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.

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.

The Effects of Mands and Models on the Speech of Unresponsive Language-Delayed Preschool Children

1984 ◽  
Vol 49 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Steven F. Warren ◽  
Ralph J. McQuarter ◽  
Ann K. Rogers-Warren
Keyword(s):  
Preschool Children ◽  
Verbal Behavior ◽  
Treatment Effects ◽  
Free Play ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Mean Length Of Utterance ◽  
Intervention Condition

The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.

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.

Mimicry and Propagation of Prosocial Behavior in a Natural Setting

2011 ◽  
Vol 108 (2) ◽  
pp. 599-605 ◽  
Author(s):  
Jacques Fischer-Lokou ◽  
Angélique Martin ◽  
Nicolas Guéguen ◽  
Lubomir Lamy
Keyword(s):  
Verbal Behavior ◽  
Prosocial Behavior ◽  
Helping Behavior ◽  
Head Movements ◽  
Natural Setting ◽  
Nonverbal Behaviors ◽  
Main Street ◽  
Helping Others ◽  
Verbal And Nonverbal Behaviors

This study tested, in a natural setting, the effect of mimicry on people's disposition toward helping others and the extent to which this helping behavior is extended to people not directly involved in the mimicry situation. In the main street of a busy town, men ( n = 101) and women ( n = 109) passersby were encountered and asked for directions. These passersby were subjected to mimicry by naïve confederates who mimicked either verbal behavior alone or verbal and nonverbal behaviors together, including arm, hand, and head movements. In the control condition, passersby were not mimicked. Following this first encounter, each subject was then met further down the street by a second confederate who asked for money. The results show that people who had been mimicked complied more often with a request for money and gave significantly more, suggesting they were more helpful and more generous toward other people, even complete strangers.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

scholarly journals Preschoolers’ recognition of and inferences from observed imitation

2019 ◽  
Author(s):  
Narges Afshordi ◽  
Susan Carey
Keyword(s):  
Preschool Children ◽  
Central Character ◽  
The Third ◽  
The Future

Five experiments explored the apparent discontinuity between infants’ success at inferring affiliation from observed imitation (Powell & Spelke, 2017), and four-year-olds’ failure on the same inference (Over & Carpenter, 2015). Experiment 1 tested whether children younger than age 4 (i.e., 3-year-olds) have an explicit, verbalizable, concept of imitation. We showed children three characters performing different bodymovements. The central character (copier) consistently imitated another character (the model), but not the third one (non-model). Three-year-olds could answer who the copierwas “copying,” thus demonstrating a lexicalized concept of imitation (Exp. 1). Adults spontaneously inferred that the copier’s affiliation lies with the model over the non-modeland that she will continue to copy the same model in the future (Exp. 2), but preschoolers’ success at these two inferences was extremely limited, just barely abovechance, and showed no improvement from ages three to five (Exp. 3). Nonetheless, preschoolers succeeded at making correct inferences when we primed the concept ofimitation either non-lexically by drawing attention to the similarity between the copier’s and model’s actions (Exp. 4), or both lexically and non-lexically in the context of separate characters uninvolved in the test questions (Exp. 5). Taken together, the findings provide evidence of continuity between the representations of imitation from infancy through the preschool years to adulthood, but in the context of the present experiments, young preschool children do not always spontaneously encode the central character's preferential imitation of one model over another.

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

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.

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