Nonverbal Communication

Working memory is a temporary system that makes it possible to retain a certain amount of information and then manipulate and regulate it so as to guide behaviors and cognitive processes. PAVOX is a test that has been used in Mexico to evaluate visual verbal memory. In this test, the subject must remember the position of the semantic category of two- or three-syllable words presented randomly and consecutively on a computer monitor. This paper describes the operation and advantages of MemPavox, a computer program that was created according to the requirements of the PAVOX test. This program allows the presentation of words or any other visual stimulus while providing precise control of both time and the manner in which the stimuli appear, as well as the implementation of various stimulation paradigms, including the three tasks that make up the PAVOX test (vowel counting, categorization and dual). In addition, it records the type of response and subjects reaction times. Given its ava...

The purpose of this study was to analyze the importance of teacher body language and gestures in virtual meetings during online Physical Education learning in Elementary School. This research is qualitative descriptive research conducting a literature study. The steps taken were article compilation, data reduction, data analysis, data presentation, and drawing conclusions. The researchers made an instrument for article determination criteria based on the PICOT criteria (Population, Intervention, Comparison, Outcome, and Time). The results of the study show that online learning, where the learning process could be carried out through video conferencing, could not only enable participants to interact through audio but also through an indirect face-to-face meeting. Nonverbal communication, including facial expressions and gestures, provided clear information from the speaker. Facial expressions, eye contact, physical appearance, and other aspects help the speaker express messages or in...

Introduction: People living with dementia in nursing homes have complex needs; impairments in cognition, communication, and daily function; neuropsychiatric symptoms (NPS); and poor quality of life (QoL). The current study examines impairments in non-verbal communication as a potential driver of NPS and QoL. Methods: One hundred nursing home residents with dementia were assessed using the Emory Dyssemia Index (EDI), Neuropsychiatric Inventory Nursing Home version (NPI-NH), Quality of Life in Alzheimer's Disease (QoL-AD) at baseline, 12-, and 24-week follow-up. The quantile regression (0.5) model indicated that impairment of non-verbal communication was independently associated with the severity of NPS (P = .001) and proxy reported QoL (P < .05), levels of agitation (P < .05), and professional caregiver burden (P < .05). These results highlight a novel potential approach to improve NPS and QoL using retained elements of non-verbal communication, particularly for people with severe dementia.

This study examines whether nonverbal visual and/or auditory channels are more effective in detecting foreign-language anxiety. Recent research suggests that language teachers are often able to successfully decode the nonverbal behaviors indicative of foreign-language anxiety; however, relatively little is known about whether visual and/or auditory channels are more effective. To this end, a group of 36 preservice English-language teachers were asked to view videotaped oral presentations of seven beginning English-language learners under three conditions: visual only, audio only, and a combination of visual and audio in order to judge their foreign-language anxiety status. The evidence gathered through this study did not conclusively determine the channel though which foreign-language anxiety could be most accurately decoded, but it did suggest indicators in the auditory and visual modes that could lead to more successful determination of behaviors indicative of negative affect. Cette étude cherche à déterminer par quelle voie l'anxiété face à l'apprentissage d'une langue étrangère est mieux décelée: la voie nonverbale visuelle ou la voie auditive. Les recherches récentes portent à croire que les enseignants de langues réussissent souvent à décoder les comportements nonverbaux qui révèlent de l'anxiété due à la langue étrangère; toutefois, on connaît peu sur l'efficacité de la voie visuelle par rapport à celle de la voie auditive. Pour en apprendre davantage à ce sujet, on a demandé à 36 stagiaires en enseignement de l'anglais de visionner des enregistrements de présentations orales par sept débutants en apprentissage de l'anglais pour juger de leur anxiété face à la langue étrangère. Les stagiaires ont évalué trois formats d'enregistrements: seulement par voie visuelle, seulement par voie auditive, et par voie visuelle et auditive. Les résultats de cette recherche ne permettent pas de conclure de façon irréfutable quelle voie donne une meilleure analyse de l'anxiété liée à l'apprentissage d'une langue étrangère. *Smiled a lot *Referenced paper when needed *Did not gesture *Stood up straight *Made some eye contact Anxious Learner No. 2 (2) *Moved hands in and out of pockets/Plays with clothing *Rocked from side to side/Lots of leg movements *Smiled too much *Did not look at the audience-looks to teacher 60 TAMMY GREGERSON for approval, and down at the paper in his hand *Smiled a lot/laughed *Facially animated *Relaxed body posture with hands in pockets *Looked confused, but not anxious Anxious Learner No. 3 (5) *Looked down at paper *Small, but limited hand movements/Fidgeted with paper *Rocked back and forth, but otherwise rigid/stiff/awkward *Took big breaths while talking *Limited expression *Head nods *Eyebrows raised *Relaxed posture *Good eye contact *Fidgeted some, but seemed calm Non-Anxious Learner No. 4 (3) *Did not play with his hands *Open, relaxed body posture *Good variety of purposeful large natural hand gestures to illustrate speech *Maintained eye contact and did not look at the paper *Vivid facial expression *Walked around the front of the room *Laughed and smiled naturally *Looked less anxious as he continued *Relied too heavily on gesture Non-Anxious Learner No. 5 (4) *Maintained eye contact/Did not look at paper *Minimal body rocking/Relaxed stance *Natural gestures *Smiled a lot *Limited eye contact *Shifting legs *Tense posture *Fidgeting *Smiled throughout Non-Anxious Learner No. 6 (6) *Head-nodding *Natural, casual gestures *Maintained eye contact/Did not look at paper *Smiled naturally *Relaxed body position *Stiff *Avoided eye contact *Fake smiling *Right arm did not move *Body swayed/Standing awkwardly Non-Anxious Learner No. 7 (7) *Moved his head *Made eye contact *Used natural gestures *Expressive face *Relaxed posture *Rapid hand movements *Scratched different body parts (nervous tic) *Hand fidgeting *Swayed back and forth *Swallowed a lot *Paused too often, stilted flow *Fast speech after pauses *Used too many fillers *Monotonous voice *Laughed inappropriately *Pitch fluctuations *Stable, not shaky Anxious Learner No. 2 (2) *Too many pauses/Searching for words *Too many fillers *Laughed nervously *Repeated himself *Needed help from teacher/prompting *Stuttered *Even pitch *Relaxed pacing, as if telling a story *Spoke loudly Anxious Learner No. 3 (5) *Shaky voice *Monotone *Many fillers *Slow speech; too many pauses; sounded hesitant, uncertain *A lot of repetition *Unsure of grammar *Laughed, but not nervously *Pitch variety; inflection *Paused, but to choose words carefully, more a lack of proficiency; *Normal rate of speech *Enjoyed the topic Non-Anxious Learner No. 4 (3) *Strong, loud voice *Very expressive voice; intonation; vivacious; animated; enthusiastic; assertive *Variety in speed and stress *Steady pace *Did not need teacher prompting *Rarely paused *Not embarrassed to make mistakes; circumlocuted *Voice was not constant-almost "desperate" Non-Anxious Learner No. 5 (4) *Pitch variety *Natural pace *Spoke fluently with few pauses or stuttering *Quiet but steady *Spoke softly, weakly, uncertainly; hesitant *Used pauses and fillers *Forgot a lot of words; Did not know what to say Observers equated low volume with uncertainty; everyone mentioned volume. 62 TAMMY GREGERSON Non-Anxious Learner No. 6 (6) *Variations in speed and intonation *Higher language proficiency *Few pauses or hesitations *Assertive volume *Calm, steady voice *Greeted the audience *Voice was shaky *Needed teacher prompt *Used fillers Non-Anxious Learner No. 7 (7) *Natural pauses *Good inflection/intonation *Steady fluency *Laughed *Spoke calmly, assertively and confidently *Provided details *Monotone Table 6 Qualitative Data from Observers of the Clip Containing Both Video and Audio During the audio and video experience, Participants who decoded correctly consistently observed: Participants who decoded incorrectly consistently observed: Anxious Learner No. 1 (1) *Stiff posture *Voice sounded tight/tense *Restricted movements *Long pauses *Looked at notes *Sounded hesitant *Spoke quietly *Spoke briefly/clipped *Stable tone *Smooth speech *Quiet voice *Controlled fidgeting Anxious Learner No. 2 (2) *Hands in pockets/played with clothing *Repeated himself *Long pauses (may be due to language problems) *Trouble finding words *Uneasy movements *Rocked back and forth *Nervous smiling/laughing *Needed prompting *Wanted to change the question *Made jokes *Hands in pockets but also gestured appropriately *Smiled *Spoke loudly Anxious Learner No. 3 (5) *Paused often *Used a lot of fillers *Spoke quietly *Unnatural stance

Research suggests that nonverbal communication plays an important role in second language communicative competence, yet little attention has been given to practical teaching techniques that will help English language teachers incorporate this essential element into their classrooms. This article begins by examining the indispensable role of nonverbal communication in the overall communicative process. It considers the interplay of body language, particularly gesture, facial expression and gaze behavior, among interlocutors and gives special consideration to the second language learner and the obstacles that can be encountered in communicating cross- culturally. Subsequently, specific activities that bring the visual and auditory channels together through video, drama and role play, and interviews are shared with the purpose of stimulating teachers&#x27; creativity in producing their own classroom activities to raise students&#x27; awareness of how to encode and decode the visual as ...

Hvala družini in vsem prijateljem za pozitivne misli, spodbudo in motivacijo. In navsezadnje, Matjaž, hvala tebi za vse kar si, in kar sem jaz ob tebi! Brez tebe mi ne bi uspelo! Diplomsko delo pa posvečam tebi, Črt. Naj ti bo v vzpodbudo v življenju. V diplomskem delu z naslovom »Uporaba uĉne metode razgovora pri pouku zgodovine« predstavljamo uĉno metodo razgovora, eno najpogosteje uporabljenih uĉnih metod v šolah pri pouku zgodovine. Pri tem izhajamo iz pojmovanja, da uĉna metoda razgovora omogoĉa uĉencem, da s postavljanjem vprašanj in odgovarjanjem nanje, z izraţanjem svojih izkušenj, misli, idej, domnev oblikujejo globlje razumevanje, hkrati pa si uĉenci uredijo svoje misli, jih organizirajo in tako ponotranjijo. Uĉenec v razgovoru dobi svojo moţnost za besedo, uĉitelj pa z njo pridobiva informacije o uĉencih, spremlja njihovo delo, preverja, ali so razumeli razlago, uĉno vsebino in navodila za samostojno delo. S premišljeno kvalitetno uporabo metode razgovora lahko doseţemo višjo miselno aktivnost uĉencev, hkrati pa ta metoda znatno prispeva k laţjemu in trdnejšemu osvajanju spretnosti zgodovinskega mišljenja. V empiriĉnem delu diplomske naloge predstavljamo rezultate raziskave, izvedene na treh osnovnih šolah in treh gimnazijah, kjer ugotovimo, da uĉitelji zelo pogosto uporabljajo metodo razgovora, vendar se nanjo posebej ne pripravljajo. Raziskava pokaţe, da uĉitelj z daljšo delovno dobo prejme manj vprašanj uĉencev/dijakov, sam pa zastavi veĉ vprašanj odprtega tipa. Uĉenci v osnovni šoli zastavijo veĉ vprašanj in od tega tudi veĉ organizacijskih vprašanj kot dijaki v gimnaziji. Uĉitelji v gimnazijah zastavljajo veĉ vprašanj odprtega tipa in z njimi prejmejo manj vprašanj uĉencev/dijakov. S prikazom analize odprtih in zaprtih ter manj zaţelenih vprašanj prikaţemo dejansko stanje oz. kvaliteto zastavljenih vprašanj v uĉni metodi razgovora opazovanih šol, vkljuĉenih v našo študijo primera na uĉno temo stari Grki. V empiriĉnem delu nato s pomoĉjo intervjuja z uĉitelji in ocenjevalnih obrazcev analiziramo dejavnike, ki poslediĉno vplivajo na metodo razgovora, in sicer oceno uĉnega okolja, oceno uĉne klime in oceno odzivov uĉitelja na vprašanja uĉencev. Pri tem ugotovimo, da kombinacija razliĉnih dejavnikov vpliva na kakovost izvajanja uĉne metode razgovora, konkretneje na število zastavljenih vprašanj uĉiteljev in uĉencev. S priĉujoĉo diplomsko nalogo ţelimo izpostaviti nujnost dodatnega izobraţevanja na podroĉju uporabe uĉne metode razgovora, tako za bodoĉe kot aktivne uĉitelje, saj bi lahko v pouk vnesli kvalitetnejšo uporabo uĉne metode razgovora oz. bi uĉitelji s takimi izobraţevanji pridobili ustreznejša znanja in izkušnje na podroĉju strategije postavljanja vprašanj.

Seventy-five undergraduate students worked through a computer program which taught them to correctly identify four solid geometry figures. The video screen background color was inci- dently different for each figure. Later, when given a colorless background, students were asked to say what color accompanied the instructional frames for each superimposed figure. Taken as a whole, the 75 students correctly recalled the previously paired colors 53% of the time (p<.OOO1) when compared to a random probability of 25% (a replication of the experiment produced similar results). Results showed great variability from one student to another in the ability to recall colors but scores did not correlate with gender or performance in the course. Successful responding to "absent" colors was assumed to be the product of multiple variables, among these being the possibilities of conditioned seeing and intraverbal relations acquired prior to and during the tutorial. In Science and Human Behavior (1953) and About Behaviorism (1974), Skinner argued that part of the behavior of "seeing" can occur in the absence of the thing seen (he did not use the term "imagination"). As a listener or reader, an individual responds to stimuli generated by a speaker or writer.

Six male and six female physiotherapists were videotaped while treating male and female patients. The average duration of the therapist's gaze, smiling, touch, and speech, as well as the ratio of therapist's to patient's speech, were computed. It was found that these non-verbal behaviours differed as a function of sex of physiotherapist, sex of patient and point in the interaction. It was suggested that physiotherapists should increase their awareness of these behaviours in their interactions with patients.

Artificial intelligence (AI)-generated media is used in entertainment, art, education, and marketing. AI-generated faces or facial expressions using deepfake-based technologies might also contribute to nonverbal behavior studies. As a proof of concept, in this research, we test the replicability of past results regarding the positive effects of facial expressiveness (e.g., gazing, nodding, and smiling) on social outcomes. Because the facial expressions when listening to someone (i.e., nonverbal immediacy) encompass several behaviors that are typically related (i.e., smiling while nodding), the effect of combinations of these behaviors is challenging to study. We thus test the effect of facial expressiveness (gazing, nodding, and smiling vs. none) on first impression judgements in a job interview setting using AI-generated experimental video material. We measure how competent, warm, and favorably independent observers (n = 823) perceive the targets (n = 159) showing AI-generated facial expressions. Our results replicate past research showing that the more targets are facially expressive, the more they are perceived favorably. Apart from supporting evidence of the importance of facial expressiveness for conveying a positive impression, we show the benefits of relying on AI-generated experimental video material for the study of nonverbal behavior.

The aim of this dissertation project was to assess transformational leadership in the rather unexplored context of the Swiss Armed Forces. Furthermore, a new research approach was used to define additional (nonverbal) characteristics of transformational leadership. Study 1 (Chapter 2) examines the effects of transformational leadership on subordinates' voluntary willingness to perform beyond expectations. Thereby military personnel's affiliation became evident: Relationships of transformational leadership with subordinates' extra effort were found to be differentially moderated by superiors' hierarchy level depending on whether the subordinates were militia personnel or military professionals. Study 2 (Chapter 3) analyzes whether military officer cadet's nonverbal communication (smiles and gestures) has an influence on the attribution of their transformational leadership style or on their leadership success. The results confirmed the assumed influence of smiles and gestures, but in a complex way. Platoon leaders that were later perceived as transformational leaders smiled significantly less during the video taped presentation task. But regarding the effectiveness of leadership, a high amount of smiles positively moderated the transformational leadership components idealized influence-behavior and appeal. The results of the studies have meaningful implications for transformational leadership theory and practice, especially for the Swiss Armed Forces. First, and not surprisingly, the positive impact of transformational leadership could also be confirmed in the context of the Swiss Armed Forces. Particularly for military superiors at lower hierarchical levels, transformational leadership behaviors would Abstract iii be very helpful in motivating subordinates to stronger commitment and performance beyond expectations. Second, transformational leadership behaviors exceed the originally defined and well-known range. Smile and gestures are elements of nonverbal behavior that influence transformational leadership's attribution and leadership success and many other elements of nonverbal behavior (or combinations) have to be assumed. A special word of thanks goes to my doctoral supervisor, Professor Dr. Klaus Jonas, who gave me the necessary freedom, despite Bologna Reform, to complete this dissertation in addition to my full and overfilled workdays at my job. I would also like to thank Professor Emeritus Dr. Francois Stoll, who in retirement paid me the great honor of graciously agreeing to be my second supervisor. Heartfelt thanks go to Patrick Boss, who especially in the starting phase of this dissertation project supported me actively by establishing contacts with the Swiss Armed Forces. The quality of the questionnaire translation into French was greatly enhanced by the gracious assistance of Brigitte and Raymond Beaudelet. Thank you very much. I am also grateful to Barbara Kamer, Nadine Eggimann, and Can Nakkas, my former colleagues at the Military Academy, for reading drafts, giving me emotional support, and providing such a great and stimulating environment. Your helpfulness was always amazing. I am particularly grateful to my former colleague Julian Ebert for the professional discussions that stimulated my thinking and thus propelled my dissertation forward. I would like to express special thanks to my life partner Walter, who believed in me unwaveringly and ensured that I was not troubled by other problems. Finally, I thank my parents, Ivo and Claire Stadelmann, who always encouraged me to do my best in all things. I wish that my mother had lived to see the completion of this dissertation. It is to them that I dedicate this work.

The aim of this dissertation project was to assess transformational leadership in the rather unexplored context of the Swiss Armed Forces. Furthermore, a new research approach was used to define additional (nonverbal) characteristics of transformational leadership. Study 1 (Chapter 2) examines the effects of transformational leadership on subordinates' voluntary willingness to perform beyond expectations. Thereby military personnel's affiliation became evident: Relationships of transformational leadership with subordinates' extra effort were found to be differentially moderated by superiors' hierarchy level depending on whether the subordinates were militia personnel or military professionals. Study 2 (Chapter 3) analyzes whether military officer cadet's nonverbal communication (smiles and gestures) has an influence on the attribution of their transformational leadership style or on their leadership success. The results confirmed the assumed influence of smiles and gestures, but in a complex way. Platoon leaders that were later perceived as transformational leaders smiled significantly less during the video taped presentation task. But regarding the effectiveness of leadership, a high amount of smiles positively moderated the transformational leadership components idealized influence-behavior and appeal. The results of the studies have meaningful implications for transformational leadership theory and practice, especially for the Swiss Armed Forces. First, and not surprisingly, the positive impact of transformational leadership could also be confirmed in the context of the Swiss Armed Forces. Particularly for military superiors at lower hierarchical levels, transformational leadership behaviors would Abstract iii be very helpful in motivating subordinates to stronger commitment and performance beyond expectations. Second, transformational leadership behaviors exceed the originally defined and well-known range. Smile and gestures are elements of nonverbal behavior that influence transformational leadership's attribution and leadership success and many other elements of nonverbal behavior (or combinations) have to be assumed. A special word of thanks goes to my doctoral supervisor, Professor Dr. Klaus Jonas, who gave me the necessary freedom, despite Bologna Reform, to complete this dissertation in addition to my full and overfilled workdays at my job. I would also like to thank Professor Emeritus Dr. Francois Stoll, who in retirement paid me the great honor of graciously agreeing to be my second supervisor. Heartfelt thanks go to Patrick Boss, who especially in the starting phase of this dissertation project supported me actively by establishing contacts with the Swiss Armed Forces. The quality of the questionnaire translation into French was greatly enhanced by the gracious assistance of Brigitte and Raymond Beaudelet. Thank you very much. I am also grateful to Barbara Kamer, Nadine Eggimann, and Can Nakkas, my former colleagues at the Military Academy, for reading drafts, giving me emotional support, and providing such a great and stimulating environment. Your helpfulness was always amazing. I am particularly grateful to my former colleague Julian Ebert for the professional discussions that stimulated my thinking and thus propelled my dissertation forward. I would like to express special thanks to my life partner Walter, who believed in me unwaveringly and ensured that I was not troubled by other problems. Finally, I thank my parents, Ivo and Claire Stadelmann, who always encouraged me to do my best in all things. I wish that my mother had lived to see the completion of this dissertation. It is to them that I dedicate this work.

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La presente investigación indagó acerca de las diferencias de género en el reconocimiento de expresiones faciales emocionales de ira, tristeza y alegría en estudiantes entre 18 y 25 años. Se utilizó un procedimiento de tiempos de reacción y se midió también el porcentaje de aciertos al reconocer la expresión facial. Aunque la hipótesis de trabajo esperaba que existieran diferencias de género en el reconocimiento de expresiones faciales, los resultados sugieren que éstas no son significativas a un nivel del 0.05%. El análisis estadístico muestra mayor facilidad (en un nivel no significativo) para reconocer las expresiones de alegría por parte de las mujeres y de ira por parte de los hombres. Se discuten las implicaciones de estos hallazgos, y las posibles extensiones de esta investigación en tamaño de muestra y de carreras de los participantes. Palabras clave: comunicación no verbal, expresiones faciales, diferencias del sexo humano, tiempo de reacción.

Fluency measures are commonly used in clinical developmental neuropsychology to assess executive functions. Little is known about the effect of age on performance in these tests. This article analyzes the effect of age on measures of verbal (semantic and phonologic) and nonverbal (semantic and nonsemantic) fluency in 171 children (81 boys, 90 girls) between ages 6 and 15. Participants were selected from public and private schools in Guadalajara and Tijuana, Mexico. A significant age effect was found on all tests but no interaction between age and type of test was found. Significant correlations among the 4 fluency tasks ranged from .36 to .46. Results are consistent with the findings of normative studies carried out in other countries and support the cross-language validity of verbal fluency tests.

Few studies have focused on mechanisms of developmental change during the prelinguistic period. The lack of focus on early vocal development is surprising given that maternal responsiveness to infants during the first two years has been found to influence later language development. In addition, in a variety of species, social feedback is essential for vocal development. Previous research demonstrated that maternal feedback to prelinguistic vocalizations influenced the production of more developmentally advanced vocalizations, suggesting that effects of maternal responsiveness on vocal development may start during the prelinguistic phase; however, because mothers were instructed how and when to respond to their infants' vocalizations, the timing and type of typical maternal feedback is unknown. In the present study, we analyzed unstructured play sessions for 10 mother-infant dyads to explore the relationship between prelinguistic vocal production and maternal responsiveness. Mothers responded contingently to prelinguistic vocalizations over 70% of the time. Mothers responded with more vocal responses compared to interactive responses (e.g., gazes, smiling, physical contact). Investigation of specific types of vocal responses revealed that mothers responded mainly with acknowledgments to both vowel-like sounds and consonant-vowel clusters. Mothers also showed differential responding to vocalizations that varied in quality. Mothers responded with play vocalizations to vowel-like vocalizations significantly more than to consonant-vowel clusters, whereas they responded with imitations to consonant-vowel clusters more than to vowel-like sounds. Mothers, therefore, appeared to regulate their contingent feedback relative to the speech-like quality of infants' vocalizations which may provide relevant stimulation to guide communicative development.

Despite its significance in Roman society and ideology, Quintilian presents agriculture in a rather negative light. He does not regard it as a worthy subject of study for aspiring orators. Furthermore, he establishes an antagonism between rusticitas and urbani tas, or between rusticus and orator. Nonetheless, the Institutio oratoria includes a considerable number of agricultural similes and analogies. It is evident that the metaphorical use of agricultural lore must have been very appealing and persuasive because the upper-class Romans were well familiar with such metaphoric expressions as well as with agriculture itself, which generally carried positive connotations.

Individualism-collectivism (IC) has been established as one of the central dimensions of cross-cultural research; however, there is only little evidence whether this dimension can be detected from nonverbal behavior (NVB). Using a novel computer-animation methodology, we investigated the influence of NVB and cultural stereotypes on the ascription of individualistic or collectivistic values to actors from different cultures described as distinct on the IC-dimension: United Arab Emirates (UAE) and Germany. Animated computer characters were used to mask out clues of the nationality of actors while displaying their real movement behavior. The results show cultural specificities in the combined processing of NVB and stereotype activation. Whereas Arabs based their collectivism ratings solely on NVB, Germans showed a strong susceptibility to stereotype activation. In addition, Arabs were able to discern collectivism from NVB. As opposed to collectivism, individualism was not discernible from NVB by either Germans or Arabs.

Purpose: This project sought to explore the utilisation and effectiveness of alternative and augmentative communication by speech-language pathologists and other health professionals among patients in palliative care (PC) or end-of-life care (EOLC). Method: An exploratory scoping review was conducted aiming to discover key literature, research, approaches and results pertaining to the topic of AAC, SLPs, health practitioners, PC and EOLC. Result: A total of 817 articles were retrieved, however only nine (n = 9) literature reviews were found of relevance to the specific research. Conclusion: The literature identified that SLPs and health practitioners do utilise AAC in palliative and EOLC, however the main focus of the articles related to evaluating the significance and effectiveness of AAC in these settings. Due to the lack of explicit information regarding the utilisation of AAC by SLPs and other health professionals in EOLC settings, conclusions across the relevant literature were found to be similar. That is, AAC strategies were beneficial for patients in EOLC throughout the disease trajectory. AAC was found to increase patient quality of life, as patients were able to communicate their needs and wants to their loved ones and the health-care team. It is strongly recommended that future SLPs and other health practitioners gain appropriate exposure, experience and knowledge regarding AAC, in order to ensure patients and their families are aware of the various options that provide a smoother transition towards EOL.

This article describes an in-class exercise that has worked to elevate student awareness of the importance ofplanning verbal and nonverbal behavior as key to successful career communication. Small groups ofstudents answer questions about dating and then apply their understanding from what it takes to make and sustain a positive impression in dating situations to career communication, including networking, co-op, andjob interviews.

This article describes an in-class exercise that has worked to elevate student awareness of the importance ofplanning verbal and nonverbal behavior as key to successful career communication. Small groups ofstudents answer questions about dating and then apply their understanding from what it takes to make and sustain a positive impression in dating situations to career communication, including networking, co-op, andjob interviews.

Couple dysfunctions—such as infidelity, sexual intimacy difficulties, poor communication, and emotional dysregulation—pose significant challenges to emotional well-being and relational stability. Based on an empirical and theoretical integration, this article presents Vínculo Pleno (Full Bond), a therapeutic model designed to restore emotional connection in couples with high emotional dysregulation. The approach integrates insights from Attachment Theory (Bowlby, 1988), Cognitive-Behavioral Couple Therapy (Jacobson & Margolin, 1979), Emotionally Focused Therapy (Johnson, 2008), Schema Therapy (Young et al., 2003), and Gottman’s (2011) research on assertive communication and emotional skills.
The model proposes three interdependent dimensions—Companions, Co-conspirators, and Caregivers—as pillars for rebuilding marital bonds. Companions emphasizes shared projects and assertive dialogue; Co-conspirators fosters emotional intimacy, healthy eroticism, and playful connection; and Caregivers reinforces mutual support, emotional validation, and the creation of a secure refuge.
The methodology includes assessing attachment patterns and maladaptive schemas, training in effective communication, validating primary emotions, cognitive restructuring, and practical therapeutic assignments. Through these strategies, Vínculo Pleno aims to interrupt demand-withdraw cycles, restore trust, and promote secure attachment.

The development of robots that closely resemble human beings enables us to investigate many phenomena related to human interactions that could not otherwise be investigated with mechanical-looking robots. This is because more humanlike devices are in a better position to elicit the kinds of responses people direct at each other. In particular, we cannot ignore the role of appearance in giving us a subjective impression of social presence or intelligence. However, this impression is influenced by behavior and the complex relationship between it and appearance. As Masahiro Mori observed, a humanlike appearance does not necessarily give a positive impression. We propose a hypothesis as to how appearance and behavior are related and map out a plan for android research to investigate this hypothesis. We then examine a study that evaluates the behavior of androids according to the patterns of gaze fixations they elicit in human subjects. Studies such as these, which integrate the development of androids with the investigation of human behavior, constitute a new research area fusing engineering and science.

Communication is the main currency through which we make transactions in the social world. Without it, interactions among people would be mechanical. Dementia is one of the mental disorders with the abilities of excluding one from participating in a social world. The aim of this study was to review literature on the efficacy of nonverbal communication when working with people living with dementia. A narrative style of literature review was used in writing this article. It involved conducting an online search of articles from the following scientific databases (2000-2019): ProQuest Central, ScienceDirect, Wiley online library, Springer Link, and Oxford Journals. Only articles that had been peer reviewed were selected in writing this review. The process of selecting articles involved pairing the word dementia in every search with the following key words: communication, epidemiology, types, nonverbal, touch, instrumental, expressive, facial expressions and eye contacts, and personal sp...

This paper examines the psychological foundations of human communication beyond verbal language. While words are often treated as the primary vehicle of meaning, evidence from psychology, neuroscience, and interpersonal studies demonstrates that tone, silence, and presence constitute deeper substrates of connection. Building on theories of resonance and mirror-based cognition, we propose that humans function as conscious mirrors of one another, transmitting affective states and intentions through embodied resonance. This framework reframes communication as co-regulation rather than information transfer, with implications for empathy, therapy, and collective cohesion. As we suggest, words are scaffolding-but connection is cathedral, a hall of mirrors refracting light into a shared structure of belonging.

The inclusion of individuals with Autism Spectrum Disorder (ASD) in the workforce presents both challenges and opportunities. While people with ASD often face barriers such as social and communication difficulties and sensory sensitivities, however, they also possess unique strengths, including attention to detail, pattern recognition, dedication to particular interests and innovative thinking. This study explores, through literature review in databases, like PubMed, Scopus, and Google Scholar, the challenges, strengths, and benefits of integrating individuals with ASD into the workforce, emphasizing the importance of tailored support and inclusive practices. Companies like Microsoft, SAP, and Specialisterne have pioneered initiatives to integrate individuals with ASD into the workplace, leveraging digital technologies and artificial intelligence (AI) to support their needs. Programs highlight the benefits of neurodiversity, such as increased innovation and productivity. By creating inclusive environments and utilizing AI tools, organizations can unlock the potential of individuals with ASD, fostering both social and economic growth.

In the present study, we investigated (i) to what extent the early literacy skills (phonological awareness, letter knowledge, and word decoding) along with cognitive (nonverbal reasoning, attention, phonological short-term memory, sequential memory, executive functioning) and linguistic (auditory discrimination, rapid naming, articulation, vocabulary) precursor measures of 53 six-year old children with intellectual disabilities (ID) differ from a group of 74 peers with normal language acquisition (NLA) and (ii) whether the individual variation of early literacy skills in the two groups to the same extent can be explained from the precursor measures. Results showed that children with ID scored below the NLA group on all literacy and precursor measures. Structural equation modeling evidenced that in the children with NLA early literacy was directly predicted by phonological awareness, PSTM and vocabulary, with nonverbal reasoning and auditory discrimination also predicting phonologica...

Календарный обряд, функционирующий на микросоциальном и макросоциальном уровнях, доступен для внешнего наблюдателя в двух основных воплощениях: как сложный фольклорно--этнографический комплекс, разнокодовый "культурный текст", перформенс, и как рассказ (гипертекст) -описание обрядов (многосоставной рамкой которых часто выступает праздник религиозного либо светского характера). Это описание нередко перемежается исполнением (либо пересказом) календарно -обрядовых (реже необрядовых) песен, вербализацией календарных паремий (пословицы, поговорки, речения), примет, гаданий, образцов ритуальной речи (тексты, звучащие в составе обряда, реплики его исполнителей, благопожелания, проклятия, похвальбы, дразнилки и др.), клишированных запретов и их мотивировок, мифологических поверий, быличек о демонологических персонажах, активизирующихся в разные периоды календаря, календарной терминологии (хрононимов -названий праздников, почитаемых дней и периодов, своей внутренней формой указывающих на семантику праздника, обозначающих ритуалы, магические действия, исполнителей песен) и др. Эти явления, относящиеся к таким условно разделяемым сферам духовной культуры, как фольклор, язык, мифология и обрядность, хорошо изучены восточнославянскими фольклористами в сравнительно -типологическом BiAŁOrUteNiStYKA BiAŁOStOcKA TOM 14, ROK 2022 SUMMARY CHRISTMAS AND CAROLING RITUALS OF THE BREST REGION IN CONTEMPORARY NARRATIVES The article presents contemporary written and oral stories about Christmas and carol rituals of the Brest region, which can be qualified as a hypertext of a common semantic field (the status of the folklore genre is not recognized yet for its prose components). They reveal the social meaning of spiritual (religious, philosophical, aesthetic) aspects of the holiday in the development of society and the communicative and pragmatic potential of verbal and non verbal forms of ritualized interaction in particular communities.

This article considers the non-verbal means of communication between young people. The authors pay special attention to the characteristics of non-verbal communication, especially the functions and types of nonverbal communication. Non-verbal communication is a means of information, a system of non-verbal symbols, signs used to transmit the message. People can learn a lot about us only by the way we dress, gesticulate, talk, other physical characteristics like hairstyle, home decor, etc. Often, the use of non-verbal communication occurs unconsciously or involuntarily, and those around us learn to understand us based on how they interpret non-verbal communication for themselves. Therefore, in the modern world, non-verbal means of communication are highly valued, their meanings are studied and even how to use them properly is taught. Understanding gestures and facial expressions facilitates mutual understanding of people. It is noteworthy that verbal communication covers only forty percent of the transmitted information. The remaining sixty percent is non-verbal communication, that is, communication using gestures, facial expressions, and posture. The authors came to the conclusion that nonverbal means of communication are as important as linguistic means in the process of communication and carry vast amounts of information.

Resumen : La comunicacion no verbal ha tenido un gran auge en el ultimo siglo, debido a la importancia demostrada en relativa al mensaje emitido. Este articulo efectua una aproximacion acerca del papel que juega la comunicacion no verbal en la credibilidad y congruencia de lo que se dice en clase. Los objetivos del presente trabajo van dirigidos a explicar, explicando las partes de las que consta la comunicacion no verbal, cuales pueden verse obstaculizadas en el discurso y como minimizar estas posibles barreras, basandose en una revision bibliografica. De esta forma se justifica la importancia de la optimizacion de los recursos no verbales en el ambito de la docencia universitaria de titulaciones sanitarias inmersa en el inminente espacio europeo. Palabras clave : Comunicacion, Docencia, Lenguaje corporal Abstract : Non-verbal communication has boomed in the last century due to the importance that has shown in the interpretation of the message delivered. This article brings us to t...

A. Pendahuluan Dewasa ini, perkembangan informasi semakin cepat layaknya udara yang kita hirup tiap detik. Informasi pun semakin beragam bila ditinjau dari segi media, isi, dan cakupannya. Dalam hal ini, pentingnya sumber daya manusia yaitu pustakawan yang akan menggerakkan roda dan mengembangkan perpustakaan agar berperan serta secara optimal 1. Kata pustakawan berasal dari kata &quot;pustaka&quot;, sehingga penambahan kata &quot;wan&quot; diartikan sebagai orang yang pekerjaannya atau profesinya terkait erat dengan dunia pustaka atau bahan pustaka. Dalam bahasa Inggris pustakawan disebut &quot;librarian&quot;. Kemudian istilah pustakawan berkembang lagi yaitu sama-sama mengelola informasi diantaranya pakar informasi, pakar dokumentasi, pialang informasi, manager pengetahuan, dan sebagainya 2. Dalam UU Nomor 43 Tahun 2007 dalam pasal 1 ayat 8 dikatakan bahwa pustakawan adalah seseorang yang memiliki kompetensi yang diperoleh melalui pendidikan dan/atau pelatihan kepustakawanan sert...

Research in learning analytics and educational data mining has recently become prominent in the fields of computer science and education. Most scholars in the field emphasize student learning and student data analytics; however, it is also important to focus on teaching analytics and teacher preparation because of their key roles in student learning, especially in K-12 learning environments. Nonverbal communication strategies play an important role in successful interpersonal communication of teachers with their students. In order to assist novice or practicing teachers with exhibiting open and affirmative nonverbal cues in their classrooms, we have designed a multimodal teaching platform with provisions for online feedback. We used an interactive teaching rehearsal software, TeachLivE TM , as our basic research environment. TeachLivE employs a digital puppetry paradigm as its core technology. Individuals walk into this virtual environment and interact with virtual students displayed on a large screen. They can practice classroom management, pedagogy and content delivery skills with a teaching plan in the TeachLivE environment. We have designed an experiment to evaluate the impact of an online nonverbal feedback application. In this experiment, different types of multimodal data have been collected during two experimental settings. These data include talk-time and nonverbal behaviors of the virtual students, captured in log files; talk time and full body tracking data of the participant; and video recording of the virtual classroom with the participant. 34 student teachers participated in this 30minute experiment. In each of the settings, the participants were provided with teaching plans from which they taught. All the participants took part in both of the experimental settings. In order to have a balanced experiment design, half of the participants received nonverbal online feedback in their first session and the other half received this feedback in the second session. A visual indication was used for feedback each time the participant exhibited a closed, defensive posture. Based on recorded full-body tracking

In this article, I analyse the usage of impoliteness as a method of affiliation in instant messaging applications, given the lack of studies on this topic for Spanish. In order to do, I have compiled data and created an online corpus called CODES. The results will be studied, by taking into account the variables of sex and age. The utterances reveal significant differences, not only regarding gender but also the generation. Moreover, the data I have obtained allow for pinpointing the linguistic mechanisms underlying these phenomena.

This excerpt presents the theoretical background from my defended master's thesis, submitted at Wszechnica Polska University of Applied Sciences in Warsaw in 2025. The paper examines the fundamental characteristics and functions of advertising discourse as a form of communication between providers of products and services and their prospective customers, focusing on linguistic and non-linguistic means that steer target customers toward the purchase of the advertised product.

Anglophone crisis (CAC) (2016-2020) is explored as effectiveness of nonverbal communicators in crisis situations from a qualitative perspective. Findings reveal that nonverbal communicators are effective and strategic in crisis communication and management. Exploration on CCTV, security and crime prevention (deterrence) demonstrate that the technology is used for security, which according to participants (66.6%), CCTV cameras directly deter intentions of criminal activities within the Buea municipality. Participant's experiences suggest CCTV cameras have the potential to communicate agenda(s) (active and latent). Nonverbal communication/communicators play important roles in crisis development, escalation and resolution. Increasing digitalization and smart living, call for attention on privacy. Understanding the technologies of nonverbal communication, how they are reshaping media surveillance; influencing decision making processes and policy frameworks of governments, and policing in the era of 'big data' and 'big brother,' is crucial.

This study presents the development and preliminary validation of the Algerian Verbal Behavior Assessment Tool for Autism Spectrum Disorder (AVBAT ASD), a culturally grounded instrument designed to assess core verbal operants, mands, tacts, echoics, and intraverbalsin Algerian Arabic-speaking children aged 3 to 5 years with autism spectrum disorder (ASD). The tool comprises 20 items rated on a 3-point scale and can be administered in under 30 minutes, making it particularly suitable for use in low-resource or time-constrained settings. A total of 63 children diagnosed with ASD participated in the study, with 31 undergoing a second evaluation two weeks later to assess test–retest reliability. Exploratory factor analysis supported a two-factor structure, Functional Communication and Echoic, accounting for 84.68% of total variance (KMO = 0.916; Bartlett’s χ² = 2121.62, p < .001). All items showed strong communalities (0.601–0.936) and aligned with theoretical domains. Internal consistency was high (Cronbach’s α = .976), and all item-total correlations were significant (ρ = .743–.941, p < .001). Split-half reliability coefficients (Spearman–Brown and Guttman = .933) and test–retest reliability (ρ = .981, p < .01) confirmed the tool’s stability and coherence. Item difficulty indices ranged from 0.70 to 1.02, capturing a broad spectrum of language abilities. The AVBAT ASD demonstrated strong content validity, informed by expert and caregiver feedback, and reflected Algerian linguistic and cultural norms, enhancing ecological validity. By emphasizing the functional use of language rather than its form, the tool aligns with Skinner’s behavioral framework and is compatible with intervention models like Pivotal Response Treatment. Its simplicity, cultural relevance, and psychometric strength make it a promising tool for clinicians, educators, and caregivers engaged in early identification and intervention planning for children with ASD in Arabic-speaking North African contexts.

People naturally move their heads when they speak, and our study shows that this rhythmic head motion conveys linguistic information. Three-dimensional head and face motion and the acoustics of a talker producing Japanese sentences were recorded and analyzed. The head movement correlated strongly with the pitch (fundamental frequency) and amplitude of the talker's voice. In a perception study, Japanese subjects viewed realistic talking-head animations based on these movement recordings in a speech-in-noise task. The animations allowed the head motion to be manipulated without changing other characteristics of the visual or acoustic speech. Subjects correctly identified more syllables when natural head motion was present in the animation than when it was eliminated or distorted. These results suggest that nonverbal gestures such as head movements play a more direct role in the perception of speech than previously known.

People naturally move their heads when they speak, and our study shows that this rhythmic head motion conveys linguistic information. Three-dimensional head and face motion and the acoustics of a talker producing Japanese sentences were recorded and analyzed. The head movement correlated strongly with the pitch (fundamental frequency) and amplitude of the talker&#39;s voice. In a perception study, Japanese subjects viewed realistic talking-head animations based on these movement recordings in a speech-in-noise task. The animations allowed the head motion to be manipulated without changing other characteristics of the visual or acoustic speech. Subjects correctly identified more syllables when natural head motion was present in the animation than when it was eliminated or distorted. These results suggest that nonverbal gestures such as head movements play a more direct role in the perception of speech than previously known.

This review examines the role of reading instruction in supporting language development among children with Down syndrome (DS). Literature was reviewed from major databases to address two research questions: the constraints affecting reading and language growth, and the most effective instructional strategies. Findings indicate that children with DS often face challenges such as poor comprehension, limited reading accuracy, and weak phonological awareness (PA), compounded by teachers’ limited knowledge and confidence. Effective approaches identified include enhancing PA, integrating vocabulary and language targets into interventions, and involving parents in the learning process. The review highlights the importance of tailored reading strategies while emphasizing the need for further research to refine best practices.

People establish and enhance their social relationships through sharing experiences with others. Among media used to promote such experiences, a human-size humanoid is the most promising medium. In addition to capabilities of other media, such as the ability to collect and provide information from the Internet and via ubiquitous sensors connected through a network, a human-size humanoid has the potential to help people share experiences or information among them owing to its shape. It enables people to accept a sense of humanlike expressions or emotions, wishes, and so forth. We have recently developed a human-size humanoid, called ”Robovie-IV,” as a ubiquitous medium to enhance co-experience. This paper discusses the design requirements of Robovie-IV and introduces an overview of its hardware and software architectures. There is also a brief description and preliminary results of an experiment that we are currently conducting with Robovie-IV, in addition to conclusions.

The highly homologous relationship between narrative and ethics determines the necessity of studying narrative ethics. However, as an important field of narrative studies, narrative ethics criticism has intervened very little in various emerging interactive narrative forms. Combining a gender ethics analysis of the interactive narrative typical case "Honor of Kings" , this article argues that interactive narratives rely on the bidirectional activation between the inner-text carrying the designer's intent and the participants as "quasi-implied readers," thereby co-constructing narrative ethics. Interactive narrative texts are complex wholes formed under the norm of multi-level narratives and routine cross-layer behaviors. Various quasi-implied reader cultural communities, centered around the inner-text, continuously produce narrative texts, completing the reproduction and socialization of ethics. The mediated society connected by digital Internet constitutes a vast, open, multi-level interactive narrative system, and interactive narrative has become the primary means of ethical production in the media society. Ethical criticism of interactive narratives must break down the barriers between text and context, becoming a cultural research paradigm for the mediated society.

Before entering into the main discussion, it is not bad to define the concept of generation. Generation is all people who live in a social group, for example in a country, and have the same values and a similar idea of life, and are distinguished from younger and older age groups within a certain range .

➤ Writing was the most common communication method used and preferred by nonspeaking patients with head and neck cancer following surgical procedures. ➤ Electronic speech-generating devices (SGDs) may be most effective when used by patients for complex communications. ➤ Staff education on cuing patients and proper positioning and repositioning of SGDs within easy reach is critical in facilitating SGD use for patient communication. atients with head and neck cancer often experience frustrating and socially isolating communication problems during the period in which they are unable to speak following surgery. However, patient communication during the immediate postoperative period has received little attention in research or clinical practice literature . This article describes the communication methods and communication content of 10 intubated patients who received electronic speech-generating devices (SGDs) following surgical procedures for head or neck cancer, with a particular focus on SGD use, communication quality (i.e., ease and user satisfaction), barriers to SGD use, and clinical characteristics (e.g., age, illness severity, cancer diagnosis or surgical procedure, sedation or narcotic medications) of SGD users. Studies of communication between nurses and nonspeaking, intubated patients in intensive care units (ICUs) have demonstrated that most interactions involve brief, task-or procedure-oriented information, commands, or reassurances (