Nonverbal behavior, verbal behavior, resum? credentials, and selection interview outcomes.

1984 ◽  
Vol 69 (4) ◽  
pp. 551-556 ◽  
Author(s):  
Keith G. Rasmussen
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Selection Interview

Nonverbal Dominance Versus Verbal Accuracy in Lie Detection

2008 ◽  
Vol 35 (10) ◽  
pp. 1323-1336 ◽  
Author(s):  
Aldert Vrij
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Police Officers ◽  
Lie Detection ◽  
Nonverbal Cues ◽  
Verbal Cues ◽  
Police Practice ◽  
Cues To Deception ◽  
Lie Bias

With the exclusion of some specific circumstances, police officers typically pay more attention to nonverbal behavior than verbal behavior when they attempt to detect deceit. One of the reasons for this is that they believe that suspects are less able to control their nonverbal than verbal behavior and, consequently, nonverbal cues to deception are more likely to leak through. The author states that this assumption is not necessarily valid; deception research has revealed that many verbal cues are more diagnostic cues to deceit than nonverbal cues. Paying attention to nonverbal cues results in being less accurate in truth/lie discrimination, particularly when only visual nonverbal cues are taken into account. Also, paying attention to visual nonverbal cues leads to a stronger lie bias (i.e., indicating that someone is lying). The author recommends a change in police practice and argues that for lie detection purposes it may be better to listen carefully to what suspects say.

Behavior Therapy with High Level, Institutionalized, Retarded Adolescents

1966 ◽  
Vol 33 (4) ◽  
pp. 229-233 ◽  
Author(s):  
Steve G. Doubros
Keyword(s):  
Verbal Behavior ◽  
Behavior Therapy ◽  
Nonverbal Behavior ◽  
Verbal Aggression ◽  
High Level ◽  
Principles Of Learning

The thesis of this paper is that instrumental, nonverbal behavior can be modified by a deliberate, repetitive, and systematic conditioning of verbal behavior according to experimentally established principles of learning. Verbal aggression or obnoxiousness, when extinguished during therapy, will lead to the extinction of overt, motor aggression, since what a person does is reinforcing what he says. Two therapy cases are presented in support of this thesis.

Developing Correspondence between Verbal and Nonverbal Behavior: Switching Sequences

1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1111-1117 ◽  
Author(s):  
Allen C. Israel
Keyword(s):  
Preschool Children ◽  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Free Play ◽  
Nonverbal Behaviors ◽  
Target Behaviors ◽  
The Third ◽  
Verbal And Nonverbal Behaviors ◽  
Subsequent Introduction ◽  
Effect Learning

Preschool children in a free-play situation experienced two training situations where verbal and nonverbal behaviors were reinforced: doing then saying and saying then doing. The effects of these two sequences on the training of correspondence was examined. Correspondence was defined as the presence of both the verbal and nonverbal target behaviors. Children experienced two doing-saying sequences followed by one saying-doing sequence. Initially, reinforcement of both verbal and nonverbal behavior produced significantly higher rates of correspondence than reinforcement of verbal behavior alone. However, during the second activity reinforcement of verbal behavior alone was sufficient to produce higher levels of correspondence. Switching the sequences of behaviors to saying-doing during the third activity, produced results similar to those obtained for the first activity. The results are discussed in terms of training “generalized” correspondence; specifically, the effect learning a doing-saying sequence had upon the subsequent introduction to a saying-doing sequence.

scholarly journals The Cultural Differences in Etiquette and Customs Between China and Britain in Nonverbal Communication

2021 ◽  
Vol 3 (3) ◽  
pp. 7
Author(s):  
Huan Yang
Keyword(s):  
Verbal Behavior ◽  
Cultural Differences ◽  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
The Common ◽  
Chinese And English ◽  
English Culture

Nonverbal behavior as well as verbal behavior, is closely related to culture when expressing ideas. Due to the huge differences between Chinese and English culture, there are also a lot of differences in nonverbal communication. By comparing the common etiquette and customs in nonverbal communication activities between China and Britain, meanwhile the cultural differences between them are figured out.

scholarly journals Nonverbal behavior correlated with the shaped verbal behavior of children

1990 ◽  
Vol 8 (1) ◽  
pp. 43-55 ◽  
Author(s):  
A. Charles Catania ◽  
C. Fergus Lowe ◽  
Pauline Horne
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior

scholarly journals Epistemic Vigilance in Early Ontogeny: Children’s Use of Nonverbal Behavior to Detect Deception

2021 ◽  
Vol 19 (1) ◽  
pp. 147470492098686
Author(s):  
Maliki E. Ghossainy ◽  
Laith Al-Shawaf ◽  
Jacqueline D. Woolley
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Early Ontogeny ◽  
Nonverbal Cues ◽  
Verbal Information ◽  
Older Children ◽  
Epistemic Vigilance ◽  
Nonverbal Information

This study examines the development of children’s ability to modulate their trust in verbal testimony as a function of nonverbal behavior. Participants included 83 children (26 four-year-olds, 29 five-year-olds, and 28 six-year-olds) that were tasked with locating a toy hidden in one of two boxes. Before deciding the location, participants watched a video of an adult providing verbal and nonverbal cues about the location of the toy. We hypothesized that older children would display epistemic vigilance, trusting nonverbal information over verbal information when the two conflict. Consistent with our expectations, when sources were consistent, all children trusted the verbal testimony. By contrast, and as predicted, when they were inconsistent, only 6-year-olds distrusted verbal testimony and favored nonverbal cues; 4- and 5-year-olds continued to trust verbal testimony. Thus, 6-year-old children demonstrate an ability to modulate their trust in verbal testimony as a function of nonverbal information. Younger children's inability to do this is not due to their being unaware of non-verbal behavior; indeed, when nonverbal information was offered exclusively, children of all ages used it to find the object.

scholarly journals On ‘Code Switching’ and Changing the Conversation Topic in a Tertiary Speech Dialogical Discourse

2021 ◽  
pp. 68-78
Author(s):  
В.Н. Бабаян
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Code Switching ◽  
The Third ◽  
Speech Situation

Исследование посвящено одной из актуальных проблем речевой коммуника-ции — изучению особенностей диалогического дискурса терциарной речи с «переключением» языка общения и (частичной/полной) сменой темы разговора как результата акта общения всех его участников — активных и пассивных. Терциарная речь представляет собой диалог двух активных участников коммуникативного акта в присутствии третьего молчащего лица (группы лиц), явно не участвующего в акте коммуникации — диалоге — двоих коммуникантов, но своим присутствием оказывающего значительное влияние на вербальное и невербальное поведение общающихся и этим формирующего диалог в триаде при условии осведомленности активных коммуникантов о присутствующем пассивном третьем лице. В работе анализируются триады, в которых в присутствии молчащей третьей стороны в терциарной речи коммуникантов наблюдается «переключение кодов», то есть коммуниканты в процессе общения переходят с одного языка на другой (при билингвизме) или меняют (полностью/частично) тему своего разговора. Кроме того, в речи общающихся могут наблюдаться и иноязычные вкрапления — отдельные лексические единицы и словосочетания другого языка или нескольких языков. Причиной подобных модификаций служит изменение социальной ситуации конкретного речевого акта. Таким образом, молчащий участник диалога, присутствующий при разговоре двоих партнеров по общению, фиксируется коммуникантами в рамках конкретной коммуникативно-речевой ситуации и влияет как на содержание, так и на форму диалога. Вследствие этого исследователь и включает молчащего участника в данную коммуникативно-речевую ситуацию и учитывает факт вовлеченности его в конкретный акт коммуникации. Приведены модели диалогов терциарной речи, в которых наблюдается «переключение языкового кода» при билингвизме, производимое коммуникантами, или (полная/частичная) смена темы разговора. Исследовано речевое и невербальное поведение всех — активных и пассивного — участников триадного диалога, выявлена в процессе анализа триадных диалогов роль молчащего наблюдателя в триаде. The article studies tertiary dialogical discourse with ‘code switching’ and (complete/partial) changing of the theme as a result of a silent bystander’s (group of silent bystanders) presence in a two-person talk. Tertiary communication presents a dialogue of two speakers as active interlocutors in the presence of a silent bystander (silent bystanders) as its third passive participant. The silent bystander’s role in a dialogue is quite significant, as his presence influences both the speakers’ verbal and nonverbal behavior and results in a special type of a triadic dialogue formation. Tertiary speech implies certain changes in the speakers’ verbal behavior if they are aware of the silent bystander’s presence in their speech situation. The author analyses the dialogues in a triad characterized by ‘code switching’ and partial or complete changing of the conversation theme. Besides, with a change in the speech situation, the speakers can use foreign words and phrases while talking. Thus, the presence of a silent bystander is taken into account by the two speakers that have to switch codes or just change the theme of their talk. Therefore, the third silent and passive participant influences both the content and the form of the dialogue produced by its active participants. Thus, the silent bystander is included in the speech situation as his presence affects the dialogical discourse. The article presents models of a tertiary dialogue when the two active participants resort to ‘code switching’ and complete or partial changing of the theme, and provides analysis of all the active and passive participants’ verbal and nonverbal behavior, as well as and the silent bystander’s different roles in triadic dialogues.

scholarly journals UNDERSTANDING OF NON VERBAL BEHAVIOR CLIENTS AND TECHNIQUES IN COUNSELING SESSION

2016 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Afdal Afdal
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
Counseling Session ◽  
Philosophical Theory

The practice of counseling by counselor not only need the skills to understand what is expressed by the client, but were further able to understand and have skills in giving meaning to the nonverbal communication, demonstrated by the behavior of a counseling session. During this time many of counselors who focus only on what is revealed by the client and using verbal techniques alone without seeing what goes on inside the client more deeply to understand the communication indicated by nonverbal behavior. The techniques used in the discussion of this article provides the inspiration that counseling is an art, not superficial, not skeptical and just focus on one technique alone, but many of the techniques that can be used to explore client issues. Furthermore, this paper supports the philosophical theory of Gestalt who believe that the client can feel the direct presence in the counseling sessions through the practices of the techniques used, to interpret the expression of various communications made, stationing themselves and find their own meaning.

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