Predictive Validity of Thin Slices of Verbal and Nonverbal Behaviors: Comparison of Slice Lengths and Rating Methodologies

2020 ◽  
Author(s):  
Michael Z. Wang ◽  
Katrina Chen ◽  
Judith A. Hall
Keyword(s):  
Predictive Validity ◽  
Nonverbal Behaviors ◽  
Thin Slices ◽  
Verbal And Nonverbal Behaviors

Assessing Multilingual Multicultural Teachers' Communication Styles

2017 ◽  
pp. 111-123
Author(s):  
Sevinj Iskandarova ◽  
Oris T. Griffin
Keyword(s):  
Work Environment ◽  
Educational Leaders ◽  
Communication Styles ◽  
Educational Institutions ◽  
Nonverbal Behaviors ◽  
Cultural Perspective ◽  
Institutional Level ◽  
Positive Work Environment ◽  
Verbal And Nonverbal Behaviors ◽  
Positive Work

As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.

ably salient acros s most people of a given culture or subculture. Other stimuli or surrounding circumstances are relevant but are more idiosyncratic to the situation or people involved in the interac-tions, such as the peoples* past histories of interaction with each other, th e authority one person has over another, or the contingen-cies one can exert over the other, and whether or not there is some apparent evidence that, in fact, a poor job was done. For example, if your boss tells you that you have done a poor job in a serious tone of voic e with an unsmiling face, it might be appropriate to ask what the problem was, to discuss the reason for what happened and try to discover ways to avoid that problem in the future. In contrast, if a peer who had a long history o f unfairly criticizing your activities told you the same thing, in a casual manner and there was little ap-parent evidence that a poor job was done, you might simply acknowledge the remark or even indicate that you found the remark offensive. Thus, identification of what types of responses might b e appropriate in particular social situations requires a very complex set o f discriminative skills which often need to be used without substantial warning and implemented quickly. Given identification of the stimuli which determine a general type o f response in a social situation, an adolescent needs to display the specific verbal and nonverbal behaviors of the general response. Certain of these behaviors such as making periodic eye contact while the other person is speaking, facing the other person, main-taining a relaxed posture and using a neutral or enthusiastic voice tone need to occur throughout the social interaction . Other behaviors need to occur within a specific sequence. For example, in a greeting and subsequent conversation, a salutation might be followed by a general question about the health of the other person, and then by more specific questions and responsive statements about topics o f possible common interest or about something that the other person mentioned in previous conversations. Further , the sequence of behaviors needs to be arranged to encompass the possible options or branches that might occur in the interactions. For example, the sequence of behaviors modeled in giving negative feedback to another person would vary depending on whether the other person agreed or did not agree with the feedback. Finally, there are general organizational and meshing skills which are essential for successful social interactions. These include using a vocabulary and content appropriate to the person with whom the adolescent is interacting, taking turns in the interaction,'picking

2014 ◽  
pp. 136-146
Keyword(s):  
Social Situation ◽  
The Other ◽  
Common Interest ◽  
General Question ◽  
Nonverbal Behaviors ◽  
Social Situations ◽  
Specific Sequence ◽  
The Social ◽  
General Response ◽  
Verbal And Nonverbal Behaviors

Going Digital

2020 ◽  
pp. 277-290
Author(s):  
Kristal Curry
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Nonverbal Behaviors ◽  
Teacher Immediacy ◽  
Online Instructors ◽  
Immediacy Behaviors ◽  
Recommendations For Practice ◽  
Distance Learning Environment ◽  
Verbal And Nonverbal Behaviors

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.

Mothers' Adjustment to the Birth of a Second Child: A Longitudinal Study on Use of Verbal and Nonverbal Behaviors toward Two Children

1999 ◽  
Vol 84 (1) ◽  
pp. 141-144
Author(s):  
Yasuo Kojima
Keyword(s):  
Longitudinal Study ◽  
Behavioral Strategy ◽  
Nonverbal Behaviors ◽  
Verbal Interactions ◽  
Second Child ◽  
Concurrent Use ◽  
One Year ◽  
Verbal And Nonverbal Behaviors

4 mothers' skillful use of verbal and nonverbal behaviors to their first and second children was examined while each mother was playing with them for about one year after the birth of the second child. Analysis showed that maternal verbal interactions with the firstborn were frequently accompanied by nonverbal interactions toward the secondborn, especially during the first few months postpartum. The concurrent use of verbal and nonverbal behaviors with the two children may be a behavioral strategy for the mother to adjust to the birth of the second child.

Effective Coaching in Action: Observations of Legendary Collegiate Basketball Coach Pat Summitt

2008 ◽  
Vol 22 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Andrea J. Becker ◽  
Craig A. Wrisberg
Keyword(s):  
Ncaa Division I ◽  
Division I ◽  
State University ◽  
Nonverbal Behaviors ◽  
Arizona State University ◽  
Observation Instrument ◽  
Practice Behaviors ◽  
Effective Coaching ◽  
Collegiate Basketball ◽  
Verbal And Nonverbal Behaviors

The purpose of this study was to systematically examine the practice behaviors of Pat Summitt, the winningest collegiate basketball coach in NCAA Division I history. Throughout the 2004–05 season, Summitt’s verbal and nonverbal behaviors were video recorded during six practices. A total of 3,296 behaviors were observed and coded using the Arizona State University Observation Instrument (Lacy & Darst, 1984). Results indicated that 55% (n = 1810) of Summitt’s behaviors were directed toward the team, whereas 45% (n = 1,486) were directed toward individual players. The most frequent behavior was instruction (48%, n = 1,586) followed by praise (14.5%, n = 478) and hustle (10.7%, n = 351). Contrary to predictions, no differences were found in the quantity or quality of the coaching behaviors that Summitt directed toward high and low expectancy players.

Effect of Response Class on Self-Monitoring Accuracy

1979 ◽  
Vol 49 (1) ◽  
pp. 63-66
Author(s):  
Alvin E. House ◽  
Gerald L. Peterson ◽  
Harriet E. Fitts
Keyword(s):  
Clinical Population ◽  
Clinical Use ◽  
Use Of Self ◽  
Nonverbal Behaviors ◽  
Response Class ◽  
Self Monitoring ◽  
Target Behaviors ◽  
Monitoring Accuracy ◽  
Verbal And Nonverbal Behaviors

The effect of response class on self-monitoring accuracy was investigated in a clinical population. 16 in-patients of a VA hospital self-monitored verbal and nonverbal behaviors in a counterbalanced design. The results supported suggestions of superior self-recording accuracy with nonverbal target behaviors. The implications for clinical use of self-monitoring in assessment are discussed.

Turn Exchange Characteristics of SLI Children's Simultaneous and Nonsimultaneous Speech

1989 ◽  
Vol 54 (3) ◽  
pp. 334-347 ◽  
Author(s):  
Holly K. Craig ◽  
Julia L. Evans
Keyword(s):  
Adult Child ◽  
Nonverbal Behaviors ◽  
Language Impaired ◽  
Child Interaction ◽  
Normal Language ◽  
Structural Levels ◽  
Verbal And Nonverbal Behaviors

The specifically language impaired (SLI) child's turn exchange behaviors were examined in adult-child interaction and compared to those of children of similar chronological ages or language structural levels. Videotaped language samples were analyzed for verbal and nonverbal behaviors associated with the children's production of simultaneous and nonsimultaneous speech. The results indicated qualitative differences from those of the normal language children in terms of turn errors, interruptions, interactive attention, responsiveness, and turn switch times, as well as variability related to SLI subtype.

Listeners' Perceived Verbal and Nonverbal Behaviors Associated with Communicators' Perceived Understanding and Misunderstanding

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1059-1064 ◽  
Author(s):  
Dudley D. Cahn ◽  
Lawrence R. Frey
Keyword(s):  
Nonverbal Behaviors ◽  
Verbal And Nonverbal Behaviors

Data from 245 respondents yielded 3 listeners' specific perceived nonverbal behaviors that were positively associated with communicators' perceived understanding and 5 verbal and 8 nonverbal perceived behaviors with perceived misunderstanding.

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