scholarly journals SUPERFLEX® LEARNING MODEL TO IMPROVE SOCIAL SKILLS

2016 ◽  
Vol 2 (01) ◽  
pp. 90
Author(s):  
Huriah Rachmah
Keyword(s):  
Social Skills ◽  
Cognitive Functions ◽  
Learning Model ◽  
Body Language ◽  
Human Beings ◽  
Nonverbal Behaviors ◽  
Learning Problem ◽  
Personal Appearance ◽  
Nonverbal Skills ◽  
Verbal And Nonverbal Behaviors

Social skills are the skills we use to Communicate and Interact with Each Other, both verbally and non-verbally, through gestures, body language and our personal appearance. Human beings are sociable creatures and we have developed many ways to Communicate our messages, thoughts and feelings with others. Social skills as the cognitive functions and specific verbal and nonverbal behaviors that an individual Engages in when interacting with others, Including both verbal and nonverbal skills. Behavior contained in the learners are not fully passed on just like that. When students think harder to solve problems, ask better questions, explain the answer in a more logical or hear with more attention, means that learners are in the process of learning. Problem inability of learners in social skills can be trained with Superflex® learning model where students are invited to become a social detective invited to do your own search problems regarding their behavior so as to become a social thinker and solve social problems.

Dynamic Presence Rather Than Command Presence

2019 ◽  
pp. 255-276
Author(s):  
Renée J. Mitchell ◽  
Kendall Von Zoller
Keyword(s):  
Procedural Justice ◽  
Body Language ◽  
Verbal Communication ◽  
Police Legitimacy ◽  
Human Beings ◽  
Nonverbal Behaviors ◽  
Complex Process ◽  
Social Animals ◽  
Perception Of Police ◽  
Citizen Interactions

Human beings are social animals inhabiting a world where unspoken, nonverbal body language dominates the perception of the listener. It has been shown that nonverbal behaviors effect perception more intently than verbal communication. Police-citizen interactions are a complex process where verbal and nonverbal interactions are occurring simultaneously and interpreted immediately, leading to multiple chances for misunderstanding or misinterpretation of the officer's intent. With little research on the actual techniques to create the perception of police legitimacy, the authors intend to link communicative intelligence to the verbal and physical behaviors officers should engage in to enhance procedural justice and improve police legitimacy. They posit that the citizen's perceived level of police fairness is derived from the officer's treatment of the citizen which is significantly influenced by how the officer communicates with the citizen.

Criteria Used to Define and Evaluate Socially competent Behavior Among Women

1986 ◽  
Vol 10 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Eileen D. Gambrill ◽  
Cheryl A. Richey
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Social Skills Training ◽  
Training Programs ◽  
Skills Training ◽  
Nonverbal Behaviors ◽  
Process View ◽  
Definition Of ◽  
The Relationship ◽  
Verbal And Nonverbal Behaviors

Criteria used to evaluate socially competent behavior of women are described and critiqued. Many definitions of social competence do not employ a process view of social behavior in which individual goals and values as well as specific verbal and nonverbal behaviors are considered. This may result in the imposition of artificial goals on consumers of assertion and social skills training programs and the neglect of individual goals. The relationship between the definition of competence used and the assessment methods relied on is discussed. The advantages of focusing on specific goals are noted and a checklist that consumers can use to review the content of training programs is provided.

scholarly journals Anthropomorphization Framework for Human-Object Communication

2007 ◽  
Vol 11 (8) ◽  
pp. 1007-1014 ◽  
Author(s):  
Hirotaka Osawa ◽  
◽  
Jun Mukai ◽  
Michita Imai ◽  
Keyword(s):  
Body Image ◽  
Ubiquitous Computing ◽  
Human Perception ◽  
Body Language ◽  
The Body ◽  
Body Parts ◽  
Human Beings ◽  
Human Object ◽  
Computing Environments ◽  
Ubiquitous Computing Environments

We propose an anthropomorphization framework that determines an object’s body image. This framework directly intervenes and anthropomorphizes objects in ubiquitous-computing environments through robotic body parts shaped like those of human beings, which provide information through spoken directions and body language. Our purpose is to demonstrate that an object acquires subjective representations through anthropomorphization. Using this framework, people can more fully understand instructions given by an object. We designed an anthropomorphization framework that changes the body image by attaching body parts. We also conducted experiments to evaluate this framework. Results indicate that the site at which an anthropomorphization device is attached influences human perception of the object’s virtual body image, and participants in experiments understood several instructions given by the object more clearly. Results also indicate that participants better intuited their devices’ instructions and movement in ubiquitous-computing environments.

scholarly journals STUDYING CONDITIONS AND PROBLEMS FOR DEVELOPING MATHEMATICS LEARNING MODEL OF UNDERGRADUATE STUDENTS IN THAILAND

2021 ◽  
Vol 10 (1) ◽  
pp. 121
Author(s):  
Puchong Praekhaow ◽  
Tweesak Chidanurak ◽  
Sureerat Areeraksakul Konglok ◽  
Kritsana Sokhuma
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Mathematics Learning ◽  
Group Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Management Model ◽  
Integrative Learning ◽  
Learning Problem ◽  
Learning Management

This research intends to study the conditions and problems of learning management in Mathematics for undergraduate students. The research problem is that students have low achievement and ability problem-solving in mathematics. The research method used is development through conducting preliminary studies and quantitative survey research, producing initial designs of integrative learning models. The results of this research were used to develop the mathematics learning model. The research was conducted over one year considering two groups. The first sample was collected from the group with 376 students studying mathematics in the academic year 2020. The second sample was collected from the group with 116 professors of public universities in Thailand. Questionnaires were used as a tool of the research. The data analysis was divided into two stages. The first stage was to analyze supporting factors with factor analysis. The second stage was to design the learning management of students and professors with regression analysis. The results have shown that the opinions of students and professors on conditions and problems of learning management can be summarized as follows: (1) The students’ arguments for corrections in the aspects were group learning and teamwork, steps of solving problems, a learning model that is real situations, and the problem-based learning, respectively. (2) The professors’ opinions for corrections in the aspects were student interaction, academic achievement, problem-based learning, and learning management model that is current situations, respectively. (3)The supporting factors for developing the learning management model that professors and students were consistent in solving problems. It was found that there were three main factors as follows; group learning, problem-based learning, and active learning. The learning management model should be developed by integrating group learning, problem-based learning, and mathematical problem-solving to enhance problem-solving and mathematics learning achievement.

Mobile Phones-Like Electromagnetic Fields Effects on Human Psychomotor Performance

2015 ◽  
pp. 694-704 ◽  
Author(s):  
Elia Valentini ◽  
Giuseppe Curcio
Keyword(s):  
Electromagnetic Fields ◽  
Mobile Phones ◽  
Cognitive Functions ◽  
Communication Technologies ◽  
Base Stations ◽  
Cellular Phones ◽  
Human Beings ◽  
Human Volunteers ◽  
Biologic Effects ◽  
Ionizing Radiations

Nowadays nearly more than half of human beings on the planet are directly or indirectly exposed to an “evolutionary” novel physical agent: the electromagnetic fields (EMFs) emitted by cellular phones, base stations, as well as other types of wireless communication technologies. More than 10 years ago several studies reported that cognitive functions of human beings may have been altered while exposed to radiofrequency (RF) EMFs. Yet, the genuine effect of these non-ionizing radiations on human behaviour was not replicated by several other recent and more methodologically robust studies. Latest reviews and metanalyses confirmed the paucity of evidence in favour of psychomotor and cognitive effects of acute RF EMF exposure on human volunteers in well controlled laboratory settings. Thus, despite persisting concerns on potential biologic effects of acute RF EMFs irradiation, there is substantial lack of evidence that RF radiation can affect cognitive functions in humans.

On the Principles of Imagination and Creativity

2019 ◽  
pp. 1-62
Author(s):  
Rajashree Chaurasia
Keyword(s):  
Cognitive Functions ◽  
Industrial Revolution ◽  
Brain Regions ◽  
The Other ◽  
Evolutionary Perspective ◽  
Human Beings ◽  
Historical Perspectives ◽  
Fourth Industrial Revolution ◽  
High Level ◽  
Creativity And Innovation

Human beings are the only mammals to be able to utilize high-level cognitive functions to build knowledge, innovate, and communicate their complex ideas. Imagination, creativity, and innovation are interlinked in the sense that one leads to the other. This chapter details the concepts of imagery, imagination, and creativity and their inter-relationships in the first section. Next, the author discusses the historical perspectives of imagination pertaining to the accounts of famous philosophers and psychologists like Aristotle, Kant, Hume, Descartes, Sartre, Husserl, and Wittgenstein. Section 3 and 4 present the neuro-biological correlates of imagination and creativity, respectively. Brain regions, neuronal circuits, genetic basis, as well as the evolutionary perspective of imagination and creativity are elicited in these sections. Finally, creativity and innovation are explored as to how they will contribute to knowledge build-up and advances in science, engineering, and business in the fourth industrial revolution and the imagination age.

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
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