Nonverbal Communication Abilities Research Articles

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

This study attempted to investigate how beauty instructors’ nonverbal communication skills are correlated with learner trust and reenrollment. For this, a questionnaire survey was performed against a total of 159 beauty academy students in Busan, using SPSS 25.0. Specifically, frequency analysis was performed to examine subjects’ general characteristics. To analyze the validity and reliability of nonverbal communication skills, trust and reenrollment, factor analysis was conducted. To examine correlations among variables, correlation analysis was carried out. For hypothesis testing, regression analysis was implemented. To figure out the mediating effects of trust, furthermore, 3-step mediated regression analysis was conducted, and the results found the followings: First, in correlations between nonverbal communication skills and learner trust, object language and auditory language had a statistically significant effect on learner trust. Second, learner trust revealed an influence on reenrollment with statistical significance. Third, in correlations between nonverbal communication skills and reenrollment, object language and body language were important factors. Fourth, concerning the mediating effects of trust in correlations between nonverbal communication skills and reenrollment, full mediation was observed in body language, auditory language, object language and empathetic language. In sum, this study has proven that beauty instructors’ nonverbal communication ability is meaningful as a precursor in enhancing learner trust and reenrollment.

General figure and face-specific closure ability: predictors of trait-autism?

Little research has examined the association between general figure closure speed, a stratum I ability within the Cattell-Horn-Carroll (CHC) model of intelligence, and face-specific closure ability; an important consideration, as some research suggests face processing is independent of other abilities. Additionally, figure closure ability (general and face) may correlate negatively with trait-autism, due to theorised autism-related difficulties in global processing. Therefore, in addition to developing a psychometrically robust short-form Mooney face detection task, we administered the Gestalt Figure Completion Test and the Autism Spectrum Quotient to a sample of 263 general community adults. We found convergent validity between face-specific and general figure closure ability (r = .44, 95%CI:[.30, .58]). Furthermore, based on a latent variable model, general figure closure ability was directly, and face-specific figure closure ability indirectly, negatively associated with trait-autism (i.e., nonverbal communication). We conclude that face detection ability evidences convergent validity with general figure closure ability and can be measured reliably in less than four minutes. Finally, a general, rather than face-specific, figure closure process may tap more directly into autism-like nonverbal communication ability, supporting the notion that global processing abilities of non-face objects may better reflect the requirements to ‘fill in the gaps’ in social contexts.

Communication Skills Profile of Pre-Service Biology Teachers

The focus of learning design and learning innovations for the twenty-first century is preparing students with communication skills. Students must have communication skills to effectively transfer scientific knowledge, processes, knowledge, insights, and other important data. This study aimed to determine the profile of communication skills possessed by pre-service biology teachers at IAIN Ternate. This is a quantitative descriptive study involving 65 students from the Tadris Biology Department at IAIN Ternate. The research was conducted during the even semester of the 2021/2022 academic year. Observation sheets of verbal and nonverbal communication were used to collect data. The technique for collecting data is direct observation (experience) of the learning process and interactive class discussion in the target classroom. The results indicated that pre-service biology teachers' verbal and nonverbal communication abilities were extremely deficient. These findings provide educators with an overview of effective learning approaches for training students to be independent and proficient in 21st-century skills

The Influence of Beauty Industry Workers’ Verbal and Nonverbal Communication Abilities on Customer Satisfaction -Focusing on female customers in their 20s in Jeju-

This study aimed to investigate the influence of beauty workers’ verbal and non-verbal communications on customer satisfaction against beauty salon customers. For this, a questionnaire survey was performed against adult men and women, aged 20 or older, living in Jeju Special Self-governing Province, and the results found the following: ‘Provision of information’, ‘empathy’, and ‘kind response’ had a positive effect on ‘service satisfaction’ and ‘revisit intention’ with statistical significance, confirming that verbal communication ability is a critical factor in service satisfaction and revisit intention. Second, for non-verbal communication ability, ‘body language’, ‘appearance language’, ‘auditory language’, and ‘spatial language’ revealed a positive influence on service satisfaction and revisit intention with statistical significance, confirming that non-verbal communication ability is a key element in service satisfaction and revisit intention. In other words, customer satisfaction and revisit intention differ depending on beauty workers’ verbal and non-verbal communication abilities.

Observational assessment of communication to empower patients with dementia to make legally effective decisions – revalidation of CODEMamb

Objectives: Communication enables humans to exercise their rights. Dementia research consistently shows that communication skills decrease as the disease progresses. Nonverbal communication abilities decline more slowly than verbal skills and often become more important as the disease advances. However, resources and deficits in nonverbal and verbal communication behavior differ between persons with dementia and contexts. Knebel et al. proposed the observational assessment tool CODEMamb that we believe to be the first standardized instrument to differentiate between content-related and relationship aspects of nonverbal communication behavior. Until now, evaluations of CODEMamb have been exploratory and used small samples. Method: We therefore retested the psychometric criteria of CODEMamb in persons with a suspected dementia in an ambulatory setting. Data was drawn from 326 older adults (aged 52 − 91) during routine screening in Germany. Results: Our findings support the three-factorial structure of CODEMamb. Internal consistency of the overall scale and the three subscales of CODEMamb was high. Correlations with CERAD-NP subscales revealed similarities to CODEMamb, indicating sufficient convergent validity. Finally, CODEMamb was able to differentiate between persons according to the stage of their disease. Conclusion: CODEMamb is a theoretically based, reliable and valid observational assessment tool and its use in ambulatory settings can help foster individual, person-centered communication by identifying the resources of people with dementia, thereby empowering them in rights-exercising situations.

HOW FAR YOU KNOW ABOUT THE CURRENTS RESEARCH METHODOLOGIES IN ENGLISH FOR SPECIFIC PURPOSES (SO BETTER THAN TO UPDATE)

Interestingly, the development of science needs, related to the ESP is most reliant on improvement every time. In the other hand, all grassroots, whether learners, teachers, educators or decision-makers; must work together to ensure the feasible continuation of the ESP education system. Moreover, science never sleeps at the heart of the empiric world; this process also takes place in the domain of the ESP. The complexity of the science realm that is intended to be (if, how, when, how, when, and what) the goal of improving the ESP in a sustainable process. Consequently, the debate on research and development must potentially lead to educational and non-educational concerns. In the field of education, it is definitely closely connected to all guiding processes in the growth of ESP research. Furthermore, the expected phase of the research and progress in the field of education must occur simultaneously unless the curriculum, which serves as the foundation for the educational process, intends to work consistently and in a measurable manner; if it is also tailored to the needs of global development. The expected needs are verbal and non-verbal communication abilities, including speaking, writing, listening and reading skills. This skill is dependent on realistic knowledge about the use of English for specific purposes. Whereas in the non-educational sphere, ESP plays a significant impacts on human development and mobilization, both intentionally and unintentionally, through individuals-in pairs-or groups: which definitely has the purpose. Essentially, however, the design process of the ESP study must be consistent with global needs in order to meet the objective of using standardized and comprehensive English in line with the position of the occasions.

How Far You Know About the Currents Research Methodologies in English for Specific Purposes (So Better Than To Update)

Interestingly, the development of science needs, related to the ESP is most reliant on improvement every time. In the other hand, all grassroots, whether learners, teachers, educators or decision-makers; must work together to ensure the feasible continuation of the ESP education system. Moreover, science never sleeps at the heart of the empiric world; this process also takes place in the domain of the ESP. The complexity of the science realm that is intended to be (if, how, when, how, when, and what) the goal of improving the ESP in a sustainable process. Consequently, the debate on research and development must potentially lead to educational and non-educational concerns. In the field of education, it is definitely closely connected to all guiding processes in the growth of ESP research. Furthermore, the expected phase of the research and progress in the field of education must occur simultaneously unless the curriculum, which serves as the foundation for the educational process, intends to work consistently and in a measurable manner; if it is also tailored to the needs of global development. The expected needs are verbal and non-verbal communication abilities, including speaking, writing, listening and reading skills. This skill is dependent on realistic knowledge about the use of English for specific purposes. Whereas in the non-educational sphere, ESP plays a significant impacts on human development and mobilization, both intentionally and unintentionally, through individuals-in pairs-or groups: which definitely has the purpose. Essentially, however, the design process of the ESP study must be consistent with global needs in order to meet the objective of using standardized and comprehensive English in line with the position of the occasions.

The Effect of Nonverbal Communication Ability in One-year-olds' and Teachers' Sensitivity on the Adjustment of Infants to Child Care Centers

The Effect of Nonverbal Communication Ability in One-year-olds' and Teachers' Sensitivity on the Adjustment of Infants to Child Care Centers

Structural Review of Customer Incivility and Social Competences of Frontline Employees for Prevention and Mitigation

ABSTRACT Frontline employees play a crucial role in determining service quality and satisfaction, but customer incivility (CI) has a detrimental effect on the employees’ motivation and commitment to service. Given its significance, CI studies have rapidly grown to understand its diverse effects. The goal of this study is to review, critique, and suggest a new theoretical synthesis. This study performs a structural review of existing literature that discusses not only CI’s direct effect on emotional stress, work attitudes, job performance, and behavior changes but also its mediators and moderators to elucidate the complexity and dynamism of CI outcomes. Based on a critical review, this study highlights the limitations of the unidirectional perspective of existing literature. To address the question of why CI happens and how to prevent and mitigate its harmful effects, this study proposes a conceptual transition to the interactive perspective and adopts a social competence theory. As a theoretical synthesis, this study proposes sub-dimensions of frontline employees’ social competences, including social skills, nonverbal communication abilities, service adaptiveness, and coping strategies, and generates propositions about their impact on the prevention and mitigation of CI’s negative effects.

Relations among the Non-Verbal Communication Abilities of Scuba Diving Instructors, Users' Coach Trust and Continuous Participating Intention

Relations among the Non-Verbal Communication Abilities of Scuba Diving Instructors, Users' Coach Trust and Continuous Participating Intention

Influence of one-to-one teaching model combined with scene simulation teaching and regular intensive training of departments on post competency of junior nurses in department of traditional Chinese medicine

Objective To investigate the effect of one-to-one teaching model combined with scene simulation teaching and regular intensive training of departments on post competency of junior nurses in department of traditional Chinese medicine. Methods Fifty-four junior nurses from the department of traditional Chinese medicine of our hospital from October 2013 to October 2017 were selected. According to the random number table, they were divided into control group and research group, with 27 nurses each. The control group took regular intensive training in the department, while the research group took one-to-one follow-up class combined with scenario simulation teaching method on the basis of regular intensive training in the department. Both groups continued to train and learn for 3 months. Before and after the training, the scores of relevant indicators of post competency, critical thinking ability and nurse-patient communication ability and the incidence of nursing errors in the two groups were statistically analyzed. Results After the training, the scores of implementing nursing measures in traditional Chinese medicine, formulating the nursing plan of traditional Chinese medicine, establishing nursing diagnosis in traditional Chinese medicine, application of four diagnostic methods, nursing operation of traditional Chinese medicine, nursing routine of traditional Chinese medicine, and the theoretical knowledge of traditional Chinese medicine were higher than those before the training, and the research group was higher than the control group , with statistically significant differences(P<0.05). After training, the scores of cognitive maturity, intellectual curiosity, critical thinking, self-confidence, systematic ability, analytical ability, and open mind of two groups were higher than those before the training, and the research group was higher than the control group, with statistically significant differences(P<0.05). After training, the scores of network ability of coordination and communication, skills in sports communication, basic nonverbal communication ability, and basic language communication ability were higher than those before the training, and the research group was higher than the control group , with statistically significant differences(P<0.05). The incidence of nursing errors in the research group (7.41%) was lower than that in the control group (33.33%), and the difference was statistically significant(P<0.05). Conclusions One-to-one teaching model combined with scene simulation teaching and regular intensive training of departments can effectively improve the post competency of the junior nurses in the department of traditional Chinese medicine, strengthen their critical thinking ability and the communication ability of the nurse and patient, and reduce the incidence of nursing errors. Key words: One-to-one teaching model; Scene simulation teaching; Regular intensive training in the department; Department of traditional Chinese medicine; Junior nurse; Post competency

Application of six-step standard communication process in nursing communication with elderly lung cancer patients

Objective To explore the application effect of six-step standard communication process in nursing communication with elderly patients with lung cancer. Methods A six-step standard communication process training was conducted for 38 nurses in the Thoracic Surgery Department of the First Affiliated Hospital of Zhengzhou University from January to June 2017 selected by purposive sampling. Nurses' Clinical Communication Competence Scale (NCCCS) was used to evaluate the changes of nurses' communication ability with patients before and after training. A total of 38 elderly patients with newly diagnosed lung cancer in Thoracic Surgery Department from January to December 2016 were enrolled as the control group, and during their in-hospital period of time, the nurses had not received the training and their communication was in the conventional way; a total of 35 elderly patients with newly diagnosed lung cancer in Thoracic Surgery Department from July 2017 to June 2018 were enrolled as the observation group, and during their in-hospital period of time, the nurses had already completed the training and their communication mode was based on the six-step standard communication process. The two groups were compared in terms of their scores in Profile of Mood States-Short Form (POMS) 24 hours after getting newly diagnosed (before intervention) , 24 hours before operation (after intervention) , and their nursing satisfaction degree upon discharge. Results After training, nurses' communication ability in difficult situations, emotional perception ability, emotional support ability, basic language communication ability and basic non-verbal communication ability were significantly improved with statistical differences (P 0.05) ; after intervention, the observation group had lower scores in dimensions of depression-dejection , tension-anxiety , anger-hostility , confusion-bewilderment , and fatigue-inertia than the control group with statistical differences (P<0.05) . The observation group had higher nursing satisfaction degree upon discharge than the control group with statistical differences (P<0.05) . Conclusions For elderly patients with lung cancer in Thoracic Surgery Department, the application of six-step standard communication process can effectively improve the nursing communication efficacy, improve patient's bad mood and improve nursing satisfaction. Key words: Lung neoplasms; Aged; Six-step standard communication process; Communication ability; Patient satisfaction

Communication Matters-Pitfalls and Promise of Hightech Communication Devices in Palliative Care of Severely Physically Disabled Patients With Amyotrophic Lateral Sclerosis.

Amyotrophic lateral sclerosis (ALS) is the most common motor neuron disease, leading to progressive paralysis, dysarthria, dysphagia, and respiratory disabilities. Therapy is mostly focused on palliative interventions. During the course of the disease, verbal as well as nonverbal communicative abilities become more and more impaired. In this light, communication has been argued to be “the essence of human life” and crucial for patients' quality of life. High-tech augmentative and alternative communication (HT-AAC) technologies such as eyetracking based computer devices and brain-computer-interfaces provide the possibility to maintain caregiver-independent communication and environmental control even in the advanced disease state of ALS. Thus, they enable patients to preserve social participation and to independently communicate end-of-life-decisions. In accordance with these functions of HT-AAC, their use is reported to strengthen self-determination, increase patients' quality of life and reduce caregiver burden. Therefore, HT-AAC should be considered as standard of (palliative) care for people with ALS. On the other hand, the supply with individually tailored HT-AAC technologies is limited by external and patient-inherent variables. This review aims to provide an overview of the possibilities and limitations of HT-AAC technologies and discuss their role in the palliative care for patients with ALS.

The effect of communication training using standardized patients on nonverbal behaviors in medical students.

PurposeNonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students’ NVC abilities are improved through communication training.MethodsFirst-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students’ nonverbal expressions in the interviews recorded before and after the education.ResultsAfter the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03.ConclusionCommunication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.

Design and implementation of an eye gesture perception system based on electrooculography

People with motor diseases have suffered from deprivation of both verbal and non-verbal communication abilities. Fortunately, some of them still retain coordination of brain and eye-motor. To establish a stable communication way for these disabled people, this paper presents an eye gesture perception system based on Electrooculography (EOG). In order to implement a high-accuracy of unit saccadic EOG signals recognition, we propose a new feature extraction algorithm based on Common Spatial Pattern (CSP). We first establish a CSP spatial filter bank corresponding to 8 saccadic tasks (i.e., up, down, left, right, right-up, left-up, right-down, and left-down), then use it to linearly project raw EOG signals and treat the outputs as feature parameters. Furthermore, eye gestures recognition has been carried out by identifying and merging unit saccadic segments in terms of pre-defined time sequences. Experiential results over 10 subjects show that the recognition precision of unit saccadic EOG and eye gesture are 96.8% and 95.0% respectively, which reveal the proposed system has a good performance of eye gestures perception.

Research on the different evaluation from the three parties of the clinical practice medical students' communication ability in OSCE

Objective To analyze the difference and correlation of the evaluation of the medical students' communication ability between the examiners, standardized patients (SP) and medical students themselves in objective structured clinical examination (OSCE), and to provide scientific basis for the appropriate evaluation method of medical students' communication ability. Methods OSCE was used to evaluate the communication ability of 90 medical students in Daping Hospital, Chongqing, and the three parties were evaluated by the examiners, SP and medical students themselves. Excel and SPSS 17.0 statistical analysis software were used, through Friendman M test, t test and correlation analysis to analyze the differences and correlation of the three parties evaluations. Results The different evaluation between the three parties on the communication ability of medical students was as follows. Examiner's evaluation was the lowest (8.39±1.18), SP's evaluation was the highest (9.62±0.73), Medical students themselves' evaluation was higher (9.28±1.09); The examiner's evaluation of Medical students' empathy, verbal communication ability, non-verbal communication ability and etiquette was lower (P=0.00). The correlation analysis of the three parties' evaluation showed that there was a significant correlation between the three parties on the communication ability, empathy and nonverbal communication ability (P<0.05). The evaluation of SP and medical students themselves on medical students' language communication ability and etiquette was significantly correlated (P<0.05). Conclusions Using examiner or SP or medical students themselves only to evaluate the communication ability of medical students is not accurate, The Examiner and SP as the main trial test personnel should collaborate to evaluate medical students' communication ability. The examiner can evaluate three projects such as what is medical ethics and law, empathy, nonverbal communication ability, while the SP can evaluate the two projects: what is language communication ability and etiquette. The collaborative evaluation of the two sides can be more accurate to reflect the doctor-patient communication ability of medical students. Key words: Objective structured clinical examination; Medical students; Communication ability; Evaluation method

Is My Son Autistic?

Is My Son Autistic?

Standard Outcome Measures in Facial Paralysis: Getting on the Same Page.

Clinicians caring for patients with facial paralysis (FP) are universally interested in improving outcomes by developing and/or embracing treatment approaches that advance functional recovery, improve aesthetic outcome, and/or restore nonverbal communication ability. In facial plastic and reconstructive surgery, increasing emphasis on outcomes 1 has driven the development of myriad assays to measure the effects of therapy. Some assays have been statistically validated and tested for internal consistency, applying varying degrees of rigor, though many remain inadequately tested. Because of the high complexity and broad range of deficits that patients diagnosed with FP experience, agreement regarding standard outcomes measures has been particularly elusive. In the current era, agreement regarding these measures is critical to advancing care. Deep experience with the condition over the past several decades has permitted leaders to begin to agree on certain elements essential to progress in FP treatment. 2 Intake Patients with FP require meticulous standardized intake. 2 The process should include detailed medical history and physical examination, with full cranial nerve examination, including testing facial and corneal sensation, and motor function of the tongue and muscles of mastication. Requisite medical therapy, laboratory testing, consultations, and imaging investigations are applied as indicated. 3 Patients require standardized pho

Physical Education Issues for Students With Autism

Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD.

P3‐380: Effects of extended‐release memantine (28 mg, once daily) on language and communication abilities in a randomized trial of patients with moderate‐to‐severe Alzheimer's disease

The efficacy of a new, extended-release (ER) formulation of memantine (28 mg, once daily) has been demonstrated previously in a 24-week, multinational, randomized, double-blind, placebo-controlled, parallel-group trial (MEM-MD-50, NCT00322153; placebo, n=335; memantine, n=342) in patients with moderate to severe AD concurrently taking a cholinesterase inhibitor (ChEI). The current study is a post hoc analysis, designed to explore the effects of memantine ER on face-valid groupings of language- and communication-related items from multiple outcome measures in that trial. Language items from the Severe Impairment Battery (SIB) were grouped into subscales of naming, reading/writing, and comprehension/repetition/discourse. In addition, a functional communication score was constructed using communication-related items from 2 scales administered to caregivers: the 19-item Alzheimer's Disease Cooperative Study - Activities of Daily Living Scale (ADCS-ADL 19) and the caregiver perceived burden questionnaire (CPBQ). These items were designed to assess patients' verbal and non-verbal communication abilities, for example: “Did the subject pay attention to conversation or small talk?” (ADCS-ADL 19), or “How talkative has he/she been over the past month?” (CPBQ). For each post hoc measure, the change from baseline at week 24 was compared between groups. Analyses using observed cases (OC) and the last observation carried forward (LOCF) approach were based on an analysis of covariance (ANCOVA) model using treatment group and study center as factors and baseline value as a covariate. Analysis using the mixed-effects model with repeated measures (MMRM) utilized an unstructured covariance matrix with treatment, time, treatment by time interaction, and center as factors and baseline value as a covariate. At week 24, patients receiving memantine ER performed significantly better than patients taking placebo on the SIB subscales of Reading/Writing (OC: P=0.002; LOCF: P<0.001; MMRM: P<0.001), and Comprehension/Repetition/Discourse (OC: P=0.048; LOCF: P=0.004; MMRM: P=0.006). There was no significant difference between treatment groups on the SIB subscale of Naming (OC: P=0.093; LOCF: P=0.073; MMRM: P=0.057), or on the Functional Communication Score (OC: P=0.257; LOCF: P=0.131; MMRM: P=0.116). This post hoc analysis suggests that, in patients with moderate to severe AD receiving stable ChEI treatment, the addition of memantine ER may be associated with benefits in language abilities.