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Relevant bibliographies by topics / Body language. Nonverbal communication

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Academic literature on the topic 'Body language. Nonverbal communication'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Body language. Nonverbal communication"

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Resat, Filiz Akkilinc. "The Body Language of Culture." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 32–39. http://dx.doi.org/10.31686/ijier.vol7.iss8.1639.

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AbstractBody language is an element of our lives that is inextricably incorporated into all spheres of human interactions and functioning. It may happen that the same gesture in diverse cultures may have a completely different meaning so researchers from all over the world are recommending to gain as much insight into the concept of nonverbal communication as possible so as not to miss out on certain critical elements that could expose a person to unwanted circumstances. The current article dwells on the importance of learning the essentials of body language and then switches to reviewing the key elements of nonverbal communication such as handshakes, hand gestures, eye contact, head movements, physical contact, and sitting position. After a thorough overview of the key elements of body language, the author discusses the most interesting ways of learning body language. The paper is closed by an in-depth conclusion reiterating the importance of nonverbal communication and its role for the development of human community.

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Peleckis, Kęstutis, Valentina Peleckienė, and Kęstutis Peleckis. "Nonverbal Communication in Business Negotiations and Business Meetings." International Letters of Social and Humanistic Sciences 62 (October 2015): 62–72. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.62.

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This paper examines the importance of reading the body language signals in business negotiations and business meetings. By observing the physical changes of the human body, gestures, can lead to a more or less realistic impression about opponent, feelings of the other person, his mood, thoughts, expectations, intentions, and their changes. In non-verbal body language are very much important things : human posture, dress, accessories, gestures, eye contact, facial expressions, smile, voice intonation, laughter, eye contact, eye signs, the distance between the communicators, touch, clap, dance, and physiological responses - sweating palms, forehead, paleness, resulting in acute facial, neck redness and others. Part of nonverbal communication signs, or in other words the body language signals are sent consciously (natural or play signs, signals), and the other part of the body signals is emitted into the environment unintentionally, when to the information received response is made immediately, instantly, instinctively and without thinking. Body language signals in business negotiations or business meetings are important in several aspects:- reveal the other person’s, the opponent's physical and emotional state as well as its evolution;- complement, reinforce or weaken the spoken language;- allows those who are able to read nonverbal communication signs, to determine more or less accurately whether oral language is true.

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Damanhouri, Miramar. "The advantages and disadvantages of body language in Intercultural communication." Khazar Journal of Humanities and Social Sciences 21, no. 1 (April 2018): 68–82. http://dx.doi.org/10.5782/2223-2621.2018.21.1.68.

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This study is an attempt to explore the advantages and disadvantages of non-verbal communication, specifically body language, in intercultural settings, and the extent to which non-verbal factors contribute to the success of communication , by interviewing 31 English language instructors at the English language Institute at King Abdulaziz University. The instructors came from different cultural backgrounds and their length of stay in Saudi Arabia varies from 1 year to more than 7 years. The findings show that although the main function of body language in an intercultural setting is to clarify meaning when language is a barrier, the difference in cultural backgrounds sometimes leads to miscommunication or misinterpretation of nonverbal messages. However, almost all the participants considered body language a positive tool in facilitating communication and compensating for the lack of vocabulary in intercultural communication. More research on the similarities and differences between cultures with regard to nonverbal communication is recommended, in order to avoid or minimize misunderstandings that may result from cultural and linguistic differences.

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Pranowo, Pranowo Pranowo. "WUJUD DAN MAKNA PRAGMATIK BAHASA NONVERBAL DALAM KOMUNIKASI MASYARAKAT JAWA: KAJIAN ETNOPRAGMATIK." Linguistik Indonesia 37, no. 2 (September 26, 2019): 169–84. http://dx.doi.org/10.26499/li.v37i2.111.

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Tidak semua gerakan nonverbal dapat disebut bahasa nonverbal. Gerakan yang disebut bahasa nonverbal adalah gerakan yang digunakan untuk mengungkapkan makna pragmatik penutur. Bahasa nonverbal dibedakan menjadi dua, yaitu bahasa nonverbal dinamis dan bahasa nonverbal statis. Bahasa nonverbal dinamis adalah gerakan tubuh beserta bagian-bagiannya atau anggota tubuh lain yang digunakan untuk mengungkapkan makna pragmatik penutur. Bahasa nonverbal statis adalah bahasa nonverbal yang tidak digerakkan untuk mengungkapkan makna pragmatik penutur tetapi dapat dipersepsi oleh mitra tutur sebagai bagian dari bahasa nonverbal. Artikel ini mengkaji wujud dan makna pragmatik bahasa nonverbal menggunakan pendekatan etnopragmatik. Data dikumpulkan melalui wawancara dengan nara sumber, dan observasi pengalaman hidup sehari-hari sebagai bagian dari warga masyarakat Indonesia. Data yang ditemukan kemudian dideskripsikan berdasarkan wujud dan makna pragmatik pemakaian bahasa nonverbal dalam komunikasi. Kata kunci: bahasa nonverbal, etnopragmatik, wujud, dan makna pragmatik. AbstractNot all nonverbal movements can be called nonverbal languages. Movement called nonverbal language is a movement that is used to express the meaning of pragmatic speakers. Nonverbal languages are divided into two, namely dynamic nonverbal language and static nonverbal language. Dynamic nonverbal language is the movement of the body along with its parts or other members of the body that are used to express the meaning of the speaker's pragmatics. Static nonverbal language is a nonverbal language that is not moved to express the meaning of the pragmatic speaker but can be perceived by the speech partner as part of nonverbal language. This article examines the form and meaning of nonverbal pragmatics using the ethnopragmatic approach. Data is collected through observation of daily life experiences as part of Indonesian citizens. The data found is then described based on the form and meaning of the pragmatic use of nonverbal language in communication.

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Pranowo, Pranowo. "ETHNOPRAGMATIC STUDY ON JAVANESE NONVERBAL LANGUAGE." Asia Proceedings of Social Sciences 4, no. 1 (April 17, 2019): 41–43. http://dx.doi.org/10.31580/apss.v4i1.556.

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This etnopragmatic research can be highlighted below. (A) There are three types of nonverbal language: the one that can stand on its own, the one that becomes the context of spoken verbal language, and the one whose metaphorical form represents oneâ€™s social status in the community. (B) Nonverbal language that can stand on its own is used when someone communicates without using words, but using gestures, sign language, sings, symbols, movements, eye gaze, hand shake, and noddin, etc (Polly E. Szatrowski, 2014). In such forms, nonverbal language is the basic means of communication among children who cannot speak verbal language or for two people who cannot speak each otherâ€™s verbal languages. (C) The forms of dynamic nonverbal language are: (1) movement of the head and its parts (such as lip movement, eye movement), (2) movement of the hand and its parts, (3) movement of the body and its parts (such as belly movement, movement of body parts, movement of chest, and movement of the buttocks). The forms of static nonverbal language are (1) body posture, facial features, hair color, skin tone, cheek shape, etc. (D) The functions of dynamic and static nonverbal language are: (1) to eliminate meaning obscurity in the speakerâ€™s intent, (2) to clarify understanding of the speakerâ€™s utterance containing implicature, (3) to bec the reference of utterances containing deixis, and (4) to clarify social status, level of ntellectual ability, and oneâ€™s social ranks.

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Rahayu, Ega. "THE INVESTIGATION OF NONVERBAL COMMUNICATION TOWARDS AN AUTISM CHILD." Indonesian EFL Journal 2, no. 2 (September 12, 2017): 127. http://dx.doi.org/10.25134/ieflj.v2i2.645.

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This research purposes to investigate the types of nonverbal communication used by an autism child during his activity in Pusat Layanan Autis Jati Kersa and home, and to describe the meanings of those nonverbal communication. Nonverbal communication is a communication form that delivers the message without word, written or spoken, but uses body language including facial expression, gesture, posture, eye contact, touching, clothing, space, and paralanguage. Autism is developmental disorder especially in the brain that causes autism people are difficult to communicate and interact. The research employed a qualitative method to collect and analyze the data. This research involved an autism child in low function level. The data were collected through observation and interview. The result of this research shows that an autism child uses several nonverbal communication types such as body movement; gesture, posture, eye contact, and facial expression; paralanguage; and personal presentation; touching (haptics) as well. Then, the meanings of nonverbal communication used by the autism child are various. Each nonverbal communication used by him has its own meaning.Keywords: communication, nonverbal communication, autism

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Rodríguez Muñoz, Francisco J. "Pilot assessment of nonverbal pragmatic ability in people with asperger syndrome." Psychology of Language and Communication 17, no. 3 (December 1, 2013): 279–94. http://dx.doi.org/10.2478/plc-2013-0018.

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Abstract The purpose of this study is to present a diagnostic tool to assess the nonverbal pragmatic behaviors of people with Asperger syndrome, with the intent to give an account of the severity of symptoms in the area of nonverbal interaction, as well as providing a profile of nonverbal behaviors that may be targeted for intervention. Through this communication profile, overall nonverbal ability is calculated in a group of 20 subjects with Asperger syndrome. The proposed scale also includes the measurement of the following nonverbal dimensions: (1) eye gaze, (2) facial expression, (3) body language and posture, (4) proxemics, (5) gestures, and (6) paralanguage. The results of this assessment suggest low nonverbal pragmatic ability in these subjects, show specific deficits in nonverbal communication, and capture variability in nonverbal behavior in individuals with AS.

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Made Chintya Maha, Yekti. "KINESICS INTERACTION: TOWARDS EYE CONTACT, POSTURE AND FACIAL EXPRESSION OF EDWARD AND BELLA IN A MOVIE ENTITLED “TWILIGHT”." Lingua Scientia 24, no. 1 (June 30, 2017): 27. http://dx.doi.org/10.23887/ls.v24i1.18795.

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This study discusses the nonverbal communication particularly body language. This study focuses on kinesics such as: eye contact, posture, and facial expression of the male main character (Edward Cullen) and the female main character (Bella Swan) in Twilight movie by Stephenie Meyer. The aims of this study is to know the meaning behind those nonverbal communications of male main character and female main character as their acting in the movie. The method used to answer the problem of this study is Descriptive qualitative. The data of this study is a film entitled Twilight produced in 2008. The data is described in the form of images and words. From this study, it can be seen that there are three kinds of nonverbal communication used by the male and female main character. Those are eye contact, posture, and facial expression where the nonverbal communication used by the male character is concerned, serious, brave, romantic, cool postures, friendly and bright eyes. Whereas the female character uses dim eye contact, glace and shock posture, and amazed facial expression. It is found that there are several differences of using nonverbal communication between male and female character in the movie.

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Ranta, Ranta, and Diah Harmawati. "ANALYZING TEACHER’S INSTRUCTIONAL AND NONVERBAL COMMUNICATION IN EFL CLASSROOM." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 26. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p05.

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The objectives of this research were to find out the teacher’s instructional language, kinds of nonverbal communication and effects in EFL Classroom. The objects of the research were the teacher and students of one primary school in Merauke.The approach employed was qualitative approach. The type of this research applied discourse analysis (DA). Data collection was conducted through observation by recording and interview. Data from observa tion was used to know the teacher’s instructional Language and kinds of nonverbal communication. Interview was used to know the effects of using the teacher’s instructional Language and nonverbal communication to the students.The research findings showed that (1) the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. In term of explanation, the teacher used English, switched and mixed the Indonesian language. The teacher used display question to know the students understanding related to the material. She used referential question to start the classroom and when she checked the progress of the students’ activity. In giving feedback, mostly same with explanation, the teacher also used English even she switched and mixed her language with Indonesian. The teacher used direct correction and indirect correction in giving correction. Repetition was also found in explanation, asking question, giving feedback and giving correction. (2 that the kind) The findings revealed s of nonverbal communication used by the teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. These nonverbal were applied to explain some unclear verbal communication. (3) The last, the findings showed that there were positive and negative effects of the teacher’s instructional language The positive effects included motivating the students in studying, increasing the students’ vocabulary mastery, making them be more active to speak, giving enthusiasm in studying. Meanwhile, the negative effects revealed the students felt nervous to speak when the teacher looked at them and even she stood beside them. Fundamentally, this research gave great contributions in education, could help student’s confidence and enthusiasm tospeak particularly in English learning teaching process.Keywords: Teacher’s instructional, nonverbal communication, EFL

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Агирбова, Д. М., and Д. П. Зюзина. "Язык тела и культурные различия." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 5 (2021): 103–5. http://dx.doi.org/10.18411/lj-02-2021-183.

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The scientific work examines the characteristics of body language, and tells about cultural differences in different countries. The significance of nonverbal communication factors in different cultures is also analyzed.

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Dissertations / Theses on the topic "Body language. Nonverbal communication"

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Collard, Teresa Y. "Facial nonverbal communication and deception detection /." View online, 1986. http://repository.eiu.edu/theses/docs/32211998880495.pdf.

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Wrege, Alexander. "Nonverbal Communication in the Real World." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083962967.

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Thesis (M.A.)--University of Toledo, 2004.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in English." Includes bibliographical references (leaves 34-35).

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LeBaron, Curtis Dale. "Building communication : architectural gestures and the embodiment of new ideas /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Birdsall, Carole Anne. "Self-reported and patient-reported nonverbal communication and empathy levels of nurses /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1116833x.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard M. Wolf. Includes bibliographical references (leaves 129-143).

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Sime, Daniela. "Learners' perceptions of teachers' non-verbal behaviours in the foreign language class." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/3465.

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This study explores the meanings that participants in a British ELT setting give to teachers' non-verbal behaviours. It is a qualitative, descriptive study of the perceived functions that gestures and other non-verbal behaviours perform in the foreign language classroom, viewed mainly from the language learners' perspective. The thesis presents the stages of the research process, from the initial development of the research questions to the discussion of the research findings that summarise and discuss the participants' views. There are two distinct research phases presented in the thesis. The pilot study explores the perceptions of 18 experienced language learners of teachers' non-verbal behaviours. The data is collected in interviews based on videotaped extracts of classroom interaction, presented to the participants in two experimental conditions, with and without sound. The findings of this initial study justify the later change of method from the experimental design to a more exploratory framework. In the main study, 22 learners explain, in interviews based on stimulated recall, their perceptions on their teachers' verbal and non-verbal behaviours as occurring within the immediate classroom context. Finally, learners' views are complemented by 20 trainee teachers' written reports of classroom observation and their opinions expressed in focus group interviews. The data for the main study were thus collected through a combination of methods, ranging from classroom direct observations and videotaped recordings, to semi-structured interviews with language learners. The research findings indicate that participants generally believe that gestures and other non-verbal behaviours playa key role in the language learning and teaching process. Learners identify three types of functions that non-verbal behaviours play in the classroom interaction: (i) cognitive, i.e. non-verbal behaviours which work as enhancers of the learning processes, (ii) emotional, i.e. non-verbal behaviours that function as reliable communicative devices of teachers' emotions and attitudes and (iii) organisational, i.e. non-verbal behaviours which serve as tools of classroom management and control. The findings suggest that learners interpret teachers' non-verbal behaviours in a functional manner and use these messages and cues in their learning and social interaction with the teacher. The trainee teachers value in a similar manner the roles that non-verbal behaviours play in the language teaching and learning. However, they seem to prioritise the cognitive and managerial functions of teachers' non-verbal behaviours over the emotional ones and do not consider the latter as important as the learners did. This study is original in relation to previous studies of language classroom interaction in that it: • describes the kinds of teachers' behaviours which all teachers and learners are familiar with, but which have seldom been foregrounded in classroom-based research; • unlike previous studies of non-verbal behaviour, investigates the perceiver's view of the others' non-verbal behaviour rather than its production; • documents these processes of perception through an innovative methodology of data collection and analysis; • explores the teachers' non-verbal behaviours as perceived by the learners themselves, suggesting that their viewpoint can be one window on the reality of language classrooms; • provides explanations and functional interpretations for the many spontaneous and apparently unimportant actions that teachers use on a routine basis; • identifies a new area which needs consideration in any future research and pedagogy of language teaching and learning.

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Olney, Cynthia Ann. "THE EFFECT OF COMMUNICATOR GENDER, NONVERBAL COMMUNICATION STYLE, AND RESPONDENT GENDER ON MANAGERS' TASK AND SOCIAL ATTRACTIVENESS (WORKING WOMEN)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275426.

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Tiljander, Cristina. "Social gender norms in body language : The construction of stereotyped gender differences in body language in the American sitcom Friends." Thesis, Karlstad University, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1599.

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Nonverbal communication such as body language is a vital component of our communication, and since scholars agree that there are some notable differences in the way men and women use body language, the study of gendered nonverbal communication as a social construction is vital to our understanding of how we create gendered identities. The aim of this paper is to investigate how social gender norms concerning body language appear in constructed communication. By studying the body language of the characters in the American sitcom Friends, and with focus on leg postures, I examine how the show Friends enacts and represents stereotyped sex differences in body language. The study encompasses both the distribution of leg positions between the genders, and what these postures seem to accomplish in interaction. As for the relationship between gender and leg postures, I observed the sitting positions of the characters Chandler, Ross, Joey, Monica and Rachel in six episodes from the 1999/2000 season of Friends for the first study. For the analysis of leg postures in relation to the communicative situation, the entire corpus of ten episode recordings was used. Based on repeated inspection of scenes where leg positions could be studied in relation to gender and communication, systematic patterns were identified.

The results of the study are consistent with the findings of scholars like Vrugt and Luyerink (2000); women tend to sit in closed postures or with their legs crossed, which is regarded feminine, while men sit in wide positions with their legs spread, which is regarded masculine. Furthermore, the characters/actors in Friends seem to perform their gender roles partly by using different leg positions and wideness of postures. However, leg positions alone were not found to be decisive in the messages communicated, and emotions and stance were communicated using verbal and other non-verbal channels and cues. Instead, leg positions remained gender-stereotypical regardless of the message communicated, and men and women seem to communicate the same message using different leg positions. It is therefore concluded that leg positions are an inherent part of “doing gender”, but that leg positions as such are not necessarily related to the type of message or emotional stance that is communicated.

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Raine, Jordan. "The nature and function of human nonverbal vocalisations." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76663/.

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Though human nonverbal vocalisations are widespread, scientific consideration of their mechanisms and communicative functions has been largely overlooked. This is despite their close alignment with the vocal communicative systems of primates and other mammals, whose primary function is to signal indexical information relevant to sexual and natural selection processes. In this thesis, I examine human nonverbal vocalisations from an evolutionary perspective, with the central hypothesis that they are functionally and structurally homologous to nonhuman mammal calls, communicating evolutionarily relevant indexical information that is perceived and utilised by listeners. In Chapter 1, I introduce the methodological framework (source-filter theory) necessary to understand the production of vocal signals in mammals, before summarising the information contained within the acoustic structure of nonhuman mammals and human speech, and the effects these cues have on both vocaliser and listener. I then examine the current evidence for functional and structural homology between human and nonhuman nonverbal vocalisations. In Chapters 2 to 5, I quantitatively analyse the acoustic structure of a number of nonverbal vocalisations, and perform playback experiments to examine their functional effects on listeners. In Chapters 2 and 3, I investigate whether aggressive roars and distress screams communicate acoustic cues to absolute and relative strength and height. In Chapter 4, I analyse the acoustic structure of pain cries of varying intensity, and conduct playback experiments to explore the acoustic and perceptual correlates of pain. In Chapter 5, I examine whether the fundamental frequency of tennis grunts produced during professional tennis matches is dependent on the sex and body posture of the vocaliser, as well as the progress and outcome of the contest, and whether listeners can infer these cues. In Chapter 6, I tie these findings together, arguing that the acoustic structure of human nonverbal vocalisations, in continuity with nonhuman mammal vocalisations, has been selected to support the functional communication of indexical and motivational information.

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Müller, Olga. "Das nonverbale Verhalten des ecuadorianischen Präsidenten Rafael Correa - Eine Analyse mit dem Schwerpunkt Geschlecht und soziale Hierarchie." Master's thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175872.

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Das Ziel der vorliegenden Arbeit besteht darin, den Wert der nonverbalen Ausdrucksmittel für einen erfolgreichen Kommunikationsverlauf zu verdeutlichen und aufzuzeigen, welche Rolle Geschlecht und soziale Hierarchie in der nonverbalen Kommunikation spielen und in welchem Maße sie eine Interaktion beeinflussen können. Als Untersuchungsgegenstand fungiert das nonverbale Verhalten des ecuadorianischen Präsidenten Rafael Vicente Correa Delgado, wobei der Fokus auf den Faktoren Geschlecht und soziale Hierarchie und deren Ausdruck in der nonverbalen Kommunikation liegt. Die Durchführung der Untersuchung erfolgt anhand des medial inszenierten Abbildes von Rafael Correa, das ihn in einer diskursiven Beziehung darstellt, d.h. Aufzeichnungen politischer Debatten und Interviews, die auf internationaler Ebene stattgefunden haben. Bei der Auswahl des Untersuchungsgegenstandes wird Wert auf Verschiedenheit der Konstellationen der Interaktionspartner (Status und Geschlecht) gelegt, um einen Vergleich des nonverbalen Verhaltens zu ermöglichen. Es ergeben sich für die vorliegende Arbeit folgende Hauptfragen, die es mit Hilfe der Untersuchung zu beantworten gilt: Inwieweit spiegelt das nonverbale Verhalten des ecuadorianischen Präsidenten Rafael Correa in einer Interaktion seine soziale Hierarchie wider und weist geschlechtsspezifische Züge auf? Variiert je nach sozialer Hierarchie und Geschlecht seiner Interaktionspartner das nonverbale Verhalten des ecuadorianischen Präsidenten Rafael Correa in einer Interaktion? Im Rahmen dieser Fragestellung ergeben sich ferner folgende Nebenfragen: In welcher Beziehung steht das nonverbale Verhalten des ecuadorianischen Präsidenten Rafael Correa zum verbalen Verhalten? Harmonieren diese zwei Ebenen miteinander, ergänzen sie sich oder widersprechen sie sich? Inwieweit zeigt sich die kulturelle Prägung im nonverbalen Verhalten Rafael Correas? Die Auswertung des nonverbalen Verhaltens Rafael Correas in asymmetrischer und in symmetrischer Beziehung macht deutlich, dass sowohl das Geschlecht als auch die soziale Hierarchie der Interaktionspartner Einfluss auf den Charakter und den möglichen Verlauf einer Interaktion nehmen. Anhand des Vergleichs des nonverbalen Verhaltens Correas in verschiedenen Konstellationen wird deutlich, dass das nonverbale Verhalten des Präsidenten von der sozialen Hierarchie und dem Geschlecht seiner Interaktionspartner nicht abhängig ist und somit nicht variiert. Die verbale und nonverbale Ebene ergänzen sich und weisen keine Widersprüchlichkeit auf. Es sind nur wenige kulturspezifische Verhaltensweisen des Präsidenten zu beobachten.

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Adams, Shawnette K. "Disciplinarily Hetero- and Homogeneous Design Team Convergence: Communication Patterns and Perceptions of Teamwork." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/34802.

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In today's worlds of industry and academia, teamwork is becoming more and more prevalent and is becoming more and more desirable when addressing certain tasks. Intensified and growing competition in the global marketplace is forcing businesses to produce better products, thereby, requiring the input and expertise of various people with diverse backgrounds. Organizations have adopted a team approach in response to the technological advances that contribute to the complexity of many tasks in the workplace making it difficult for employees to work independently (Mathieu, Heffner, Goodwin, Salas, Cannon-Bowers, 2000). The purpose of this research is to investigate the communication patterns of disciplinarily heterogeneous student design teams at the university level. A quasi-experimental design, specifically a non-equivalent control group design was used for this study. This study has two research questions: 1) what is the process that leads to convergence of a team-based mental model among disciplinarily heterogeneous team members? and 2) what are the factors associated with convergence that lead to effective disciplinarily heterogeneous teams? The results will allow the formation of guidelines that will assist such students in improving their effectiveness by allowing the convergence of the team members onto the same mental model(s). It must be noted that data collection for the experimental teams continued after the tragic events that occurred at Virginia Tech on April 16, 2007. The results for this study were variable. Through examination of the fluctuation of the reliability scores across the three times it was administered, as well as the Pearson-Product Moment comparison, the Group Behavior Inventory is not the best instrument to use in an academic setting for student teams. The disciplinarily homogeneous teams disagreed more and the disciplinarily heterogeneous teams agreed more in terms of body language, while disciplinarily heterogeneous disagreed more through verbal utterances of sighs and pauses; however none of these differences were statistically significant. Certain agreement and disagreement indicators were significantly negatively correlated. Therefore, the corroboration of the Group Behavior Inventory constructs can only be applied to a specific disagreement indicator.
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Books on the topic "Body language. Nonverbal communication"

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K, Guerrero Laura, and Floyd Kory, eds. Nonverbal communication. Boston: Allyn & Bacon, 2010.

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Body language. New York: MJF Books, 1992.

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Osborne, June. Body language. Bromley: MARC Europe, 1986.

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Thirumalai, M. S. Silent talk: Nonverbal communication. Mysore: Central Institute of Indian Languages, 1987.

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Wainwright, Gordon R. Body language. Lincolnwood, Ill: NTC Pub. Group, 1993.

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Wainwright, Gordon R. Body language. Chicago, Ill: McGraw-Hill, 2004.

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Wainwright, Gordon R. Body language. London: Hodder and Stoughton, 1985.

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Burgoon, Judee K. Nonverbal communication. Boston: Pearson Longman, 2010.

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Burgoon, Judee K. Nonverbal communication. Boston: Allyn & Bacon, 2010.

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Garrison, Jeffrey G. "Body" language. Tokyo: Kodansha International, 1990.

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Book chapters on the topic "Body language. Nonverbal communication"

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Miller, George A. "Nonverbal Communication." In Language, 655–63. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_41.

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Romanienko, Lisiunia A. "Nonverbal Communication." In Body Piercing and Identity Construction, 1–11. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117129_1.

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Burgoon, Judee K., Valerie Manusov, and Laura K. Guerrero. "The Body as a Code." In Nonverbal Communication, 185–221. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003095552-7.

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Jackson, Jane. "Language and nonverbal communication." In Introducing Language and Intercultural Communication, 80–110. Second edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351059275-4.

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Matsumoto, David, Hyisung C. Hwang, and Mark G. Frank. "The body: Postures, gait, proxemics, and haptics." In APA handbook of nonverbal communication., 387–400. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14669-015.

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Hermelin, B., and N. O’connor. "Logico-affective States and Nonverbal Language." In Communication Problems in Autism, 283–310. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-4806-2_15.

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Roebuck, Annette. "Body Language." In Rethinking Communication in Health and Social Care, 99–124. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-46495-8_5.

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Givens, David B. "Nonverbal Steps to the Origin of Language." In Social Intelligence and Nonverbal Communication, 163–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34964-6_6.

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Dael, Nele, Nadia Bianchi-Berthouze, Andrea Kleinsmith, and Christine Mohr. "Measuring body movement: Current and future directions in proxemics and kinesics." In APA handbook of nonverbal communication., 551–87. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14669-022.

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Lowenthal, Francis, and Laurent Lefebvre. "Nonverbal Communication Devices, Language, Cerebral Flexibility, and Recursive Exercises." In Language and Recursion, 39–55. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9414-0_4.

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Conference papers on the topic "Body language. Nonverbal communication"

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Vinciarelli, Alessandro. "Body language without a body: nonverbal communication in technology mediated settings." In ICMI '17: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3139491.3139510.

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Gao, Hongli. "Nonverbal Communication in Foreign Language Teaching and Learning-On the Importance of Body Language." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.19.

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Du, Wenjuan. "An Analysis of Nonverbal Pragmatic Failure in Intercultural Communication." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.179.

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Zheng, Lan. "Brife Study about the Function of Intercultural Nonverbal Communication in English Language Teaching." In 2017 International Conference on Education, Culture and Social Development (ICECSD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icecsd-17.2017.13.

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Yin, Jianxue. "Body Language Classification and Communicative Context." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.105.

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McColl, Derek, and Goldie Nejat. "Affect detection from body language during social HRI." In 2012 RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2012. http://dx.doi.org/10.1109/roman.2012.6343882.

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Embgen, Stephanie, Matthias Luber, Christian Becker-Asano, Marco Ragni, Vanessa Evers, and Kai O. Arras. "Robot-specific social cues in emotional body language." In 2012 RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2012. http://dx.doi.org/10.1109/roman.2012.6343883.

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"The Clinical Application of Body Language Communication in Pediatric Nursing Work." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.012.

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Kurzweg, Marco, Jens Reinhardt, Wladimir Nabok, and Katrin Wolf. "Using Body Language of Avatars in VR Meetings as Communication Status Cue." In MuC '21: Mensch und Computer 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3473856.3473865.

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Beck, Aryel, Lola Canamero, and Kim A. Bard. "Towards an Affect Space for robots to display emotional body language." In 2010 RO-MAN: The 19th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2010. http://dx.doi.org/10.1109/roman.2010.5598649.

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Reports on the topic "Body language. Nonverbal communication"

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Raychev, Nikolay. Can human thoughts be encoded, decoded and manipulated to achieve symbiosis of the brain and the machine. Web of Open Science, October 2020. http://dx.doi.org/10.37686/nsrl.v1i2.76.

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Abstract:

This article discusses the current state of neurointerface technologies, not limited to deep electrode approaches. There are new heuristic ideas for creating a fast and broadband channel from the brain to artificial intelligence. One of the ideas is not to decipher the natural codes of nerve cells, but to create conditions for the development of a new language for communication between the human brain and artificial intelligence tools. Theoretically, this is possible if the brain "feels" that by changing the activity of nerve cells that communicate with the computer, it is possible to "achieve" the necessary actions for the body in the external environment, for example, to take a cup of coffee or turn on your favorite music. At the same time, an artificial neural network that analyzes the flow of nerve impulses must also be directed at the brain, trying to guess the body's needs at the moment with a minimum number of movements. The most important obstacle to further progress is the problem of biocompatibility, which has not yet been resolved. This is even more important than the number of electrodes and the power of the processors on the chip. When you insert a foreign object into your brain, it tries to isolate itself from it. This is a multidisciplinary topic not only for doctors and psychophysiologists, but also for engineers, programmers, mathematicians. Of course, the problem is complex and it will be possible to overcome it only with joint efforts.

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