Nonverbal Communication Systems Research Articles

Toward a Model of Reciprocal Carryover: Learning From Communication Systems of Families of Nonspeaking Bilingual Children.

Children at the intersections of language learning, racialization, and dis/ability status experience systems of power in a very particular way. This work amplifies the "voices" of bilingual nonspeaking children and their families to upend the notion of educational and medical professionals as the experts. It positions familial ways of being and knowing as central to learning and offers educators tools to actively collaborate with and follow the lead of children and families to engage in "reciprocal carryover." This clinical focus article is built on a series of semistructured interviews and observations with caregivers, young children, and educators-specifically, two case studies of bilingual nonspeaking young children in the United States and their transnational families. Circumventing school and medical spaces and going directly to young children and families was a methodological choice to identify the family as the epicenter of languaging and learning. Each case study demonstrates a system that was created to bolster the communication of these historically subaltern families. From systems of social capital exchanges to intrafamilial nonverbal communication systems, the families in the study engage in and share systems they created to navigate the larger system of special education that so often positions multilingual, transnational families and their dis/abled children as nonknowers. The author offers strategies for educators to learn alongside children and families to engage in "reciprocal carryover." This work highlights the communication and languaging systems children and families co-construct beyond the bounds of formal education and supports educators in following their lead. It offers a roadmap for educators, families, and children to co-construct communication practices together.

SOCIAL-PSYCHOLOGICAL EFFECTS OF REMOTE WORK IN PROFESSIONAL DEVELOPMENT AND EDUCATION

Introduction. The COVID- pandemic has forced many industrial and educational organizations to switch to a remote approach. Although remote work and education have some economic and organizational advantages, there are also some potential «pitfalls» refl ected in the social activities, personal development and team interactions. Methods. The method of theoretical analysis of scientifi c and methodological sources in the fi elds of social, educational and organizational psychology was used. The authors’ attention was focused on the remote forms of work and learning in “normal” conditions, in contrast to the forced transition to remote activity while providing anti-pandemic measures. Results. The socio-psychological effects manifest in three directions: () interaction and communication, () formal and informal groups and joint activities, () personal development. Interaction and communication include the impact of digital technologies on the information transfer within the teams and interpersonal contacts. The consequences are increasing experience of isolation, virtual interaction with sense of anonymity, text forms of communication. The decreasing phenomena are role of visual non-verbal communication system and opportunities of feedback giving and reception. Formal and informal groups experience decreasing sense of group identity and cohesion, loyalty to educational organization and involvement in joint activities, social support within the group or organization. Some features of social activity expansion are multiple organizational membership and educational mobility. The diffi culties in educational administrating relate to organization and coordination of joint work and result assessment. Personal manifestations are observed at the level of an individual system of values and interests, goals setting and achieving, individual behavior and subjective well-being, vocational choices and motives. Conclusion. Summing up, we can offer some recommendations for organizational and psychological support of learning, education and career counseling for school students in order to minimize or compensate for the impact of negative socio-psychological effects of remote activity organization on learning groups and individuals.

TRUST BARRIERS TO INTERCULTURAL COMMUNICATION

Trust is the lifeblood of all interpersonal and social relationships. Gaining and maintaining trust ininterpersonal relationships is a long and ongoing process that requires continuous investment. Many studies showthat people naturally react more strongly to dishonesty than to any other trait. One of the biggest causes of mistrustis the different ways of looking at the world resulting from different typological orientations. Different personalitytypes are often not communicated on the "same frequency". Believing in people that they can do the best on theirown leads to greater inefficiency and dissatisfaction. Whether the message will be well understood depends on: thecontent, the choice of certain signals, the way of communication, the form (the functioning of the verbal and nonverbalcommunication system). There are many barriers to intercultural communication such as anxiety, stereotypes,prejudice, non-verbal interactions, ethnocentrism, xenophobia, racism, discrimination and acceptance of similaritiesinstead of differences (Zhu, 2020, p. 1651-1655). Trust is a part of many factors. Reciprocity and the exchange ofinformation by revealing the factors that led to mistrust in intercultural communication are key elements inmaintaining relationships.Trust is necessary because no one is independent of others, no one is self-sufficient, we are all interdependent interms of meeting basic needs. The overall characterization of trust as a complex, multifaceted phenomenon can beclassified according to different distinguishing criteria, primarily between interpersonal and institutional, verticaland horizontal trust. Interpersonal trust refers to the belief that most people can be trusted, while institutional trustincludes trust in various institutions, such as the government, judiciary, health system, education system, media, etc.Vertical means trust in public organizations (government, church, trade unions, etc.), and horizontally - trustbetween people, independent of their various forms of social consciousness (custom, morality, religion), belongingto macrosocial groups (nation, race, class) and of different social status (gender, age, education). The importance ofreputation is reflected in the fact that it is in a sense an investment, i.e. a resource that allows us to obtain otherimportant resources, among which is the trust of others and all the benefits that trust brings (Eisenegger, 2009, p. 11-23).

Ways of Improving Intercultural Nonverbal Communication between China and America

In our daily communication, we communicate both verbally and non-verbally. Nonverbal communication is an indispensable and inseparable part of human interaction and communication. Nonverbal communication system is the result of a certain social culture. It has its own cultural specific features. Nonverbal behavior may convey different meanings in different cultures. Nonverbal differences may influence the effects of cross-cultural communication. This paper intends to give an introduction of the functions and characteristics of nonverbal communication and propose some strategies to improve the efficiency of cross-cultural communication.

초등교사의 비언어적 의사소통 행동 유형 연구

Objectives This study is to explore the types of nonverbal communication behaviors of elementary school teachers based on communication theory. Methods This study was conducted as a philosophical and psychological integrated approach to education that can scientifically support various perspectives on human behavior and human behavior and psychological processes for the study of teachers' nonverbal communication behavioral types. Based on the communication theoretical exploration of Jurgen Habermas and Satir, a literature study was conducted on the types of nonverbal communication behaviors of teachers. Results Looking at many previous studies, the nonverbal communication behaviors of teachers focused on the personal aspect with emphasis on the teacher's personality traits. In this study, the teacher's nonverbal communication behavior was considered not only in the personal aspect of the teacher but also in the social and environmental context through Habermas and Satir's communication theoretical exploration and classification of nonverbal behavioral factors according to previous studies on nonverbal communication behavior. The behavioral patterns that appear according to the necessity of children were divided into two types: body language type and environment language type. As sub-elements, body language type communication behavior types using body organs such as body movements, body sensations, and voices, and environmental language type communication behavior types using physical time and space, artificial symbols, and social systems as sub-elements. classified. Conclusions Conclusion When looking at the types of communication behaviors of teachers in the existing studies in the context of elementary school classrooms, our gaze is focused on the teacher's individual personality traits and the differences between verbal communication behavior and nonverbal communication behavior. There have been many studies that have measured the frequency. In this study, which was conducted to overcome the limitations that were difficult to categorize because the complexity of the nonverbal communication system and the range of its elements are very wide, based on the communication theory of Habermas and Satir, various nonverbal elements appearing in the nonverbal communication behavior of teachers were identified as common. In addition to understanding the characteristics of an individual teacher with a body, the teacher's communication behavior type is an integrated perspective of the temporal and spatial environment of school, classroom, class, and situation, which are the real life contexts in which the individual is involved. will have to be understood as.

Training Service Staff to Enhance Non-Verbal Behavioral Skills to Increase Customer Profitability in Tourism

To address the personalization of customer service in four-star hotels in Cuba, this research takes up the precepts of non-verbal communication and Customer Relationship Management. The Systemic Method and its treatment through the Soft Systems Methodology are applied. With information obtained from the Sol Cayo Guillermo hotel, belonging to the Jardines del Rey tourist center, in Cuba, a grouping of the essential elements in customer satisfaction generated with the use of Computational Intelligence algorithms was used. In the end, we introduce a training program for the personalization of customer service based on the non-verbal communication system to enhance service in four-star hotels in Cuba. As a main result, the experts agree that the proposed training program will have a positive impact on the worker–client communication relationship to increase customer profitability in four-star hotels in Cuba.

The Interpersonal Neurobiology of Intersubjectivity.

In 1975, Colwyn Trevarthen first presented his groundbreaking explorations into the early origins of human intersubjectivity. His influential model dictates that, during intimate and playful spontaneous face-to-face protoconversations, the emotions of both the 2–3-month-old infant and mother are nonverbally communicated, perceived, mutually regulated, and intersubjectively shared. This primordial basic interpersonal interaction is expressed in synchronized rhythmic-turn-taking transactions that promote the intercoordination and awareness of positive brain states in both. In this work, I offer an interpersonal neurobiological model of Trevarthen’s intersubjective protoconversations as rapid, reciprocal, bidirectional visual-facial, auditory-prosodic, and tactile-gestural right brain-to-right brain implicit nonverbal communications between the psychobiologically attuned mother and the developing infant. These co-constructed positive emotional interactions facilitate the experience-dependent maturation of the infant’s right brain, which is in an early critical period of growth. I then address the central role of interpersonal synchrony in intersubjectivity, expressed in a mutual alignment or coupling between the minds and bodies of the mother and infant in face-to-face protoconversations, as well as how these right brain-to-right brain emotional transmissions generate bioenergetic positively charged interbrain synchrony within the dyad. Following this, I offer recent brain laterality research on the essential functions of the right temporoparietal junction, a central node of the social brain, in face-to-face nonverbal communications. In the next section, I describe the ongoing development of the protoconversation over the 1st year and beyond, and the co-creation of a fundamental energy-dependent, growth-promoting social emotional matrix that facilitates the emergence of the highly adaptive human functions of mutual play and mutual love. In the final section, I discuss the clinical applications of this interpersonal neurobiological model of intersubjectivity, which has a long history in the psychotherapy literature. Toward that end, I offer very recent paradigm-shifting hyperscanning research that simultaneously measures both the patient and therapist during a psychotherapeutic interaction. Using the Trevarthen’s two-person intersubjective model, this research demonstrates changes in both brains of the therapeutic dyad and the critical role of nonverbal communications in an emotionally-focused psychotherapy session. These studies specifically document interbrain synchronization between the right temporoparietal junction of the patient and the right temporoparietal junction of the clinician, a right brain-to-right brain nonverbal communication system in the co-constructed therapeutic alliance. Lastly, I discuss the relationship between the affect communicating functions of the intersubjective motivational system and the affect regulating functions of the attachment motivational system.

Exploration of Teacher-Student Neural Coupling Occurring During the Teaching and Learning of Science

Verbal communication to relay information between students and the teacher, i.e., talk, lies at the heart of all science classrooms. This study investigated and began to characterize the neurological basis for the talk between science teachers and students in terms of speaker-listener coupling in a naturalistic setting. Speaker-listener coupling is the time-locked moment in which speaker vocalizations result in activity in the listeners brain. This activity is highly predictive and tightly ties to listener understanding. The design for this study was an observational stimulus-response study using neuroimaging data obtained from talk sessions between a teacher and a student. Results were obtained using a functional near-infrared spectrometer and an artificial neural network model. Examination of the data suggested that speaker-listener coupling occurs between a student and a teacher during successfully understood verbal communications. This study promotes further research into the exploration of how individual interactions between persons (speakers and listeners) via talk are perceived and influence individual cognition. Study outcomes suggest coupled brains create new knowledge, integrate practices and content, and verbal and nonverbal communication systems which are constrained at two levels the environmental level and the speaker listener level. The simplicity of brain-to-brain coupling as a reference system may simplify the understanding of behaviors seen during the learning of science in the classroom.

Crossmodal correspondences as common ground for joint action

When performing joint actions, people rely on common ground – shared information that provides the required basis for mutual understanding. Common ground can be based on people's interaction history or on knowledge and expectations people share, e.g., because they belong to the same culture or social class. Here, we suggest that people rely on yet another form of common ground, one that originates in their similarities in multisensory processing. Specifically, we focus on ‘crossmodal correspondences’ – nonarbitrary associations that people make between stimulus features in different sensory modalities, e.g., between stimuli in the auditory and the visual modality such as high-pitched sounds and small objects. Going beyond previous research that focused on investigating crossmodal correspondences in individuals, we propose that people can use these correspondences for communicating and coordinating with others. Initial support for our proposal comes from a communication game played in a public space (an art gallery) by pairs of visitors. We observed that pairs created nonverbal communication systems by spontaneously relying on ‘crossmodal common ground’. Based on these results, we conclude that crossmodal correspondences not only occur within individuals but that they can also be actively used in joint action to facilitate the coordination between individuals.

A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation As Interdisciplinary, Multi-Modal Inquiry

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.

Related Influencing Factors of Deaf People’s Facial Emotion Recognition

<p>Facial emotion recognition plays an important role in daily communication and plays a key role in social adaptation and personal development. Emotion recognition ability is an important component of non-verbal communication system, and it is also a necessary skill to successfully adapt to and deal with environmental problems. A large number of studies have examined the differences in facial expression recognition between deaf and hearing people. Research has proved that deaf people face emotion recognition has different degrees of difficulty, which is manifested in the deaf people's recognition emotion type accuracy rate and reaction time lower than that of healthy people. Deaf people face emotional recognition difficulties are affected by physiological and social environmental factors. Based on these physiological and environmental factors, helping the deaf improve their facial and emotional recognition ability can help improve their social adaptability.</p>

La pragmática intercultural y la relevancia de la comunicación no verbal en el aprendizaje de ELE

<p class="Standard"><strong>Resumen</strong></p><p class="Standard">El presente estudio pretende analizar los aportes de la pragmática intercultural en la enseñanza-aprendizaje del español como lengua extranjera, y contribuir a delinear actuaciones didácticas que favorezcan la comunicación intercultural. La pragmática intercultural enfatiza la relevancia de los sistemas de comunicación no verbal en el desarrollo de la competencia comunicativa del aprendiente; señala la necesidad de considerar la cultura del alumno, junto a la cultura y lengua meta, como mecanismo para superar choques culturales, errores pragmáticos y malentendidos, a fin de alcanzar una comunicación eficaz e intercultural.</p><p> </p><p> </p>

The Neuroscience of Art: A Research Program for the Next Decade?

Works of art can be viewed as elements of a human‐specific nonverbal communication system, distinct from language. First, the cognitive abilities and skills required for art creation and perception are built from a cascade of events driven by a “genetic envelope”. Essential for the understanding of artistic creation is its epigenetic variability. Second, artistic contemplation and creation may be tentatively viewed as a discrete and singular conscious synthesis taking place within the personal global neuronal workspace of external perceptions, internal memories and stored emotions. Third, there is a need for rules that constrain and restrict in a top‐down manner the selection of representations generated by the artist's brain. Finally, artistic creation is a part of the personal history of the artist and stems from an anterior historical evolution.

A Comparative Study of Chinese and American Cultural Context and the Influence on Communication

Cultural context plays a very important role in intercultural communication between Chinese and Americans. It is different in many ways including: Chinese culture and American culture belong to different cultural types, one high-context culture the other low-context; they are different also in terms of their basic values, language systems and nonverbal communication systems. Only when people from different cultural systems know about the cultural context of the target culture can they have an effective communication. Communication between Chinese and Americans is no exception.

Communications: The Way of Ransmitting Messages and Communication Skill

Communication is woven in almost all branches of economy and art, either as a separate skill or as one of the segments in the interdisciplinary approach. It is also a demonstrative and irreplaceable link in the study of various disciplines of management and marketing, as well as in public relations. This paper, after a short basic characteristic of communication, gives detailed analysis about the way of transmitting messages and communication skill. Special attention was paid to the understanding of the sender and the recipient, through the process of coding and decoding of the information. At the end, a communication network established by combining verbal and non-verbal communication systems is analyzed.

A Language of Their Own: An Interactionist Approach to Human-Horse Communication

AbstractThis paper explores the process of human-horse communication using ethnographic data of in-depth interviews and participant observation. Guided by symbolic interactionism, the paper argues that humans and horses co-create a language system by way of the body to facilitate the creation of shared meaning. This research challenges the privileged status of verbal language and suggests that non-verbal communication and language systems of the body have their own unique complexities. This investigation of humanhorse communication offers new possibilities to understand the subjective and intersubjective world of non-verbal language using beings—human and nonhuman alike.

A Real-Time Interactive Nonverbal Communication System Through Semantic Feature Extraction as an Interlingua

There has been a growing interest in the use of networked virtual environment (NVE) technology to implement telepresence that allows participants to interact with each other in shared cyberspace. In addition, nonverbal language has attracted increased attention because of its association with more natural human communication, and especially sign languages play an important role for the hearing impaired. This paper proposes a novel real-time nonverbal communication system by introducing an artificial intelligence method into the NVE. We extract semantic information as an interlingua from the input text through natural language processing, and then transmit this semantic feature extraction (SFE) to the three-dimensional (3-D) articulated humanoid models prepared for each client in remote locations. Once the SFE is received, the virtual human is animated by the synthesized SFE. Experiments with Japanese and Chinese sign languages show this system makes the real-time animation of avatars available for the participants when chatting with each other. The communication is more natural since it is not just based on text or predefined gesture icons. This proposed system is suitable for sign language distance training as well.

自動似顔絵生成のためのマハラノビス距離を利用した形状抽出

With recent advances of technology, mobile phones are generally used as convenient communication tools. One of desired functions for the mobile phone is a nonverbal communication system thatwould display facial expressions. This function is expected to deliver more intimate communication via the phone. To create the system, effective extraction of a face, hair and individual facial features is one of the most important issues. This paper proposes a Mahalanobis-distance-based method for analyzing and extracting those features from a facial image to draw a facial portrait. Our extraction experiment is performed using face images of 15 examinees. The method's accuracy of extracting facial features is quantitatively evaluated.

Food as a Nonverbal Communication System

Abstract/short description:
 This study presents a cross-region comparison of the food cultures of Puerto Rico, Dominican Republic and United States of America. The food is here conceptualized as a non-verbal communication system and Barthes' structural model is used for its analysis and comparison. The authors observe that food can indicate social status, religion, gender, age and geographical origins. Also, they observe that in the regions where different cultures are in contact, their cuisines can often mix with each other.
 Short description written by Michał Gilewski

Communicating with pictographs: A graphic approach to the improvement of communicative interactions

Abstract Attempts have been made to improve the communicative abilities of severely impaired aphasics by teaching them a non-verbal communication system. The results from studies in which aphasics were trained to use alternative symbol systems have not been too encouraging. The possibility of teaching aphasic patients to communicate with the aid of pictographs has remained unexplored. A therapy programme aimed at training aphasic patients with little or no usable speech to convey messages pictorially is introduced. The programme proceeds from the receptive and expressive use of pictographs encountered in everyday life to the spontaneous production of line-drawings in response to questions.