Dissertations / Theses: 'Nonverbal communications'

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Chen, Yen-Hsi. "NONVERBAL COMMUNICATIONS IN THE SELECTION PROGRAM." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/728.

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Human resource development (HRD) professionals have been sensitive to employees' nonverbal behaviors in other countries in the past decades. Additionally, nonverbal cues impact not only firms' selection programs but also affect job interviews. However, this qualitative research examined whether a clothing retail company has trained hiring managers to recognize nonverbal cues in the selection program. Furthermore, the researcher verified whether eye contact, volume of voice, facial expressions, gestures, postures, and attire were emphasized in the company selection program and customer service. Overall, the conclusion indicated the company did not train all hiring managers to recognize nonverbal cues in the selection program. Second, the company did not make sure whether all managers have been trained on recognizing nonverbal cues by the same training program in order to have a consistency with the company's goal. Moreover, the issue turned out that managers developed their own cognitions of nonverbal cues and implemented their own knowledge of nonverbal cues in the firm's selection program. Finally, the data illustrated only eye contact, volume of voice, facial expressions, and gestures are emphasized in the firm's selection program and customer service.

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Webb, Sarah Marie. "The Emotional Effects of Life Experience on Bilingual Speakers' Nonverbal Communications." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6695.

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This research is intended to demonstrate that bilingual speakers exhibit nonverbal behavior and emotional expressions that affect their ability to communicate in their intended manner. I argue that these changes are linked to the emotional ties to experiences in those languages. The nonverbal traits that appear when bilingual speakers share personal narratives in different languages are measured through facial recognition and emotion sensory software for evidentiary support in establishing intent versus actual self-presentation. New methods of self-analysis are discussed and utilized to determine if the speakers are inherently aware of these changes or can notice them through cross linguistic self-analyses.

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Gill, Jennifer N. Fitch-Hauser Margaret E. "The strength of attractiveness and the power of visual nonverbal communication when rating one's communicative competence." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/GILL_JENNIFER_52.pdf.

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Krystal, Ingman. "Nonverbal communication on the net: Mitigating misunderstanding through the manipulation of text and use of images in computer-mediated communication." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1557507788275899.

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Косенко, Юлія Вікторівна, Юлия Викторовна Косенко, Yuliia Viktorivna Kosenko, and О. Овчіннікова. "Комплементарність вербальних і невербальних засобів мови." Thesis, Видавництво СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16914.

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Ouředníková, Jana. "Profesionální komunikace ve zdravotnictví." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-17723.

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The goal of my final thesis is the analyses of current state of communications in the Health Service. The paper starts with the introduction which describes the reasons of writting the paper and the methods used. The paper consists of 9 capitols: 8 theoretical and 1 practical. In the first capitol is the analysis of the ethics in health care systems. The next capitol briefly describe the relationship between doctor and patient. The following 3 theoretically define communication. The next 3 capitols talk about specifics communication in the Health Service. The practical part of the paper has 1 capitol, which has 6 sub-capitols. These sub-capitols talk about questionnaire, fill in questionnaire, results of questionnairy and some recommendations. Based on these facts, there is also graphical demonstration and describe. In conclusion appreciate the reasulting of questionnairy and summarized the overall the finnal thesis.

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Овчіннікова, О. В. "Статус мовчання у корпусі невербальних засобів комунікації." Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/17793.

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Мовчання є значущим компонентом інтеракції. Співіснуючи з мовою, невербальні засоби спілкування супроводжують, доповнюють, підкріплюють її, а у ряді випадків замінюють її, автономно виражаючи зміст повідомлень. Мовчання як силенціальний невербальний компонент є психологічно валідним, семантично навантаженим та значущим для людського спілкування. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/17793

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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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Kuszynski, Janka. "Nonverbal communication in intergenerational interactions." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17203.

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Diese Arbeit zielt darauf ab, Einblicke in die Kommunikation intergenerationaler Interaktionen zu erhalten, indem die Koordination zwischen jungen und älteren Erwachsenen betrachtet wird. Interpersonale Koordination beeinflusst Interaktionen positiv, deshalb ist die Koordination zweier Menschen der Fokus dieser Arbeit, wobei insbesondere die Abhängigkeit interpersonaler Koordination von bestimmten Kontextfaktoren studiert wird. Die Arbeit versteht die emotionale und behaviorale Mimikry, und die Synchronität zweier Interaktionspartner als Aspekte interpersonaler Koordination. Hierfür wurden mehrere Studien zur Analyse von emotionaler Mimikry (Studie 1), Synchronität und behavioraler Mimikry (Studie 2) durchgeführt. Außerdem wurde eine Zugehörigkeitsmotivation gegenüber Älteren experimentell erzeugt und anschließend emotionale Mimikry erhoben (Studie 3). Für Studien 1 und 2 interagierten junge Probanden mit einer älteren oder einer gleichaltrigen Person, die ein freudiges oder ärgerliches Ereignis erzählte. Studie 1 zeigte, dass freudige Gesichtsausdrücke immer imitiert wurden, insbesondere innerhalb gleichaltriger Interaktionen und während der freudigen Erzählung. Studie 2 zeigte mehr Synchronität innerhalb gleichaltriger als bei nicht-gleichaltrigen Interaktionen, während mehr behaviorale Mimikry bei älteren als bei jungen Interaktionspartnern gefunden wurde. Darüber hinaus veranschaulichte Studie 3, dass eine erhöhte Zugehörigkeitsmotivation gegenüber einer älteren Person das Imitiationsverhalten gegenüber der gesamten Altersgruppe positiv beeinflusste. Die Arbeit verschafft einen Einblick in intergenerationale Interaktionen, deren Ergebnisse nahelegen, dass obwohl junge Menschen generell motiviert sind mit älteren Menschen zu interagieren, bestimmte Umstände sie davon abhalten können. Allerdings konnten wir mit der Manipulation der Zugehörigkeitsmotivation einen vielversprechenden Ausblick für intergenerationale Kommunikation schaffen.
This dissertation aims to unravel intergenerational communication by studying interpersonal coordination between young and older adults. Interpersonal coordination is considered to have a positive influence on interactions. Thus, this work sets out to determine whether interpersonal coordination depends on contextual factors such as the social relation context and the affective context. Several studies were conducted to assess three aspects of interpersonal coordination: Emotional mimicry (Study 1), synchrony and behavioral mimicry (Study 2). Moreover, as it was hypothesized that young adults are not motivated to affiliate with the elderly, a heightened affiliation motivation toward the elderly was experimentally created and emotional mimicry assessed subsequently (Study 3). For studies 1 and 2, young adults were invited to interact with an elderly person or with a person of the same age who recounted an emotional (happy or angry) event. Study 1 revealed mimicry of happiness expressions, particularly within same-generation interactions and during the narration of a happy event, while angry expressions were rarely displayed and not mimicked. Study 2 revealed more synchrony within same-generation compared to intergenerational interactions, whereas there was more behavioral mimicry of elderly interaction partners compared to young interaction partners. Study 3 illustrated that a heightened motivation toward an older person positively influenced mimicking behavior toward the whole age group. This dissertation provides a first step in unravelling intergenerational interactions, where findings regarding emotional mimicry and synchrony suggest that certain circumstances might prevent young adults from acting the same toward young and old individuals. However, as we were able to successfully manipulate affiliation motivation, a promising positive outlook for intergenerational communication emerged.

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Cummings, Kelly. "Nonverbal Communication and First Impressions." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1305161866.

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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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White, J. "Nonverbal communication in the primary classroom." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492170.

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This research sought to explore two questions: 1. Are teachers aware oftheir classroom nonverbal communication? 2. In what ways and contexts is nonverbal communication relevant to the work of teachers? The research asked each ofthree primary school teachers to examine and reflect on their nonverbal communication in a fonnative and progressive manner using three samples of video footage of their teaching. These video recordings were examined to assess how nonverbal communication manifested itself. A 'self-evaluation framework' for classroom nonverbal communication was derived from a review of the literature. The specific . nonverbal areas selected for the framework were: eye contact, gesture, facial expression, body language, use of space, physical arrangement of classroom, vocal intonation, backchannel responses and smiling. The research found that the teachers identified a host of ways and contexts in which nonverbal communication was relevant and important to their work. The findings indicate that teacher awareness of such communication was very limited and highlighted the importance of nonverbal communication to the pedagogical processes ofthe primary classroom. These important dimensions included the differentiated use of nonverbal communication with respect to class level, pupil ability, pupil behaviour and the subject being taught. It involved the use ofnonverbal communication as a pedagogical tool to aid the delivery and explanation of lesson content. Such use was also interconnected with the motivational use of nonverbal communication and the expression of emotion in the classroom. Finally, the data indicates that teaching experience, self-perceptions as a teacher and the influence of significant others have an important impact on the style and nature of the teacher's nonverbal communication.

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Helmer, Sylvia. "ESL preschoolers' interpretation of nonverbal communication." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26487.

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Studies indicate that children acquire both verbal and nonverbal acuity at a very early age. Since it is also agreed that the nonverbal forms of communication children learn are culture-specific the acquisition of nonverbal gestures by second language learners is of considerable interest. A study by Kumin and Lazar(l974) indicates that first language speakers as young as three have considerable ability in encoding and decoding the group of gestures known as emblems. The present study extends their findings by comparing the decoding of gestures by native English speakers (age 3-5) with non-native speakers. Thirty-six emblems and illustrators, two forms of commonly used gestures, were decoded by forty children, twenty native speakers and twenty ESL speakers. The gestures chosen .were screened by a panel of ten practicing ESL teachers who considered them to be typical of classroom interaction. The videotape of the gestures was validated by 62 native speakers before being administered to the children. Analysis of variance results indicate there is a main effect for age as well as a very strong effect for ethnicity (native speakers vs ESL). A Spearman's rho rank correlation on the sequence of acquisition of the gestures raises the interesting possibility that there may be a developmental pattern such as is found in the verbal domain.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Flesher, Theresa M. "Nonverbal communication cues in the electronic medium." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/TFlesher2006.pdf.

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Sayyed, Mubaashera Irfan, Наталія Анатоліївна Пилипенко-Фріцак, Наталия Анатольевна Пилипенко-Фрицак, and Nataliia Anatoliivna Pylypenko-Fritsak. "Traditional Indian Dance As Symbolic Nonverbal Communication." Thesis, Sumy State University, 2021. https://essuir.sumdu.edu.ua/handle/123456789/84793.

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Dance could be described as a performance art form in which the basic tool is the body and its purposefully selected movement in an intentionally rhythmical and culturally pattern with an aesthetic value and symbolic potential. Human has been using the body and its movement as a tool to express feelings and desires since prehistoric times and continues until now. When we dance, our bodies fire up with emotion and allow us to express what words cannot. In folk cultures around the world, people dance to impart knowledge and wisdom, express their emotions or devotion, and pass down the stories and legends of their gods and ancestors.

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Литюга, Юлія Валеріївна, Юлия Валерьевна Литюга, and Yuliia Valeriivna Lytiuha. "What should we comprehend in nonverbal communication?" Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34667.

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The problems of intercultural communication in a world of total globalization have to be pushed to the sidelines due to the boundary erase between different cultures and their representatives. However, these hopes have failed. Despite numerous assertions that the local cultures disappear a behavior within one cultural space differs from another. Under such circumstances a certain misunderstanding in various spheres of public and private life, connected with cross-cultural communication, appears. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34667

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Penrod, John Christian. "Reciprocal Communication as a Form of Nonverbal Communication: A Qualitative Approach." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2924.

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The current state of psychological research in nonverbal communication is briefly summarized and several problems are noted. Reciprocal communication (RC) is suggested, defined, and qualitatively investigated as a way of describing the experience of emotional compatibility in communication, with an emphasis on form, degree, and timing as fundamental aspects of nonverbal communication. Support for three different levels of emotional compatibility (fully, partially, and nonreciprocal) is found. Variation in the interpretation of nonverbal communication when communication is perceived as either intentional or unintentional is noted, and a system of categorizing reciprocal communication is suggested. Further patterns in nonverbal communication are observed, and terminology suggested.

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Mason, Debbie L. "Nonverbal communication and memory in language-impaired children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22864.pdf.

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Payne, Elizabeth Ann. "Multimodal communication and the nonverbal : a case study." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24896.

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The use of multimodal communication by one moderately mentally retarded, nonphysically impaired teenage girl was investigated. Eighty minutes of language samples were transcribed, coded, and analysed for modes of communication, communicative intent, discourse function, and context of conversation. It was found that six different modes of communication, and various combinations of these modes, were used throughout the samples. A strong relationship between mode of communication and communicative Intent was found. Furthermore, the context of conversation influenced the mode of communication. No strong relationship was found, however, between discourse function and mode of communication. Implications of this research for a theory of multimodal communication in the nonverbal, as well as suggestions for clinical intervention with this population, are discussed.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Geiser, Jamie L. "An exploration of the relationship of nonverbal aggression with verbal aggression, nonverbal immediacy assertiveness, and responsiveness." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=947.

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Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 49 p. Includes abstract. Includes bibliographical references (p. 40-49).

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York, Dustin. "Investigating a Relationship between Nonverbal Communication and Student Learning." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605278.

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Clear and effective communication is essential in today's society (Smith & Cotten, 1980; Smith & Land, 1981). Nonverbal communication specifically has a vital role in communication. There is inconsistent data on the effect of nonverbal communication used by instructors and the impact on student learning within the higher education environment. This research study sought to find distinct correlations between instructors' nonverbal communication and a variety of elements related to student learning.

This study examined (1) the relationship between standardized measurements of student learning and instructors' nonverbal communication, (2) the relationship between students' perceptions of their learning and instructors' nonverbal communication, (3) the relationship between students' perceptions of instructor credibility based on the instructors' nonverbal communication, and (4) the relationship between students' gender and instructors' nonverbal communication.

Based on quantitative and qualitative data, college students (N=85) from a midsize Midwestern university reported distinct findings that progressed the study of nonverbal communication. Students attended class with one of two variable instructorlecturing types: utilizing effective nonverbal communication (good eye contact, arm movement, facial expression, voice fluctuation, and position in the classroom), or poor nonverbal communication (poor eye contact, arm movement, facial expression, voice fluctuation, and position in the classroom). The instructors lectured the exact same material from a script. Students provided data through tests, surveys, and focus groups that delivered substantial evidence of the relationship between instructors' nonverbal communication and student learning.

Findings in the research study suggest that instructors' nonverbal communication is beneficial to students' academic success. This study outlined which elements of nonverbal communication an instructor could use to benefit student learning. Using the results of this study, university administrators, faculty, and professional development officials could find beneficial information for the success of higher education instruction.

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Gordy, Constance Annette. "The duo piano experience : nonverbal communication between ensemble musicians." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39126.pdf.

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Haan, Cornell. "A comparative case study nonverbal communication and preaching effectiveness /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Puccini, Cecilia. "Interpretation of Nonverbal Communication by Individuals Exhibiting Schizotypal Traits." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625699.

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Wheeler, Savannah V. "Relational Satisfaction and Perceptions of Nonverbal Communication during Conflict." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/197.

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The goal of the presented research was to examine the relationship between relational satisfaction and nonverbal interpretation during a conflict. Specifically, we hypothesized that participants who reported being dissatisfied with their closest relationship would be more likely to make negative interpretations of facial expressions during a conflict episode. Participants completed a survey that measured their relationship status, level of satisfaction, and interpretations of descriptions of facial expressions being made during a series of conflict scenarios. Developing a better understanding of the role of nonverbal behaviors may help encourage healthier conflict management

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Floyd, Kory 1968. "Evaluative and behavioral responses to nonverbal liking behavior." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282653.

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An intuitive notion regarding the communication of liking is that it is consistently associated with positive relational outcomes. An alternative possibility is that when expressions of liking comprise a negative violation of expectancies, they produce outcomes that are actually more negative than those produced by the absence of such expressions. The current experiment tests this prediction with respect to evaluative and behavioral responses to nonverbal expressions of liking. Ninety-six adults were paired with same-sex strangers and induced to expect the strangers either to like or dislike them and to desire that the strangers either like or dislike them. The strangers, who were trained confederates, enacted nonverbal behaviors associated either with liking or disliking during a short experimental interaction with participants. Participants' evaluations of confederates were most favorable when confederates' behaviors matched participants' desires, whether the desire was to be liked or disliked. Behaviorally, participants matched desired behavior from confederates and reacted with complementarity to undesired behavior. These results suggest the counterintuitive notion that expressions of liking are not consistently associated with positive relational outcomes, but that factors such as receivers' desires and expectations largely determine what outcomes will be produced. The results also raise important issues for how expectations are conceptually and operationally defined.

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Kam, Karadeen Y. "A cultural model of nonverbal deceptive communication: The independent and interdependent self-construals as predictors of deceptive communication motivation and nonverbal behaviors under deception." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290008.

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Findings from a host of prior cross-cultural studies suggest that those of differing cultural orientations are likely to possess differing motivations for deceiving and truthtelling, and as a consequence, are likely to exhibit differing patterns of behavior when engaging in deceptive communication. Thus, this investigation examined: (a) the impact of cultural identity on one's motivation for deceptive communication, and (b) the impact of cultural orientation on overt manifestations of behavior. In addition, this study investigated the effects of culture and relational familiarity (i.e., strangers versus friends) on truth bias and deception detection accuracy. To test the proposed theoretical relationships, participants from two cultures (i.e., United States and Japan) were employed in an experimental study. Results of the current investigation revealed that degree of independence was the single best predictor of one's motivation to tell the truth and one's motivation to protect the self, whereas degree of interdependence was the best predictor of one's motivation to protect the other. In terms of deceivers'/truthtellers' perceptions of the self under deception, higher interdependence scores were found to be related to self-perceptions of less positive affect, less fluency, and less psychological involvement under truth conditions, but were associated with greater positive affect, greater fluency, and more psychological involvement under conditions of deception. When considering partner perceptions of truthtellers'/deceivers' behavior, higher degrees of independence were found to be associated with less positive affect under deception. When outside-observers viewed the behaviors of truthtellers/deceivers, higher degrees of independence were found to be associated with greater kinesic involvement and pleasantness, less nervousness, and greater vocal pleasantness and vocal relaxation under truth. Conversely, higher scores on independence were found to be related to less kinesic involvement, less pleasantness, greater nervousness, and less vocal pleasantness and vocal relaxation under conditions of deception. Finally, relationship type was not found to be a significant predictor of either accuracy or truth bias, although, higher degrees of interdependence were associated with lower detection accuracy and greater truth bias. The findings of the current investigation strongly suggest that behavioral differences indeed become manifest when research is conducted employing samples of varying cultural orientations.

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Babins, Leonard H. (Leonard Howard). "Nonverbal communication patterns in siblings during prosocial and agonistic conditions." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41318.

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This study investigated nonverbal communication patterns in siblings in the prosocial, neutral, and agonistic conditions. Sixty-four children aged 3 years 3 months to 9 years 6 months (16 same-gender and 16 mixed-gender sibling dyads) participated. All children's behaviors were coded using the system for Identifying Affect Expressions by Holistic Judgments (AFFEX, facial expressions) and the Behavioral Coding System (BCS) for behaviors. The major finding was that all children were as likely to imitate positive facial expressions in the prosocial as in the aggressive conditions. However, they were more likely to imitate positive behaviors in the prosocial condition and negative behaviors in the aggressive condition. Age within the dyad was the most important subject factor affecting imitation of positive facial expressions and positive and negative behaviors. Younger children tended to imitate their older siblings more than the reverse. Gazing at the older siblings' nonverbal behaviors (NVBs) was an important precursor during both prosocial and aggressive play situations. Of paradigmatic importance is the finding on dyad-gender effects that all-female dyads imitated positive facial expressions as part of their communication during aggressive play.

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Winegarden, Claudia Rebola. "Visualizing Communication Structures of Nonverbal Information for Online Learning Environments." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12012005-172840/.

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This doctoral level study aims to advance research in the visualization of Spontaneous Interactive Gestures produced by students in online learning environments, and how they can best be used as interfaces in compute-mediated communications. Visual channels, both gestural and graphical (Visual Co-Activations), will be evaluated in the performance of demonstrating participation and facilitating feedback (interaction) for online synchronous communication, more specifically multi-videoconferencing. The goal is to give a more naturalistic, integrative and interactive means of synchronous computer-mediated communication for use in future applications of distance education, based on the role of Visual Co-Activations of Spontaneous Interactive Gestures with the use of vision-based interfaces. A multidisciplinary approach within design, social and computer sciences is used in order to widen implications of the importance of design research for education and human development within computer technologies. This study employs multiple data collection procedures, a two-phase developmental design, in which qualitative and quantitative methods are employed sequentially to understand and determine the role of gestures in distance education application methods. Data suggests that joining both gestural and graphical nonverbal information is better visualized in group communication at a distance, but also demonstrates participation and facilitates interaction in online learning environments.

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Radway, Nora E. "SHYNESS IN THE CLASSROOM: A STUDY IN NONVERBAL COMMUNICATION CODES." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/79.

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This study examined the experiences of shy, introverted, and apprehensive students in the college classroom. This study was framed by multiple goals theory to discover how these students use nonverbal communication to achieve their task, identity, and relational goals in the classroom. Shy, introverted, and apprehensive students face challenges in the classroom especially when asked to verbally participate or give presentations that their more outgoing classmates may not face. Participants (N = 16) participated in focus groups where they discussed their experiences, perceptions, and feelings about participation in their college courses. Results showed that these students do experience apprehension in communication situations, often avoiding participation when possible, and that they do use nonverbal communication to meet their task, identity, and relational goals in the classroom. Implications for theory and for both students and instructors, limitations, and future directions for research are discussed.

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Sibuyi, Eliot Masezi. "The analysis of the impact of nonverbal communication Xitsonga discourse." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/733.

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Thesis (M.A. (Linguistics)) --University of Limpopo, 2011
Xitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate. Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes. It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.

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Frazier, Phylis Jones. "Sign-sentence theory : a method of encoding and decoding nonverbal communication /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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Dyer, Rebecca. "Are you lying to me? using nonverbal cues to detect deception /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/995.

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Shea, Kathleen. "Video calling with nonverbal children with autism." Thesis, University of Bridgeport, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667421.

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Twenty five percent of individuals diagnosed with autism are nonverbal and need to learn to communicate using alternative means (National Research Council, 2001) in order to build functional spontaneous communication. Joint attention behaviors are critical for communication development (Mundy & Newell, 2007). This study introduces a video calling intervention to target the joint attention behaviors, eye gaze, verbalization and gestures. The purpose of this study was to discover what relationship exists between video calling and joint attention in nonverbal children with autism and to explore the perspectives of parents and their communication interaction with the child. This case study of two children is a quantitative ABA withdrawal design and a qualitative narrative design. The ABA design uses seven-inch Prestige 7 Connect tablets and Skype, video calling software program to communicate during game, reading and discussion activities. Observing and recording procedures were used to collect the data and visual analysis was conducted using graphs, tables. The narrative design used parent interviews and questionnaires to build themes. The findings indicate that video calling had a positive impact on eye gaze and verbalization behaviors during discussion and game activities. From the narrative analysis emerged a theme of engagement and focus. The conclusions indicate that video calling has impact on some joint attention behaviors and increases engagement in nonverbal children with autism. Implications for this study include using video calling in the classroom for peer interactions and skill building. Further study is needed to increase the generalizability of these findings.

Keywords: joint attention, video calling, nonverbal, autism, engagement

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Drewling, Jonas. "Exploring Nonverbal Interaction in Face-To-Face and Computer-Mediated Communication." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36669.

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This thesis aims to contribute to the field of interaction design by exploring the use of nonverbal cues in FTF communication with the aim of generating knowledge that can be used as an alternative approach for assessing and designing text-based CMC media. To achieve this goal, movement in is analysed in the nonverbal and collaborative dimensions of FTF communication. This presents the possibility to assess text-based CMC media based on a better understanding of the use of nonverbal cues and FTF communication as a standard. The assessment and design based on this concept is tested in the design phase. This process provides a platform for discussion and evaluation of an alternative approach for designing text-based CMC media with a focus on interaction between communicators.

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Merz, Andreas. "Embleme im interkulturellen Vergleich." Master's thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-126381.

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The following thesis highlights intercultural misunderstandings that can occur due to different semantic values of emblems, a gesture generally defined as having an accepted verbal translation in a certain culture or community. To illustrate such problems, the semantic meanings of sixteen emblems in Colombia and Germany are analyzed. Misunderstandings caused by the use of these emblems are then explained from a communicative point of view, using Austin’s speech-act theory.

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Nodarse, Brynn C. "A nonverbal approach to charismatic leadership training." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=8&did=1907259901&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270057484&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 111-115). Issued in print and online. Available via ProQuest Digital Dissertations.

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Chantaraks, Nilobol. "Student Perception of Nonverbal Behaviors of International TAs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investigated. The Communication Skill Rating Scale was utilized and tested by ANOVA. Results indicate that international TAs are viewed as significantly less competent than U.S. American TAs.

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Sopko, Abigail L. "Communication apprehension and accuracy of decoding nonverbal signals a replication and extension of Schroeder and Ketrow (1997) /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2991.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains v, 72, [3] p. Vita. Includes abstract. Includes bibliographical references (p. 43-55).

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Beatty, Keturi D. Anderson Karen Ann. "Mediated chameleons an integration of nonconscious behavioral mimicry and the parallel process model of nonverbal communication /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9934.

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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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Reavis, Shaye Benton Mesibov Gary B. "Nonverbal communication in infants at-risk for an eventual diagnosis of autism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1159.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Clinical Psychology." Discipline: Psychology; Department/School: Psychology.

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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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Dilka, Karen Lynn. "The effect of nonverbal communication training on the acquisition of sign language." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184360.

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The purpose of this study was to determine the effect of nonverbal communication training on the acquisition of expressive and receptive sign language skills. Thirteen skills were included. Twenty-eight participants enrolled in the Beginning Interpreter Training Program (BITP) held at the University of Arizona were selected as subjects. The subjects were randomly assigned to two groups, a control group and an experimental group. The experimental group received ten hours of nonverbal communication training in the categories of kinesics, eye movement, facial expression, proxemics, chronemics, haptics, and artifacts, concurrently with their participation in the BITP. A rating instrument was devised and administered that measured the subject's performance on thirteen expressive and receptive sign language skills. A comparison of pretest and posttest performances was made utilizing the analysis of covariance. The results of the statistical analysis indicated that the experimental group improved significantly on the skills of receptive clarity and receptive fluency. No statistically significant differences were found between the experimental group and the control group on the other eleven skills although the experimental group mean score values were consistently higher than the control group mean score values. The importance of the results for the two groups of subjects involved in this study and the field of interpreting is that nonverbal communication training appears to enhance the receptive clarity and fluency abilities of sign language interpreters. This study should serve as an impetus and a reference point for others wishing to investigate the inclusion of nonverbal communication training in sign language interpreter training programs.

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Watkins, Lydia J. "Improving nonverbal communication beween nurses and deaf and hard of hearing children." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1520.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Nursing
Nursing

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47

Lavelle, Mary. "Nonverbal communication in schizophrenia : a 3-D analysis of patients' social interactions." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2485.

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Background: Schizophrenia is a severe mental illness affecting approximately 0.4% of the population. A core feature of schizophrenia is social dysfunction, however, the precise nature of patients’ social deficits remain unknown. During face-to-face interaction we use nonverbal cues to coordinate, regulate and manage conversation. Patients have difficulty perceiving nonverbal cues in social cognitive tests, but it is unclear if this difficulty persists in their social encounters. The aim of this thesis is to determine if patients’ social deficits are manifest in the nonverbal behaviour of their social interactions, specifically investigating; (1) interpersonal coordination between the head movements of interacting partners and (2) the head and hand movements of patients and their partners in the context of conversation role. The relationship between nonverbal behaviour and patients’ symptoms, social cognition, rapport and social outcomes will also be assessed. Methods: The experimental study involved twenty patient (1 patient, 2 healthy participants) and twenty control (3 healthy participants) three-way groups. Groups were motion captured while discussing a moral dilemma. Healthy participants were unaware a patient was present. Results: (1) interpersonal coordination was reduced in patients’ three-way interactions (2) patients displayed less head and hand movement, while their healthy participant partners displayed more. Increased patients’ negative symptoms intensified this pattern and were associated with reduced patient rapport. Patients spending more time actively involved in their three-way interactions had poorer social outcomes. Patients’ performance on social cognitive assessments showed no association with their nonverbal behaviour. Interpretation: Patients’ three-way interactions display atypical patterns of nonverbal behaviour. The presence of a patient changes the behaviour of the healthy participants they are interacting with; even when they are unaware a patient is present. Patients’ symptoms mediate the behaviour of patients and their partners, and influence patients’ rapport.

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Mothiba, Mamokato Jerida. "The use of nonverbal communication with specific reference to Northern Sotho discourse." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2001.

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Thesis (M.A. (African Languages)) --University of Limpopo, 2005
This study explores the use of nonverbal communication in Northern Sotho discourse. The paper serves as an introduction to the study of nonverbal communication in African languages. The concept of nonverbal communication is as equally important in a communication system as verbal communication . Therefore, this paper focuses onsome of the various forms of nonverbal communication such as facial expressions, proxemics, haptics, personal appearance, and most importantly, the concept of time. This study is done mainly in comparison with the Western way of doing things and how the social changes affect the use of these cues

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Beatty, Keturi D. "Mediated chameleons: An integration of nonconscious behavioral mimicry and the parallel process model of nonverbal communication." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9934/.

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This study explored the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors' ideas about visual culture, and popular culture, the impact it might have, the content (objects), and the practices within the context of Turkey were examined. Visual culture was examined from an art education perspective that focuses on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, Internet sites, and advertisements. A phenomenological human science approach was employed in order to develop a description of the perception of visual culture in pre-service art education in Turkey as lived by the participants. In-person interviews were used to collect the data from a purposive sample of 8 faculty members who offered undergraduate and graduate art education pedagogy, art history, and studio courses within four-year public universities. This empirical approach sought to obtain comprehensive descriptions of an experience through semi-structural interviews. These interviews employed open-ended questions to gather information about the following: their educational and professional background; their definitions of art education and art teacher education and what it means for them to teach pre-service art education; critical reflections on the educational system of Turkey; perceptions of visual and popular culture; and finally individual approaches to teaching art education. This study was conducted for the purpose of benefiting pre-service art teacher education in general and specifically in Turkey. It provided the rationale, the nature, and pedagogy of visual culture as well as the why and how of visual culture art education in the context of Turkey. Furthermore, it provided insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training in the context of Turkey.

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Burrow, Jason J. "Men and women's perceptions of verbal and nonverbal consent for sexual intercourse." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2751.

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This study examined the perception of giving consent and nonconsent for intercourse among heterosexual college men and women. Participants read vignettes describing a heterosexual couple who are on a date and are engaged in intimate sexual behavior. The male makes it clear to the female that he wants to have sexual intercourse. The female either consents or does not consent to have intercourse. Participants were then asked to rate the likelihood of the female giving each of six verbal and six nonverbal behaviors to clearly communicate her intention. Participants reported higher ratings for verbal behavior to communicate nonconsent than to communicate consent. Participants also reported higher ratings for nonverbal behavior to communicate consent than to communicate nonconsent. In addition, gender differences were found for communicating both consent and nonconsent. Men reported higher ratings for verbal behavior to communicate consent. Women reported higher ratings for nonverbal behavior to communicate both consent and nonconsent.

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Dissertations / Theses on the topic 'Nonverbal communications'

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