Broadening the units of analysis in communication: speech and nonverbal behaviours in pragmatic comprehension

2001 ◽  
Vol 28 (2) ◽  
pp. 325-349 ◽  
Author(s):  
SPENCER D. KELLY
Keyword(s):  
Language Skills ◽  
Eye Gaze ◽  
Face To Face ◽  
Units Of Analysis ◽  
Pointing Gestures ◽  
Communication Experiment ◽  
Pragmatic Communication ◽  
Verbal Message ◽  
Indirect Requests ◽  
Early Acquisition

Recently, much research has explored the role that nonverbal pointing behaviours play in children's early acquisition of language, for example during word learning. However, few researchers have considered the possibility that these behaviours may continue to play a role in language comprehension as children develop more sophisticated language skills. The present study investigates the role that eye gaze and pointing gestures play in three- to five-year-olds understanding of complex pragmatic communication. Experiment 1 demonstrates that children (N = 29) better understand videotapes of a mother making indirect requests to a child when the requests are accompanied by nonverbal pointing behaviours. Experiment 2 uses a different methodology in which children (N = 27) are actual participants rather than observers in order to generalize the findings to naturalistic, face-to-face interactions. The results from both experiments suggest that broader units of analysis beyond the verbal message may be needed in studying children's continuing understanding of pragmatic processes.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Group Discussion in a Blended Environment in Engineering Education

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen
Keyword(s):  
Engineering Education ◽  
Group Process ◽  
Eye Gaze ◽  
Group Discussion ◽  
Group Discussions ◽  
Verbal Cues ◽  
Face To Face ◽  
Seating Arrangement ◽  
Key Factor ◽  
Group Members

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.

Technology for communication

2021 ◽  
Vol 23 (1) ◽  
pp. S2-S3
Author(s):  
Claire Hewson
Keyword(s):  
Language Skills ◽  
Face To Face

Technology can be a useful tool to support the development of children's communication and language skills. It is important that technology is used to encourage conversation and face-to-face interaction.

scholarly journals ARABIC LEARNING IN THE DIGITAL ERA: APPROACH IN ONLINE SYSTEM

2021 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Zainul Arifin ◽  
Suci Ramadhanti Febriani ◽  
Hendri Yahya Saputra ◽  
Anasruddin Anasruddin
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Language Skills ◽  
Online Classes ◽  
Data Display ◽  
Face To Face ◽  
Online System ◽  
Digital Era ◽  
Learning Conditions ◽  
Data Grouping

One alternative to learning Arabic in the digital era is through online learning using digital technology. The process of learning Arabic in Indonesia has developed rapidly in recent times. The transition from face-to-face to online classes requires adjustments in the learning approach. This research used literature review method. Sources of data were books, articles, and other relevant sources. Data were analyzed through data collection procedures, data grouping, data display, and drawing conclusion. The validity of the data was tested through source and technical triangulation. The result of the study indicated that there are three appropriate approaches for learning Arabic online in this digital era, namely the contextual approach, constructivism approach, and behaviorism approach. The choice of approach should meet the students’ needs and learning conditions. Each approach could be implemented through a variety of methods and techniques. The integration of these three approaches in learning Arabic online provides broad opportunities for students to study independently and develop language skills aspects through various available digital media platforms.

Status of EDRMS implementation in the public sector in Namibia and Zimbabwe

2018 ◽  
Vol 28 (3) ◽  
pp. 252-264 ◽  
Author(s):  
Cathrine Tambudzai Nengomasha ◽  
Alfred Chikomba
Keyword(s):  
Best Practices ◽  
Public Service ◽  
Design Methodology ◽  
Records Management ◽  
Content Type ◽  
Face To Face ◽  
The Public ◽  
Units Of Analysis ◽  
Study Population

Purpose The purpose of this study was to investigate the adoption and use of electronic document and records management system (EDRMS) in the public service in Namibia and Zimbabwe with the aim of establishing barriers and enablers, and best practices which each country could adopt from the other. Design/methodology/approach This multi-case study was informed by an interpretivist paradigm. Qualitative in nature, the study applied face-to-face interviews as the data collection method, supplemented by documents analysis. The study population was Namibia and Zimbabwe’s public sectors with units of analysis, being the governments’ ministries, offices and agencies which have implemented EDRMS. Findings The paper provides the state of EDRMS implementation in Namibia and Zimbabwe. It establishes how the two countries have implemented EDRMS and factors that have contributed to the success/failure of the implementation in both countries. Originality/value The paper is a response to the need for further research studies on the implementation of EDRMS in various countries.

scholarly journals Effects of being watched on eye gaze and facial displays of typical and autistic individuals during conversation

Autism ◽  
2020 ◽  
pp. 136236132095169 ◽  
Author(s):  
Roser Cañigueral ◽  
Jamie A Ward ◽  
Antonia F de C Hamilton
Keyword(s):  
Facial Expressions ◽  
Eye Gaze ◽  
Video Camera ◽  
Social Contexts ◽  
Social Signals ◽  
Camera System ◽  
High Functioning ◽  
Face To Face ◽  
Facial Displays ◽  
Video Camera System

Communication with others relies on coordinated exchanges of social signals, such as eye gaze and facial displays. However, this can only happen when partners are able to see each other. Although previous studies report that autistic individuals have difficulties in planning eye gaze and making facial displays during conversation, evidence from real-life dyadic tasks is scarce and mixed. Across two studies, here we investigate how eye gaze and facial displays of typical and high-functioning autistic individuals are modulated by the belief in being seen and potential to show true gaze direction. Participants were recorded with an eye-tracking and video-camera system while they completed a structured Q&A task with a confederate under three social contexts: pre-recorded video, video-call and face-to-face. Typical participants gazed less to the confederate and produced more facial displays when they were being watched and when they were speaking. Contrary to our hypotheses, eye gaze and facial motion patterns in autistic participants were overall similar to the typical group. This suggests that high-functioning autistic participants are able to use eye gaze and facial displays as social signals. Future studies will need to investigate to what extent this reflects spontaneous behaviour or the use of compensation strategies. Lay abstract When we are communicating with other people, we exchange a variety of social signals through eye gaze and facial expressions. However, coordinated exchanges of these social signals can only happen when people involved in the interaction are able to see each other. Although previous studies report that autistic individuals have difficulties in using eye gaze and facial expressions during social interactions, evidence from tasks that involve real face-to-face conversations is scarce and mixed. Here, we investigate how eye gaze and facial expressions of typical and high-functioning autistic individuals are modulated by the belief in being seen by another person, and by being in a face-to-face interaction. Participants were recorded with an eye-tracking and video-camera system while they completed a structured Q&A task with a confederate under three social contexts: pre-recorded video (no belief in being seen, no face-to-face), video-call (belief in being seen, no face-to-face) and face-to-face (belief in being seen and face-to-face). Typical participants gazed less to the confederate and made more facial expressions when they were being watched and when they were speaking. Contrary to our hypotheses, eye gaze and facial expression patterns in autistic participants were overall similar to the typical group. This suggests that high-functioning autistic participants are able to use eye gaze and facial expressions as social signals. Future studies will need to investigate to what extent this reflects spontaneous behaviour or the use of compensation strategies.

Walking, pointing, talking – the predictive value of early walking and pointing behavior for later language skills

2019 ◽  
Vol 46 (6) ◽  
pp. 1228-1237 ◽  
Author(s):  
Carina LÜKE ◽  
Juliane LEINWEBER ◽  
Ute RITTERFELD
Keyword(s):  
Standardized Tests ◽  
Predictive Value ◽  
Index Finger ◽  
Language Skills ◽  
Initial Increase ◽  
Language Abilities ◽  
Direct Observations ◽  
Pointing Gestures ◽  
The Relationship ◽  
Communicative Skill

AbstractBoth walking abilities and pointing gestures in infants are associated with later language skills. Within this longitudinal study we investigate the relationship between walk onset and first observed index-finger points and their respectively predictive value for later language skills. We assume that pointing as a motor as well as a communicative skill is a stronger predictor of later language development than walk onset. Direct observations, parent questionnaires, and standardized tests were administered in 45 children at ages 1;0, 2;0, 3;0, and 4;0. Results show that both walk onset and early index-finger pointing predict language abilities at age 2;0, but only early index-finger pointing predicts language skills at ages 3;0 and 4;0. Walk onset seems to contribute to an initial increase in language acquisition without a sustained advantage. The predictive value of first observed index-finger points, however, is strong and lasts at least until age 4;0.

Development of Pointing Gestures in Children With Typical and Delayed Language Acquisition

2017 ◽  
Vol 60 (11) ◽  
pp. 3185-3197 ◽  
Author(s):  
Carina Lüke ◽  
Ute Ritterfeld ◽  
Angela Grimminger ◽  
Ulf Liszkowski ◽  
Katharina J. Rohlfing
Keyword(s):  
Longitudinal Study ◽  
Index Finger ◽  
Language Skills ◽  
Primary Caregivers ◽  
Language Delay ◽  
Communicative Development ◽  
Pointing Gestures ◽  
Second Year Of Life ◽  
Second Year ◽  
Gestural Input

Purpose This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the influence of caregivers' gestural and verbal input on children's communicative development. Method Thirty children with TD and 10 children with LD were observed together with their primary caregivers in a seminatural setting in 5 sessions between the ages of 12 and 21 months. Language skills were assessed at 24 months. Results Compared with children with TD, children with LD used fewer index-finger points at 12 and 14 months but more pointing gestures in total at 21 months. There were no significant differences in verbal or gestural input between caregivers of children with or without LD. Conclusions Using more index-finger points at the beginning of the second year of life is associated with TD, whereas using more pointing gestures at the end of the second year of life is associated with delayed acquisition. Neither the verbal nor gestural input of caregivers accounted for differences in children's skills.

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