a dynamic priority (DP) model, which granted interaction to a user based on the recency of his/her gained interactions. As revealed in the existing work, the DP model yielded perceived equality in interaction (EII) among users to promote multiuser satisfaction. The assessments utilized metrics of multiuser usability, which we proposed for the components of both ISO/IEC 2050:2011 and 25022:2016 standards. The metrics considered collective outcomes of the users, differing from existing metrics of measuring individual experiences. We first conducted two baseline evaluations within the VE. One evaluation investigated how verbal cues affect EII and multiuser usability; another evaluation studied how vibrotactile cues influence the effect of the DP model. Based on the evaluations, we then undertook a study to assess the effect of combining verbal and vibrotactile cues on multiuser usability of the VE. We observed that both cues had no effect on the DP model to yield perceived EII. However, the combination of verbal cues in an affirmative mode and vibrotactile cues in a counteractive mode enhanced significantly the multiuser usability of the VE for the task of the study, compared to individual verbal and vibrotactile cues. These observations indicate a suitable combination of both cues to potentially foster multiuser usability of collaborative VEs.

Clinical and computational speech measures are associated with social cognition in schizophrenia spectrum disorders.

Background: Movement feedback is used to promote anatomically correct movement patterns. Two primary forms of movement feedback exist: verbal cues and visual cues. There is ongoing debate regarding which type of feedback yields superior effects for learning desired movements. This study investigated how a combination of visual and verbal cues improved shoulder stability in four arm movements, Biceps Curls, Reverse Flys, Rowing, and Shoulder Extensions. Methods: Twelve participants were allocated to three different conditions and instructed to perform four different arm movements: Condition 1 (no specific instructions), Condition 2 (image only), and Condition 3 (verbal cues and image). Measurements of acromioclavicular (AC) joint displacement, and electromyography (EMG) peak and burst duration were taken for each arm movement within each condition. Results: Condition 3 exhibited a significant reduction in AC displacement and prolonged EMG burst duration. Variations in EMG peak and burst duration across different arm movements were attributed to anticipated muscle activation specific to each movement. Conclusions: The combination of visual and verbal cues through the “reConnect Your Dots” movement language was found to improve scapular stabilization and associated muscle activation. This approach to movement patterns practice holds promise for injury rehabilitation and risk mitigation for future occurrences.

This study aimed to explore whether the use of coordinated visual and verbal cues in narrated diagrams would support novices in learning soccer scenes. Eighty female university students (Mage = 20 years, SD = 1.2) in physical education (PE) were randomly exposed to four multimedia material versions: (a) simple without cues, (b) simple with cues, (c) complex without cues, and (d) complex with cues. In the non-cued versions, students learned the evolution of soccer scenes via arrow-based diagrams accompanied by oral explanations. In the cued versions, game actions in narrations were spoken with a louder accent (verbal cueing), while at the same time, the corresponding arrows turned red in diagrams (visual cueing). After studying one of the four versions, participants were asked to complete immediate and delayed recall–reconstruction tests, and to indicate their attitudes towards instructional materials. The results demonstrate the instructional benefits of using coordinated dual-modality cues in the complex multimedia material, in terms of immediate (p = 0.03, d = 0.53) and delayed (p = 0.02, d = 0.85) recall performances. The findings encourage soccer teachers to verbalize game actions with a louder accent, while simultaneously coloring the corresponding arrows in the diagram when explaining complex game situations for novices.