Non-verbal Interaction Research Articles

Autism: A review

Reduced eye contact, facial expressions, and body movements during the first three years of life are among the social behaviors and nonverbal interactions that define autism spectrum disorder (ASD), a collection of neurodevelopmental diseases. It is generally accepted that this condition is a multifactorial disorder resulting from the combination of both hereditary and non-genetic risk factors. It is not a single disorder. Studies on the genetics of ASD have found mutations that disrupt normal neurodevelopment from infancy through childhood. Axon mobility and synaptogenesis have been linked to these gene complexes. Advances in neuroimaging research have yielded numerous significant insights into the pathological alterations that take place in the brains of individuals with ASD while they are living their lives. Numerous neuropathological and neuroimaging studies have demonstrated the significance of the amygdala, a key component of the limbic system and the affective loop of the cortico-striatothalamo-cortical circuit, in cognition and ASD. The nucleus accumbens is seen as another important structure associated with the social reward response in ASD, in addition to the amygdala. While behavioral and educational interventions have traditionally been the cornerstones of ASD care, pharmaceutical and interventional therapies have also demonstrated some promise in ASD patients. Additionally, a small number of individuals have reportedly improved following deep brain stimulation, one of the interventional treatments.

Exploring modalities and functions of social interaction initiated by toddlers in the U.S. during touchscreen play

ABSTRACT As technology becomes ubiquitous in the homes of many families, children learn to incorporate touchscreen devices into their everyday activities. The present study explored young children’s role in shaping their gaming experience to maintain social interactivity. Twenty-nine children at 2.5 years old in the U.S. played a non-educational game on a touchscreen in the presence of a researcher. We examined the temporal distribution and functions of toddlers’ active initiation of verbal and nonverbal social interactions. The results indicated modality differences. The toddlers tended to initiate verbal interactions in the middle segment of gaming and nonverbal interactions at the beginning. Moreover, toddlers who initiated a greater proportion of verbal (as opposed to nonverbal) interactions tended to amass more social interactions overall. Finally, the child-initiated interactions served functions of sharing success, seeking assistance, requesting a change, and inviting others to participate. Together, these findings provide insight into the social aspects of touchscreen gaming as toddlers navigate this new form of play.

Are My Students Engaged? Nonverbal Interactions as an Indicator of Engagement in a Stadium-Style Lecture Hall

Are My Students Engaged? Nonverbal Interactions as an Indicator of Engagement in a Stadium-Style Lecture Hall

Convincing in Pragma-Dialectics: A Critical Reassessment

AbstractWhat does it mean to convince? In the pragma-dialectical theory of argumentation, convincing is done by arguments. The perlocutionary act of convincing is fundamentally related to the illocutionary act of arguing. I propose a critical reassessment of this relationship. The arguing-convincing pair presents conceptual difficulties, I argue, both in the pragmatic description based on felicity conditions and in the dialectical one based on intersubjective procedures. To tackle these problems, I develop a proposal that takes the speakers’ non-verbal interaction with evidence, as opposed to their verbal interaction with one another, as the basis for understanding the resolution of differences of opinion. The proposal is compatible with the pragma-dialectical theory, provided some methodological adjustments are conceded.

Pola Komunikasi Pembinaan Santri Odgj Melalui Nilai-Nilai Islam Di Padepokan Tahfidhul Qur’an Ibnu Rusydi

In this study, there are two problem formulations, namely: (1) What is the communication pattern of fostering students with ODGJ through Islamic values in Padepokan Tahfidhul Qur'an Ibn Rusydi? (2) What are the aspects that support and hinder the communication process in fostering ODGJ students in Padepokan Tahfidhul Qur'an Ibn Rusydi? To answer the two formulations of the problem. The researcher adopts a qualitative approach with a descriptive type in this study. The results of this study can be concluded that the communication pattern of ODGJ students at Padepokan Tahfidhul Qur'an Ibn Rusydi between caregivers, administrators, and ODGJ students uses verbal and nonverbal interactions to teach and provide an understanding of Islamic values to ODGJ students. That way, ODGJ students will be encouraged to think critically and adapt well in the social environment. Supporting factors such as an open attitude and active interaction accelerate the coaching process. Meanwhile, the inhibiting factors such as ODGJ students who have difficulty communicating can hinder the understanding and application of Islamic values. Effective social interaction is the key to achieving the vision and mission of making students noble individuals. Keyword: Communication Patterns, Santri, Mental Disorders, Islamic Values

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

ABSTRACT Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes more explicit. Learning with technology is mediated by digitally represented knowledge artefacts that participants construct together and manipulate through dialogue. However, there is a need for research into the methods by which researchers and practitioners can understand the learning taking place in such complex environments where verbal and nonverbal interactions with technology are inter-connected and entangled with activities and material learning resources. This paper addresses that need. It offers a critical discussion of the underlying theory and presents a new 13-category coding scheme, ‘Tech-SEDA’. This is the first public version of a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings. Application is illustrated with examples of dialogic interaction across diverse technology contexts by learners located in classrooms or remotely – including online discussions, 3-dimensional modelling in augmented reality, software apps on tablets, Knowledge Forum, Scratch programming, interactive whiteboards, and more. The paper considers the methodological issues arising in capturing dynamic multimodal dialogue and in identifying the learning taking place.

Influence of semiotic resources on peer interactions during collaborative digital multimodal composing

Collaborative digital multimodal composing (CDMC) has recently gained traction in the advent of technology-enhanced language learning, yet scant attention was paid to the influence of semiotic resources on the interaction patterns between learners. The present study attempted to fill the research gap by examining the interactions between English as a Second Language (ESL) learners in an online English for Academic Purpose (EAP) course. Using a multiple case-study design, three pairs of undergraduates completed a collaborative multimodal writing and video-making task for presentation using ZOOM. Influence of semiotic resources can be unveiled through manipulating the mode of presentation. Data of this study includes the verbal exchanges and non-verbal on-screen interactions between the participants while they are working on the tasks. Their interaction patterns were analyzed through conversation analysis and two aspects of collaborations, namely equality and mutuality, were also examined. Their interaction patterns were found to be strikingly different across both tasks, and languaging mainly serves the function of verbalization of content-related issues, such as searching for information and assembling various multimodal elements, with only rare instances of either grammar-based or lexis-based language-related episodes (LRE). Another striking finding is that pairs who are working collaboratively with balanced division and mutual contribution are less susceptible to our manipulation, as compared to those who are demonstrating a dominant-dominant or expert-novice working pattern. Implications of these findings on fostering peer collaborations during CDMC are discussed.

Interactions for Socially Shared Regulation in Collaborative Learning: An Interdisciplinary Multimodal Dataset

Socially shared regulation plays a pivotal role in the success of collaborative learning. However, evaluating socially shared regulation of learning (SSRL) proves challenging due to the dynamic and infrequent cognitive and socio-emotional interactions, which constitute the focal point of SSRL. To address this challenge, this article gathers interdisciplinary researchers to establish a multimodal dataset with cognitive and socio-emotional interactions for SSRL study. Firstly, to induce cognitive and socio-emotional interactions, learning science researchers designed a special collaborative learning task with regulatory trigger events among triadic people for the SSRL study. Secondly, this dataset includes various modalities like video, Kinect data, audio, and physiological data (accelerometer, EDA, heart rate) from 81 high school students in 28 groups, offering a comprehensive view of the SSRL process. Thirdly, three-level verbal interaction annotations and nonverbal interactions including facial expression, eye gaze, gesture, and posture are provided, which could further contribute to interdisciplinary fields such as computer science, sociology, and education. In addition, comprehensive analysis verifies the dataset’s effectiveness. As far as we know, this is the first multimodal dataset for studying SSRL among triadic group members.

Nursing students' perceptions of interaction in a multiplayer virtual reality simulation: A qualitative descriptive study.

To describe nursing students' perceptions of interaction in a multiplayer virtual reality (MPVR) simulation. A qualitative descriptive study. Second-semester nursing students (n = 24) participated in pairs in MPVR simulations and semi-structured interviews. Data were analysed deductively and inductively. Four types of interaction in a MPVR simulation were identified: interaction between the students, interaction between the student and the virtual environment (VE), interaction between the student and the virtual patient (VP), and interaction between the student and the simulation facilitator. Interaction consisted of verbal and nonverbal interaction, as well as object manipulation and movement in the VE. The reasons for interaction were to coordinate the care, to assess the VP, and to implement VPs' care. MPVR simulation offered nursing students an opportunity to practice nurse-to-nurse interaction and interaction related to nurses' collaboration, which are essential skills in nursing practice. Students were also able to interact with the VP, which can promote students' nurse-patient interaction skills. Therefore, MPVR simulations can be utilized as a platform to enhance interaction skills of future healthcare professionals, which could improve patient safety. None.

Behind the mask: Stuttering, anxiety, and communication dynamics in the era of COVID-19.

While wearing masks during the pandemic poses communication and social challenges for people in everyday life, those with social anxiety might find them plausible, aligning with contemporary cognitive theories. Social anxiety involves fearing negative assessments and holding a negative self-image. Concealing anxiety symptoms during mask use may contribute to a more positive self-perception. Given that up to 60% of adults seeking stuttering treatment also meet criteria for social anxiety disorder, this study aims to investigate the complex relationship between communication freedom, self-perceived stuttering and anxiety in adults who stutter (AWS). The unique context of mandatory mask-wearing during the pandemic provides an opportunity to explore these dynamics and understand the conflicting relationships between stuttering, anxiety-related safety behaviours and the need for open communication in AWS. Twenty AWS participated in interviews, responding to open-ended questions to elucidate their affective, cognitive and behavioural experiences while wearing masks during the COVID-19 pandemic. Thematic analysis was used to identify the emerging themes and subthemes based on information-rich quotes, employing a six-phase recursive process. Various speech and anxiety-related measures were used to describe the characteristics of the study participants. Three main themes and sub-themes emerged. The first theme highlights communication challenges for AWS wearing masks, impacting verbal and nonverbal interactions. The second theme reveals AWS wearing masks to conceal stuttering cues, experiencing reduced stress. The third theme indicates that, despite the comfort in concealment, most AWS prefer speaking freely without a face mask. The conflict between the desire for authentic, fluent communication and the ease of hiding stuttering symptoms poses a major dilemma for AWS. According to the results of this study, most adults who stutter prioritize open communication. However, there were some individual differences. A major factor influencing their decision was their fear of negative evaluation. What is already known on the subject The prevalence of social anxiety is higher among adults who stutter (AWS), possibly stemming from their prior negative experiences with stuttering. In response, AWS may adopt adaptive or maladaptive coping behaviours to manage stuttering and mitigate fears of negative evaluation. Maladaptive strategies, like avoiding certain communication situations, can diminish their satisfaction with everyday speaking situations. What this study adds This study leveraged the mask-wearing mandate during the pandemic to explore the intricate relationship between anxiety-related symptoms and communication. While some participants saw masks as a plausible means to conceal stuttering and anxiety, most preferred open communication without the challenges posed by masks. Our findings offer additional support for the varied emotional, cognitive and behavioural responses that AWS may display in response to changes in daily life, emphasizing the individual differences within this population and highlighting that stuttering goes beyond observable speech dysfluencies. What are the clinical implications of this work? Our study underscores the need for comprehensive therapeutic interventions addressing both the physical and cognitive-emotional aspects of stuttering in AWS. Recognizing the role of safety behaviours and self-focused attention emphasizes the importance of an integrated approach, enhancing communication efficacy and social well-being for AWS. Addressing speech fluency alone, without considering pertinent cognitive-emotional factors, falls short in providing adequate stuttering treatment.

Relationship evolution shapes inter-brain synchrony in affective sharing: The role of self-expansion.

The development of social relationships influences a person's self-concept, which in turn affects their perceptions and neural correlates in social interactions. This study employed an EEG-based hyperscanning technique and a longitudinal design to investigate how the evolution of interpersonal relationships impacts inter-brain synchrony during nonverbal social-emotional interactions. The framework for this study is based on the self-expansion model. We found that dyads exhibited enhanced affective sharing abilities and increased brain-to-brain synchrony, particularly in the gamma rhythm across the frontal, parietal, and left temporoparietal regions, after seven months together compared to when they first met. Additionally, the results indicate that inter-brain coupling evolves as relationships develop, with synchrony in nonverbal social-emotional interactions increasing as self-expansion progresses. Crucially, in the deep learning model, interpersonal closeness can be successfully classified by inter-brain synchrony during emotional-social interactions. The longitudinal EEG-hyperscanning design of our study allows for capturing dynamic changes over time, offering new insights into the neurobiological foundations of social interaction and the potential of neural synchrony as a biomarker for relationship dynamics.

Improving Social Skill of Student with Disability with Interaktif Method : A Literature Review

This descriptive qualitative research was conducted at one of the State Special Schools in Blitar City, observing five students with disabilities. The observation results showed that the students had poor social skills, with mostly nonverbal interactions and limited engagement in school activities. Through a literature review, this study identified interactive learning methods, such as group games, that could potentially improve students' social skills. While these methods have not yet been implemented, recommendations for the integration of these strategies into the curriculum are aimed at enriching learning experiences and reducing social anxiety. This approach is expected to strengthen the social interaction and self-confidence of students with with disabilities.

잠재프로파일 분석(LPA)을 활용한 유치원 교사의 교사-유아 상호작용 유형 및 예측요인

Objectives The purposes of this study are to explore latent profiles of kindergarten teachers with teacher-children interaction (T-CI) and to analyse the relationship between teachers' personal factors and T-CI profiles. Methods The survey for data collection was conducted from January 10 to January 31, 2024, targeting 409 teachers working at kindergartens in the metropolitan area. We composed T-CI of kindergarten teacher into emotional, verbal, and behavioral interaction, and analyzed latent profiles according to their T-CI level. The types of T-CI profiles derived from the latent profile analysis were identified, and a multinomial logistic regression was performed to analyze the effect of kindergarten teachers' personal factors on the T-CI profiles. Results The results revealed that we classified four T-CI profiles: the ‘passive interaction type’, which had very low levels of emotional, verbal, and behavioral interaction related to T-CI, was 5.62% of all kindergarten teachers, the ‘non-verbal interaction type’, which had relatively low emotional, verbal, and behavioral interaction levels, was 43.03% of all, the ‘affective interaction-centered type’, which had average level of each competence, was 26.41% of all, the ‘proactive interaction type’, which had relatively high level of each competence, was 24.94% of all. As a result of analyzing the effect of the teacher's personal factors on the T-CI profile, it was found that the teacher's age, education, and experience had a significant effect on the T-CI profile. Conclusions Based on the results, this study suggests that there are various groups according to the level of T-CI within the kindergarten teacher group, rather than considering the kindergarten teacher as the ‘cohort group’ in relation to T-CI. We also suggest that customized approach considering the profile characteristics related to T-CI is required.

Impact of Hearing Loss and Auditory Rehabilitation on Dyads: A Microsocial Perspective

AbstractHearing loss severely hampers verbal exchange and thus social interaction, which puts a high burden on hearing-impaired and their close partners. Until now, nonverbal interaction in hearing-impaired dyads has not been addressed as a relevant factor for well-being or quality of social relationships. Nonverbal synchrony of head- and body-movement was analysed in N = 30 dyads of persons with hearing impairment (PHI) and their significant others (SO). In a 10-minute conversation before (T1) and 6 months after cochlear implantation (T2), Motion Energy Analysis (MEA) automatically quantified head- and body-movement. Self-report measures of both dyad members were used to assess aspects of quality of life and closeness in the partnership. After cochlear implantation, nonverbal synchrony showed a downward trend and was less distinct from pseudosynchrony. Higher synchrony was associated with worse hearing-related quality of life, shorter duration of hearing impairment and less closeness in the relationship. This negative association was interpreted as an indication for the effort one has to make to cope with difficulties in a dyad`s relationship. Endorsing a holistic approach in auditory rehabilitation, we propose the assessment of nonverbal synchrony as a suitable tool to detect subtle imbalances in the interpersonal relation between PHI and SO outside conscious control and to provide cues for possible therapeutical strategies.

Exploring the construct of interactional competence in different types of oral communication assessment

Abstract Research on interaction in speaking assessment suggests that both verbal and nonverbal interaction are integral parts of the construct of interactional competence (Galaczi & Taylor, 2018; Plough et al., 2018; Young, 2011). However, little has been done to investigate which features significantly contribute to interactional competence scores. This study, therefore, examined which interaction features that raters noticed in individual scripted interview and paired discussion tasks to gain an insight into the interactional competence construct, providing validity evidence for an inclusion of interactional competence in speaking assessment. Sixty-eight student performances were rated based on interaction rating scales. Exploratory factor analysis revealed four factors: nonverbal communication, topic management, interactional management, and interactive listening. Logistic regressions showed that while raters attended to more topic management features in the individual scripted interview task, they noticed more interactional management features in the paired discussion task. Simple regressions showed that nonverbal communication and topic management features predicted interactional competence scores in the individual scripted interview task, whereas nonverbal communication, topic management, interactional management, and interactive listening features were predictors of scores in the paired discussion task. The findings suggest that both nonverbal and verbal interaction features are important in the interactional competence construct with the paired task providing test-takers with more opportunities to demonstrate their interactional ability.

EchoTap: Non-Verbal Sound Interaction with Knock and Tap Gestures

The growing demand for highly accessible interaction technologies to effectively interact with smart devices has led to the increasing popularity of voice user interfaces (VUIs). However, VUIs face interpretation challenges stemming from the variability of natural language input, such as speech clarity issues, linguistic variability, and speech impediments. As an alternative, non-verbal sound-based interaction techniques emerge as highly advantageous for smart device control, mitigating the inherent challenges of VUIs. In this article, we introduce EchoTap, a novel audio interface that harnesses the distinctive sound responses generated by knock and tap gestures on target objects. Employing deep neural networks, EchoTap recognizes both the type and location of these gestures based on their unique sound signatures. Through offline evaluation, EchoTap demonstrated competitive classification accuracy (88% on average) and localization precision (93% on average). Moreover, a user study involving 12 participants validated EchoTap’s practical effectiveness and user-friendliness in real-world scenarios. This study highlights EchoTap’s potential for various daily interaction contexts and discusses further design implications for leveraging auditory interfaces based on simple gestures.

A Creativity Monitoring Device (CMD) for New Insight into the Brain Mechanisms of Artistic, Scientific and Engineering Creative Acts

This paper introduces the basic design of a novel neuroscientific device named Creativity Monitoring Device, CMD, able to provide new insights into the brain mechanisms of artistic, scientific and engineering creative acts. The novelty of the device is threefold. First, it allows the artifact-free recording of association cortical EEG waves during such creative acts as painting artistic visions, composing music, running novel experiments in a laboratory or working on an engineering invention. Second, it allows the synchronous monitoring of the sounds and visual events in the environment of such actions along with the artist’s, scientist’s or engineer’s verbal and non-verbal interactions with this environment and his or her own notes on the engaged creative phase. Third, it allows the offline analysis of the synchronously collected EEG and audio-visual data with the new method of dynamic neurocombinatorics, which can reveal at 2 msec accuracy the relationships between the recorded objects of 5 sets: (1) the spatial occurrence codes of the recorded association cortical EEG waves; (2) the complexity codes of each of the recorded 0.2 - 200 Hz EEG waves; (3) the codes of the synchronously recorded environmental events including those of the subject’s verbal and non-verbal interactions with this environment; (4) the subject’s own dictated notes identifying the phase of the engaged creative act, and (5) the time-course of these continuously recorded objects within each of the indicated sets over the entire, at least 10-hour, creativity monitoring period. Thus, CMD studies should reveal the key electrical brain changes underlying the initiation, maintenance and termination of creative acts and should show the similarities and differences between artistic, scientific and engineering creativities.

Judicial videoconferencing interpreting. Features of emotive vocabulary interpreting. Non-verbal emotional interaction

Judicial videoconferencing interpreting. Features of emotive vocabulary interpreting. Non-verbal emotional interaction

Autism Spectrum Disorder Detection in Children Via Deep Learning Models Based on Facial Images

Autism spectrum disorder (ASD) is a complicated psychiatric disease that causes difficulty in communicating with others, and restricted behavior, speech, as well as nonverbal interaction. Children with autism have unique facial characteristics that distinguish them from ordinarily developing children. Therefore, there is a requirement for a precise and automated system capable of early detection of autism in children, yielding accurate results. The objective of this research is to assist both families and psychiatrists in diagnosing autism through a straightforward approach. Specifically, the study employs a deep learning method that utilizes experimentally validated facial features. The technique involves a convolutional neural network along with transfer learning for the detection of autism. MobileNetv2, Xception, ResNet-50, VGG16 and DenseNet-121 were the pretrained models used for detection of autism. The evaluation of these models utilized a dataset sourced from Kaggle, comprising 2,940 facial images. We evaluated the five deep learning models using standard measures like recall, precision, accuracy, F1 score, and ROC curve. The proposed DenseNet-121 model outperformed existing transfer learning models, with 96% accuracy rate. With respect to performance evaluation, the proposed method exhibited superiority over the most recent models. Our model possesses the capability to support healthcare professionals in validating the precision of their initial screening for Autism Spectrum Disorders (ASDs) in pediatric patients.

The role of nonverbal communication in enhancing effective leadership in organizational contexts

In an era of business that continues to develop, successful effective leadership is the key for organizations to achieve their goals and maintain their competitiveness. The primary objective of this study is to examine how nonverbal communication contributes to leadership effectiveness. This research uses a qualitative literature study approach to explore the important role of nonverbal communication in improving effective leadership in an organizational context. Through literature analysis related to the concepts of nonverbal communication, leadership styles, and organizational dynamics, this research identifies key elements of nonverbal communication that can influence leadership effectiveness. The research results highlight the complexity of nonverbal communication interactions, including facial expressions, body language, and voice intonation, in the context of organizational leadership. The literature analysis also includes the positive impact of nonverbal communication on building interpersonal relationships, facilitating team communication, and strengthening the leadership image. This study also explores the challenges that may arise in understanding and managing nonverbal communication in diverse organizational contexts. This research provides in-depth insight into how understanding and mastering nonverbal communication can increase leadership effectiveness in managing organizational dynamics. The implications of this research are expected to provide practical guidance for leaders and professionals in developing their nonverbal communication skills to achieve more effective leadership in complex organizational environments.