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.

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.

scholarly journals Reading Lies: Nonverbal Communication and Deception

2019 ◽  
Vol 70 (1) ◽  
pp. 295-317 ◽  
Author(s):  
Aldert Vrij ◽  
Maria Hartwig ◽  
Pär Anders Granhag
Keyword(s):  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
The State ◽  
Nonverbal Cues ◽  
Nonverbal Behaviors ◽  
State Of Affairs ◽  
The Relationship

The relationship between nonverbal communication and deception continues to attract much interest, but there are many misconceptions about it. In this review, we present a scientific view on this relationship. We describe theories explaining why liars would behave differently from truth tellers, followed by research on how liars actually behave and individuals’ ability to detect lies. We show that the nonverbal cues to deceit discovered to date are faint and unreliable and that people are mediocre lie catchers when they pay attention to behavior. We also discuss why individuals hold misbeliefs about the relationship between nonverbal behavior and deception—beliefs that appear very hard to debunk. We further discuss the ways in which researchers could improve the state of affairs by examining nonverbal behaviors in different ways and in different settings than they currently do.

Developmental improvement in strategies to maintain verbal information in working memory

2016 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Anne-Laure Oftinger ◽  
Valérie Camos
Keyword(s):  
Working Memory ◽  
Retention Interval ◽  
Young Children ◽  
Recall Performance ◽  
Concurrent Task ◽  
Verbal Information ◽  
Older Children ◽  
Attentional Demand ◽  
Maintenance Strategies ◽  
Strategy Changes

Although it has been proposed that maintenance of verbal information in adults’ working memory relies on two strategies, articulatory rehearsal and attentional refreshing, little is known about the interplay of these strategies in children. To examine strategy changes around the age of seven, children were asked to maintain digits during a retention interval introduced between encoding and recall. In Experiment 1, this interval was either unfilled in a delayed span task or filled with an attention-demanding task in a Brown-Peterson task. This concurrent task was either silent or aloud to vary the availability of rehearsal. Experiment 2 introduced variation in the attentional demand of the concurrent task, and an independent concurrent articulation. As predicted, recall performance was better in older children, but was reduced under concurrent articulation or when attention was less available, bringing further evidence in favor of two maintenance strategies. Moreover, the measure of the availability of attention for refreshing was correlated with recall performance in eight- and seven-year-olds, though only when rehearsal was impeded for seven-year-olds, but it did not correlate with six-year-olds’ recall. This could suggest that rehearsal is the default strategy in young children who can adaptively switch to refreshing when articulatory processes are unavailable.

Nonverbal Cues as Indicators of Verbal Dissembling

1978 ◽  
Vol 15 (2) ◽  
pp. 217-231 ◽  
Author(s):  
Robert S. Feldman ◽  
Linda Devin-Sheehan ◽  
Vernon L. Allen
Keyword(s):  
Elementary School ◽  
Nonverbal Behavior ◽  
Nonverbal Cues ◽  
School Age Children ◽  
School Age ◽  
Teaching Session ◽  
Elementary School Age ◽  
Experimental Teaching ◽  
Verbal Praise

Sixty-three elementary school-age children in an experimental teaching session provided either genuine or dissembled verbal praise to a student (confederate). Nonverbal behavior of the subjects was analyzed both by trained coders and by naive observers. As hypothesized, nonverbal cues disclosed when the participants were dissembling. Dissembling participants smiled less, showed less pleasant mouth expressions, paused more, and were judged to be less pleased with their students than nondissembling participants.

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 When and Why Being Ostracized Affects Veracity Judgments

2019 ◽  
Vol 46 (3) ◽  
pp. 454-468 ◽  
Author(s):  
Jennifer Eck ◽  
Christiane Schoel ◽  
Marc-André Reinhard ◽  
Rainer Greifeneder
Keyword(s):  
Adverse Effects ◽  
Nonverbal Behavior ◽  
Well Being ◽  
Nonverbal Cues ◽  
Message Content ◽  
Very High

Ostracism—being ignored and excluded by others—is a ubiquitous experience with adverse effects on well-being. To prevent further exclusion and regain belonging, ostracized individuals are well advised to identify affiliation partners who are sincerely well-disposed. Humans’ ability to detect lies, however, is generally not very high. Yet, veracity judgments can become more accurate with decreasing reliance on common stereotypic beliefs about the nonverbal behavior of liars and truth-tellers. We hypothesize that ostracized (vs. included) individuals base their veracity judgments less on such stereotypical nonverbal cues if message content is affiliation-relevant. In line with this hypothesis, Experiment 1 shows that ostracized (vs. included) individuals are better at discriminating affiliation-relevant lies from truths. Experiments 2 and 3 further show that ostracized (vs. included) individuals base their veracity judgments less on stereotypical nonverbal cues if messages are of high (but not low) affiliation relevance.

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