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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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No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

No description available.

The confidence to communicate orally with others is the first requisite for verbal interaction. Anxiety which occurs in anticipation of speaking with others or while engaged in speaking hinders interaction, and is referred to as communication apprehension. This study examines levels of communication apprehension among a sample primary school population and the possible relationship between such levels and frequencies of nonverbal behaviors called self-adaptors that may be associated with the anxiety. Greater awareness of communication apprehension in children is justified in light of research that suggests it is negatively related to academic achievement in elementary school students. A four-month field~study was conducted in a Northwestern suburban elementary school by the researcher who had taught in the school for the previous seven years. The hypothesis tested was that a positive correlation exists between levels of communication apprehension and displayed self-adaptor behaviors. The study employed methodological triangulation, using both quantitative and qualitative data. An established self-report measure (MECA) consisting of a 20-item questionnaire suggesting various communication situations was administered to 42 third grade students and analyzed using descriptive statistics. Students scoring one standard deviation above the mean were identified as communication apprehensive (CA). Nervous behaviors called self-adaptors were tallied using a researcher developed measurement tool (UBSSF), and the frequencies of these behaviors correlated with the results of the self-report measure to find the predicted association. The hypothesis was not supported in this study. Complementary qualitative information also provided substantial data. This included classroom observations and videotapings of students in small group work sessions, individual recorded interviews of the CA students using film elicitation and interviews with their classroom teachers, field notes (general notations, oral data from teaching specialists, and additional demographic information), and continuing information from the apprehensive students following the conduct of the study. All qualitative data was examined for cross-situational consistency thought to be associated with communication apprehension. Significant evidence for a correlation between levels of communication apprehension and frequency of self-adaptor behaviors was not found. However, this study contributed to a greater understanding of CA by challenging currently held views on communication apprehension. Also, through the use of method triangulation, quantitative and qualitative forms of self report provided some evidence for the crosssituational consistency of CA. Communication apprehensive students were found to be aware of their anxieties and able to verbally address their fears. The phenomenological interpretation of CA student and teacher interview texts facilitated the reconstruction of the participants' perspectives. Finally, suggestions by the researcher addressed the training of teachers to raise their awareness of communication apprehension and to provide needed accommodation of CA students in the classroom.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 112-139).

Thesis (Ph.D.) -- University of Glasgow, 1995. / Thesis submitted for the degree of Doctor of Philosophy in the Department of Psychology, Faculty of Social Science, University of Glasgow. Includes bibliographical references (p. 318-343). Print version also available.

Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2004. / Includes bibliographical references.