No description available.

No description available.

Our perceptual systems can create a rich representation of the social cues gathered during social interaction. Very brief exposures or ‘thin slices’ of behavioural and linguistic information are sufficient for making accurate judgments regarding social situations and building these social representations. This is akin to our accurate recognition of static visual stimuli with brief exposures to a scene in the study of scene gist (Oliva, 2005). This thesis examines a specific social cue during social interaction - how the correlation of movement between two people varies as a result of their affiliation. Further, this thesis investigates how we perceive that behavioural cue when making judgments of affiliation while observing conversation. It has already been established that there is coordination of linguistic and behavioural information during social interaction (Ambady & Rosenthal, 1992). This coordination is more prominent when individuals are familiar with each than when they are not (Dunne & Ng, 1994). The first study in this thesis quantifies the variation in the coordination of movement between two people in conversation based on their affiliation. Results demonstrate that the correlation of movements between friends is greater than the correlation during stranger interaction. This experiment demonstrates that movement varies as a result of affiliation and that people could use this coordination as a cue when making accurate judgments of affiliation while observing social interaction. The second study used the analysis of movement correlation to examine how correlation serves as a cue for accuracy of affiliation judgment by observers. Results demonstrate that although correlation was not a significant cue in affiliation perception, participants could indeed do the perceptual task. These results suggest that the perception of social information is multi-faceted and many cues contribute to its perception. These findings are discussed in terms of our sensitivity to more specific movement correlations as opposed to the global correlations used in this study. These studies highlight the need for further investigation in how behavioural cues function within the judgment of social information. / Thesis (Master, Psychology) -- Queen's University, 2012-09-12 17:25:36.484

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The purpose of this study was to determine the improvement of verbal and nonverbal behaviors of teachers through the use of split-screen audio-video recording and systematized self-analysis.Twenty elementary teachers from the C. R. Richardson school and twenty elementary teachers from the Paul C. Garrison school in Richmond, Indiana served as subjects for the study. Each teacher was videotaped for twenty minutes on a split-screen format while teaching reading and mathematics. The tailings occurred twice with a lapse of a one month interval. The split-screen format allowed the teachers to observe personal teaching techniques well as student and teacher interaction. Self-analysis criteria for verbal and nonverbal behavior were used by each participant after viewing the tapes. Teachers in the experimental group had added assistance in the form of suggestions for improvement from their principal.The instrument selected for verbal analysis was based on the Flanders Interaction Analysis System. The instrument chosen for nonverbal analysis was based on the categories ofnonverbal characteristics formulated by Galloway and Scholl. Response alternatives were quantified one through five on a Likert-type scale for comparative analysis. Some of the items were reverse keyed in the analysis to provide positive direction on all items. A coefficient alpha calculation determined a reliability coefficient of .90 for the verbal scale and .87 for the nonverbal scale.Inservice meetings were held with each faculty to present theoretical knowledge of the process and an overview of the components of interaction analysis. Practice in the use of the criterion-referenced instruments to codify teacher verbal and nonverbal behaviors was provided.The video taping with split-screen capability was manipulated by two technicians. Two cameras were employed as well as a special effects generator to produce the split-screen effect which allowed teachers to view their own action and student action simultaneously.The t-test was used to determine statistical differences between the first and second analyses of the two recordings. Statistically significant differences were found for both the experimental and control groups on verbal behavior and on nonverbal behavior at the .05 level.Eighty-five percent of the experimental teachers increased their scores in a positive direction on verbal behavior for an average gain of 4.5 for the group. Nonverbal behavior scores showed an average gain of 5.3 with ninety-five percent of experimental teachers moving in a positivedirection. Average gain of control teachers was 1.75 on verbal and 1.55 on nonverbal scores. Eighty percent of the control group moved in a positive direction on both verbal and nonverbal behavior.Multivariate analysis of covariance tested the hypotheses of no statistically significant differences between mean scores of the two groups on verbal and nonverbal behavior. The F value for testing verbal adjusted posttest means was 6.642 (P/, .014) and adjusted nonverbal posttest means was 18.08 (P< .0002) which were both statistically significant at the .05 level.This study assessed a sample of elementary teachers in two mid-western elementary schools. Assessment was made in terms of improvement on verbal behavior and nonverbal behavior as perceived by teachers after analyzing video tapes made in their classrooms.The findings indicated that teacher self-analysis using feedback from split-screen video tapes was an effective vehicle for improving teacher behavior. Although limited in generalizability, if self-analysis processes could be instigated on a non.-threatening basis, positive contributions to self concept could have positive results to effectiveness and cooperation of teachers.

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.

Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 119-123).

Thesis (Ph. D.)--University of North Texas, 2008. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 267-278).