Role Of Nonverbal Behavior Research Articles

Hands on: Nonverbal communication in Native and non-Native American parent-child dyads during informal learning.

Parent-child communication is a rich, multimodal process. Substantial research has documented the communicative strategies in certain (predominantly White) United States families, yet we know little about these communicative strategies in Native American families. The current study addresses that gap by documenting the verbal and nonverbal behaviors used by parents and their 4-year-old children (N = 39, 25 boys) across two communities: Menominee families (low to middle income) living on tribal lands in rural Wisconsin, and non-Native, primarily White families (middle income) living in an urban area. Dyads participated in a free-play forest-diorama task designed to elicit talk and play about the natural world. Children from both communities incorporated actions and gestures freely in their talk, emphasizing the importance of considering nonverbal behaviors when evaluating what children know. In sharp contrast to the stereotype that Native American children talk very little, Menominee children talked more than their non-Native counterparts, underlining the importance of taking into account cultural context in child assessments. For children and parents across both communities, gestures were more likely than actions to be related to the content of speech and were more likely than actions to be produced simultaneously with speech. This tight coupling between speech and gesture replicates and extends prior research with predominantly White (and adult) samples. These findings not only broaden our theories of communicative interaction and development, but also provide new evidence about the role of nonverbal behaviors in informal learning contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

La communication non verbale dans la maladie d’Alzheimer

This review underlines the importance of non-verbal communication in Alzheimer's disease. A social psychological perspective of communication is privileged. Non-verbal behaviors such as looks, head nods, hand gestures, body posture or facial expression provide a lot of information about interpersonal attitudes, behavioral intentions, and emotional experiences. Therefore they play an important role in the regulation of interaction between individuals. Non-verbal communication is effective in Alzheimer's disease even in the late stages. Patients still produce non-verbal signals and are responsive to others. Nevertheless, few studies have been devoted to the social factors influencing the non-verbal exchange. Misidentification and misinterpretation of behaviors may have negative consequences for the patients. Thus, improving the comprehension of and the response to non-verbal behavior would increase first the quality of the interaction, then the physical and psychological well-being of patients and that of caregivers. The role of non-verbal behavior in social interactions should be approached from an integrative and functional point of view.

Assessing the Contribution of Nonverbal Behaviors in Displays of Confirmation During Parent-Adolescent Interactions: An Actor-Partner Interdependence Model

The current study examined the role of nonverbal behaviors in displays of confirmation (i.e., validation, acceptance) in parent-adolescent interactions. An advantage of this study is that actor-partner-interdependence models were used to examine how participants' own behaviors as well as their partners' behaviors predicted confirmation. Analyses showed that parents were more confirming than adolescents, but both actor and partner nonverbal behaviors were associated with confirmation levels. In general, involvement and pleasantness were associated with greater levels of confirmation, whereas expressiveness was associated with less confirmation. Participant sex and member status did not largely moderate the relationship between the nonverbal dimensions and confirmation; however, specific findings suggest that nonverbal behaviors associated with confirmation by parents may be somewhat different than nonverbal behaviors associated with confirmation by adolescents. Overall, the nonverbal dimensions uniquely predicted a quarter of the variance in confirmation suggesting that nonverbal behaviors play an important role, but are not the sole indicators, in this type of relational communication.

Emotional Expressivity and Trustworthiness: The Role of Nonverbal Behavior in the Evolution of Cooperation

Previous research has found that high emotional expressivity contributes to interpersonal attraction independently of and on par with the contributions of physical attractiveness. Using an evolutionary perspective, we argue that emotional expressivity can act as a marker for cooperative behavior or trustworthiness. Theoretical and empirical work from social dilemma research pointing to the advantages of having a signal for cooperation is considered, as well as research from the limited number of studies that have looked at expressive behavior within a social exchange context. We also argue that we need to inject nonverbal emotional behavior into the social dilemma paradigm, which has downplayed or ignored its role in the communication processes associated with cooperation. Finally, we offer an outline for testing our theory and expanding the role of nonverbal emotional processes within research on cooperation and social exchange.

Role of nonverbal behaviors in modifying expectancies during initial encounters

Patterns of nonverbal influence and information processing are examined in terms of assimilation and accommodation within the expectancy violations framework. Persons may assimilate observed behavior to fit with their preexisting knowledge structure about another or modify the knowledge structure to accommodate new information. Subjects were designated as perceivers or targets and engaged in a five‐minute interaction. Perceivers were led to believe that their interaction partner was either friendly or unfriendly or perceivers were given no information about the partner's level of friendliness. There was slight evidence of reciprocity as well as accommodation of preinteraction expectancies for unfriendly‐expectancy perceivers as revealed by post‐interaction ratings of target's attraction that were correlated with the unfriendly‐condition target's display of involvement behaviors.

Impression formation: the role of expressive behavior.

This research examined the effects of personality/social skills and individual differences in expressive style on impression formation. Particular attention was given to the role of nonverbal behaviors in the formation of initial impressions. Sixty-two subjects were measured on self-report personality and communication skill scales, on posed emotional sending ability, and on physical attractiveness. Subjects were then videotaped while giving a spontaneous "explanation." Trained coders measured five separate nonverbal cue factors displayed by the subjects in the videotapes. Groups of untrained judges viewed the tapes and rated their impressions of the subjects on scales of likability, speaking effectiveness, and expressivity-confidence. Male subjects who were nonverbally skilled and extraverted tended to display more outwardly focused and fluid expressive behaviors, and made more favorable impressions on judges, than did males who scored low on the measures of nonverbal skills and extraversion. Females who were nonverbally skilled displayed more facial expressiveness, which led to more favorable initial impressions. Sex differences may reflect basic differences in the acquisition and use of expressive nonverbal cues by males and females.

Nonverbal cues in the employment interview: Links between applicant qualities and interviewer judgments.

The role of nonverbal behavior in the employment interview inference process was investigated using a modified Brunswik lens model. Thirty-four job interviews for a n actual research assistant position were conducted and videotaped. Job applicants' self-appraised motivation to work and social skill were assessed, and their nonverbal behaviors during the interview were scored. Eighteen judges with training and several years' experience in employment interviewing watched the videotaped interviews and rated the applicants on their motivation, social skill, and hireability. Social skill was found to be more accurately inferred by the judges a s a group than was motivation t o work. Applicants' social skill was apparently transmitted t o the judges via three nonverbal cues. In contrast, there was a lack o f correspondence between cues correlated with applicants' selfappraised motivation to work and those used by judges in making their attributions. Implications for employment interview training are discussed. Not much empirical evidence supports the validity o f the employment interview as a means o f personnel selection (Ulrich & Trumbo, 1965). However, as the interview is considered by most employers to be an important part of the hiring process, investigators have examined various components o f the interview process t o discover what distinguishes a n unsuccessful interview from a successful interview. The applicant's nonverbal behaviors are often assumed by interviewers to provide useful information that is not likely t o b e expressed verbally (Schlenker, 1980). Recent research has demonstrated the importance of nonverbal behaviors in the interview situation (Edinger & Patterson, 1983). Unfortunately, most previous research focuses on only half the role of nonverbal behaviors— connections between the job applicant's behavior and the interviewer's attributions. The present study investigates the full role o f nonverbal behaviors in job interviews, that is, the connections between the applicant's job-related qualities and nonverbal behaviors,

The role of nonverbal behaviors as distractors in resistance to persuasion in interpersonal contexts

The role of two nonverbal variables, conversational distance and physical self‐presentation, are examined as potential sources of distraction with consequent effects on susceptibility to persuasion. A model of conversational distancing violations is adapted to a distraction perspective to predict how nonverbal variables specifically might function as distractors. Results of an experiment manipulating violations of distancing expectations and physical attractiveness of confederates (N = 350) indicate that both may be sources of distraction, and offer modest support for the prediction that attractive individuals engaging in violations of expectations will serve as positive sources of distraction, leading to greater susceptibility to persuasion. Failure to support the prediction that unattractive individuals engaging in violations of expectations foster more resistance to persuasion is partly explained by the lack of a sufficiently unattractive confederate.

Role of Nonverbal Behaviors in Social Judgments of Peers' Assertiveness

Separate and interactive effects for 198 subjects or eye contact, vocal fluency and vocal loudness on peers' judgments of a same-sex (male) person's assertiveness, aggressiveness, submissiveness, competence and friendliness are evaluated. Implications for assertiveness training are discussed.

Sex, personality, and physiological variables in the communication of affect via facial expression.

Senders viewed 25 emotionally loaded color slides. Their facial expressions were observed via a hidden television camera by observers who made judgments about the nature of each slide and the sender's reaction to it. A total of 64 undergraduates were arranged in eight pairings each of females sending to male observers, females sending to females, males sending to males, and males sending to females. Statistically significant communication was demonstrated, with females being more accurate senders than males. More accurate senders tended to show a smaller skin conductance and heart rale response to the slides and a more personal verbal report of their emotional reaction to the slides. Several personality measures were related to communication accuracy and physiological responding. The role of nonverbal behavior in the process of communication has been the subject of much recent study in both animals and humans. An important beginning has been made toward analyzing the specific facial, postural, and gestural cues that inform others about the affective state of an individual (e.g., Ekman, 1972; Izard, 1971). Other experiments have been directed to the study of differences in the ability to send and receive accurate nonverbal messages and the implications of such ability in one's social and emotional life.3 Miller and his colleagues have developed a paradigm for studying individual differences in the nonverbal sending and receiving ability of rhesus monkeys (Miller, 1967; Miller, Caul, & Mirsky, 1967). This paradigm has been adapted to the study of humans by Gubar (1966) and Lanzetta and Kleck