No description available.

No description available.

No description available.

No description available.

The purposes of the study were (1) to validate five selected supportive and five selected non-supportive nonverbal movements, and (2) to determine the effects of the nonverbal expressions upon subjects' learning of a gross motor skill. Subjects were twenty-eight college women who met the established criteria. The testing instrument was the Bachman Ladder. Fourteen subjects received the supportive-- non-supportive nonverbal treatment sequence; fourteen subjects received the reverse treatment sequence. Subjects numerically ranked the degree of treatment following each experimental session. Data were analyzed by analysis of variance method. Alpha was .05. Conclusions of this study were (1) that nonverbal supportive and non-supportive treatments do not significantly affect gross motor learning, and (2) the selected expressions are valid techniques for nonverbal communications.

Due to the lack of an operationalization that centers on communication, the communication field has needed a measure that captures the unique elements interaction plays in the formation of organizational identification (OI). This dissertation offers an alternate conceptualization and operationalization of organizational identification designed to be communication-centered, and labels it Communicative Organizational Identification (C-OI). C-OI is a type of behavioral identification that is defined as the manifestation of solidarity with the values of a collective through verbal and nonverbal behaviors expressed to internal and external others. This measure was theorized as having 4 subscales: internal verbal communication, external verbal communication, internal nonverbal communication, and external nonverbal communication. To validate this measure, three rounds of data collection were utilized, ultimately reducing the measure from 46 to 10 items with three subscales: internal verbal, external verbal, and nonverbal. Both confirmatory factor analysis and exploratory factor analysis were used in examining underlying dimensions. This measure was shown to have acceptable levels of internal consistency (Chronbach’s [alpha] = .87), comparable to alternate measures of OI. Through the use of hierarchical multiple regression the C-OI measure and its subscales were shown to have at least some incremental validity in comparison to the Mael and Ashforth (1992) in predicting communication competence of co-workers, perceived organizational support, organization-based self-esteem, intent to quit, and organizational tenure. The C-OI measure also had incremental validity in comparison to the Cheney (1982) Organizational Identification Questionnaire (OIQ) in predicting organizational tenure. The C-OI’s three subscales also showed incremental validity over several existing measures. Through Pearson product moment correlations convergent validity was illustrated for the C-OI and its subscales. The C-OI does not focus on the decision-making elements of OI’s conceptualization (Cheney, 1982), nor does it attend to its role in motivation. This dissertation also used self-report measures, and the issue of common method bias could apply here. Future research is needed to validate further the measure of C-OI particularly in terms of establishing discriminant validity, and measuring multiple targets of identification. / text

This qualitative study used a multiple case study methodology to explore the nonverbal communication behaviors and role perceptions of pre-service band teachers, and the extent to which these individuals found meaning and value in theatre seminars with respect to those factors. The informants participated in three theatre seminars taught by theatre faculty at the researcher's university. The researcher collected data in the form of videotaped theatre seminar observations, videotaped classroom teaching observations, videotaped informant reflections of teaching episodes, online peer discussions and journaling, and informant interviews. Data were analyzed, coded, and summarized to form case summaries. A cross-case analysis was performed to identify emergent themes. The broad themes identified were past experience, adaptation, realization, and being aware. The informants found that the theatre seminars increased their awareness of nonverbal communication behaviors in the classroom, and had the potential to be meaningful and valuable with respect to their perceptions of their roles as teachers.

This is an analysis of how young Latino men and their female dance partners communicate their romantic intentions while dancing, or perhaps through dancing. I find that apparent ethnic and class distinctions and levels of romantic interest affect the way these people dance, especially in three key indices of romantic intentions: eye contact, hand placement, and hip position. Because these intentions are culturally unspeakable in this context, talk is important mostly for its non-referential effects.

The purpose of this investigation is to gather insights from construction workers regarding their perceptions of the impact personal stress may have on their own behavior, and, in turn, how their behavior can affect the safety and work quality of the entire construction crew. It has been found in this investigation that although personal stress is not always verbally shared with coworkers, it is recognized by colleagues via nonverbal cues. In addition, most construction workers report that they do not receive appropriate social support from their co-workers, despite their need for it. / Department of Communication Studies

This study investigated the role of gestures, smiles, and eye contact on scores assigned to English-as-an-additional-language (EAL) speakers during standardized face-to-face speaking tests. Four English-as-a-first-language examiners and four EAL test-takers participated in simulated IELTS Speaking Tests. Qualitatively, an inductive thematic analysis was conducted. Quantitatively, scores were holistically (overall scores assigned) and analytically (by criterion). Nonverbal cues were examined by the total number of cues produced by all test-takers, the frequency of production by test-taker, the frequency of production of subcategories of nonverbal cues by test-taker, and by production alongside speech or in isolation. Mimicry of nonverbal cues generated by test-takers was investigated. Test-takers’ lexical range was also analyzed vis-à-vis the scores assigned to the criterion lexical resource. Conclusions drawn from the triangulation of data sources indicate that nonverbal cues may have played a role in the assessment of the criteria fluency and coherence and pronunciation. This study adds to the current body of literature on second language assessment, which has suggested that variables other than language proficiency may play a role in scores assigned to test-takers during face-to-face speaking tests. / Graduate / 0290 / 0282 / 0288