Nonverbal Communication

How are we to understand digital objects? How are we to relate ‘cyberspace’ to physical space? This chapter attempts to provide a set of theoretical tools to understand ‘spaces’ of online interaction and what happens within them without resorting to filamentous constructions of ‘disembodied’ online interaction or to the underlying idealistic Cartesian dualism that pervades many of the theoretical positions that ostensibly refute it. To do so, I make connections between cognitive processes of human subjectivity, the embodied, gestural enactments of physical social spaces, and the social interactions that take place in online environments. The crux of the argument is that like identity, meaning and subjectivity are social phenomena: individual cognition requires social interaction. Similarly, social interaction, mediated or immediate, defines our spaces of subjectivity. This connecting of online ‘spaces’ to embodied cognition may provide a way to understand digital objects and the online interactions they enable through a reconsideration of the concept of space.

Araştırmanın temel amacı; sınıf öğretmenlerinin derste öğrencileriyle göz teması
kurma davranışlarını ve bu davranışları hakkındaki görüşlerini, meslekî kıdemlerine,
cinsiyetlerine, algısal öğrenme stillerine ve öğrencilerinin akademik başarı düzeyleri
ile cinsiyetlerine göre incelemektir. Kıdem değişkenine göre odaklanma süresi anlamlı
olarak farklılaşmaktadır (p=0,039). Ancak, odaklanma sayısı kıdeme göre anlamlı
bir farklılık göstermemektedir (p=0,336). Başka bir anlatımla, sınıf öğretmenlerinin
kıdemi, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma
sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğretmenlerin
öğrenme stilleri değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır
(p=0,004). Ancak, odaklanma sayısı öğretmenlerin öğrenme stillerine göre anlamlı
bir farklılık göstermemektedir (p=0,199). Öğrenci odaklanma süresi (p=0,031) ve
odaklanma sayısı (p=0,022) öğrenci not ortalaması değişkenine göre anlamlı bir
farklılık göstermektedir. Son olarak araştırma sonucunda elde edilen bulgulara göre
öğretmenlerin büyük çoğunluğunun derste öğrencileriyle gerçekleştirdikleri göz
teması kurma davranışları ile öğrencilerin akademik başarı düzeyleri arasında ilişki
ve etkileşimi olduğu düşünülmektedir. Bu araştırma sonucunda, öğretmenlerin hem kendileri hem de her bir öğrencinin
algısal öğrenme tercihini tespit etmesi ve bu tercihlere göre göz teması kurma
davranışını yönetmeye çalışması önerilebilir.

Analysing Theacher’s Eye-Contact Behaviours of Nonverbal Communication Based on Some Variables
The main objective of the present study is to analyze eye contact behaviors of classroom teachers during the class and their opinions about such behaviors of them based on their professional seniority, gender, perceptional learning styles and level of academic achievement of their students. There is a statistically significant difference in focusing time based on the seniority variable (p=0,039). However, there is no statistically significant difference in the number of focusing based on the seniority variable. (p=0,336). There is a statistically significant difference in focusing time based on the teachers’ learning styles variable (p=0,004). However, there is no statistically significant difference in the number of focusing based on the teachers’ learning styles (p=0,199). There is a statistically significant difference in focusing time (p=0,031) and number of focusing (p=0,022) the mean score of students shows a significant difference. Finally, according to the findings of the research, it is seen that the majority of the teachers think that the eye-building behaviors performed by the students are the relationship and interaction between the students’ academic achievement levels. As a result of this research, it may be advisable for teachers to identify perceptual learning preferences for themselves and for each student, and to try to manage the behavior of eye contact according to these preferences.

Araştırmanın temel amacı; sınıf öğretmenlerinin derste öğrencileriyle göz teması kurma davranışlarını ve bu davranışları hakkındaki görüşlerini, meslekî kıdemlerine, cinsiyetlerine, algısal öğrenme stillerine ve öğrencilerinin akademik başarı düzeyleri ile cinsiyetlerine göre incelemektir. Bu temel amaç doğrultusunda araştırmanın ilk iki bölümünde eğitim ve iletişim literatürü çerçevesinde araştırmanın problem durumu ve kuramsal çerçevesi tanımlanmış, sözsüz iletişim becerileri ile algısal öğrenme stilleri kapsamında araştırmanın temel kavramları teorik düzeyde incelenmiştir. Ayrıca araştırma kapsamında, veri toplama yöntemi olarak kullanılan göz izleme sistemi ve teknolojileri hakkında bilgiler verildikten sonra, farklı bilim alanlarında yapılan göz izleme çalışmalarının sonuçlarına göre; öğretmenlerle öğrenciler arasında gerçekleşen göz teması kurma davranışlarının bu yöntemle ölçümlenip ölçümlenemeyeceği tartışılmıştır. Araştırmanın yönteminin anlatıldığı üçüncü bölümde, öncelikle araştırmanın modeli, değişkenleri, çalışma grubu, veri toplama yöntemleri ve araçları, sınırlılıkları, veri analiz süreçleri anlatılmıştır. Araştırmanın dördüncü bölümünde ise, araştırma kapsamında yapılan göz izleme testi ve diğer veri toplama yöntemleriyle ulaşılan bulgular, öncelikle öğretmenlerin göz teması kurma davranışları, daha sonra ise bu davranışları hakkındaki görüşleri kapsamında iki başlık altında anlatılarak yorumlanmıştır. Kıdem değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,039). Ancak, odaklanma sayısı kıdeme göre anlamlı bir farklılık göstermemektedir (p=0,336). Başka bir anlatımla, sınıf öğretmenlerinin kıdemi, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğretmenlerin öğrenme stilleri değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,004). Ancak, odaklanma sayısı öğretmenlerin öğrenme stillerine göre anlamlı bir farklılık göstermemektedir (p=0,199). Başka bir anlatımla, sınıf öğretmenlerinin öğrenme stilleri, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğrenci not ortalması değişkenine göre odaklanma süresi (p=0,031) ve odaklanma sayısı (p=0,022) öğrenci not ortalamasına göre anlamlı bir farklılık göstermektedir Başka bir anlatımla, öğrencilerin not ortalamasının, odaklanma süresini ve odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olduğu söylenebilir. Araştırmanın beşinci ve son bölümünde, öğretmenlerin meslekî kıdemlerinin, algısal öğrenme stillerinin ve öğrencilerin akademik başarılarının göz teması kurma davranışları arasında anlamlı bir ilişki olduğu ortaya çıkmıştır. Ancak öğretmenlerin cinsiyet değişkeninin ve öğrencilerin cinsiyet değişkeninin öğretmenlerin göz teması kurma davranışları üzerinde açıklayıcı etkiye sahip olmadığı sonucuna ulaşılmıştır. Son olarak araştırma sonucunda elde edilen bulgulara göre öğretmenlerin göz teması kurma davranışlarını geliştirmeye yararlı olabilecek ve gelecekte aynı konuda yapılacak araştırmalara ışık tutacak önerilerde bulunulmuştur. ANALYSING EYE CONTACT BEHAVIOURS OF CLASSROOM TEACHERS BASED ON SOME VARIABLES The main objective of the present study is to analyze eye contact behaviors of classroom teachers during the class and their opinions about such behaviors of them based on their professional seniority, gender, perceptional learning styles and level of academic achievement of their students. In line with this primary objective, the problem situation and the theoretical framework of the study is defined under the educational and communication literature in the first two chapters of the study, and then the main concepts of the study are analyzed in a theoretical level under the non-verbal communication skills and perceptional learning styles. In addition, upon giving information on the eye tracking system and technologies used as a data collection method, whether the eye contact behaviors between teachers and students can be measured through this method is discussed based on the results of the eye tracking studies conducted in different scientific disciplines. In the third chapter of the study where the method used is discussed, primarily the model, variables, work group, data collection methods, data collection tools, restrictions, data analysis of the study are described. In the forth chapter of the study, the findings obtained through the eye tracking test performed under the study and other data collection methods are interpreted in two headings: firstly, eye contact behaviors of teachers, and secondly, their opinions about such behaviours of them. There is a statistically signifant difference in focusing time based on the seniority variable (p=0,039). However, there is no statistically significant difference in the number of focusing based on the seniority variable. (p=0,336). In other words, while the seniority of the classroom teachers affects the focusing time significantly, it is possible to say that it does not affect the number of focusing significantly. There is a statistically significant difference in focusing time based on the teachers' learning styles variable (p=0,004). However, there is no statististically significant difference in the number of focusing based on the teachers' learning styles (p=0,199). In other words, while the classroom teacher's learning styles variable is a factor that affects the focusing time significantly, it is possible to say that it is a factor that does not affect the number of focusing significantly. There is a statistically significant difference in focusing time (p=0,031) and number of focusing (p=0,022) based on the students' grade point average variable. In other words, students' grade-point average is a factor that significantly affects the focusing time and number of focusing of the students. In the fifth and final chapter of the study, it reveals that there is a statistically significant relation between the eye contact behaviours, professional seniority and percentional learning styles of teachers, and academic achievement of students. However, it is found that teachers' gender variable and students' gender variable do not have a descriptive influence on the eye contact behaviours of the teachers. Consequently, according to the findings obtained at the end of the study, recommendations are made that would help improve the eye contact behaviors of the teachers and shed light on the future studies on the same issue.

The aim of this study was to enhance the understanding of young girls’ experiences of peer sexual harassment in elementary school and of normalizing processes of school-related sexualized violence. Six focus group interviews with girls in Grade 1 through 6 were carried out in an elementary school in the northern part of Sweden. A content analyses showed that young girls experienced verbal, nonverbal, and sexual assault behaviors at school. Sexual harassment as a concealed phenomenon and manifest within a romantic discourse were themes found in the analysis. A conclusion is that schools have to acknowledge behaviors related to sexual harassment as a potential problem even in young ages and develop methods to approach the subject also for this age group.

For security and justice professionals (e.g., police officers, lawyers, judges), the thousands of peer-reviewed articles on nonverbal communication represent important sources of knowledge. However, despite the scope of the scientific work carried out on this subject, professionals can turn to programs, methods, and approaches that fail to reflect the state of science. The objective of this article is to examine (i) concepts of nonverbal communication conveyed by these programs, methods, and approaches, but also (ii) the consequences of their use (e.g., on the life or liberty of individuals). To achieve this objective, we describe the scope of scientific research on nonverbal communication. A program (SPOT; Screening of Passengers by Observation Techniques), a method (the BAI; Behavior Analysis Interview) and an approach (synergology) that each run counter to the state of science are examined. Finally, we outline five hypotheses to explain why some organizations in the fields of security and justice are turning to pseudoscience and pseudoscientific techniques. We conclude the article by inviting these organizations to work with the international community of scholars who have scientific expertise in nonverbal communication and lie (and truth) detection to implement evidence-based practices.

Human communication can be characterized in terms of game theory as competing motivations in a social game in which one person desires “winning” in terms of obtaining compliance. Another theory, signal-detection theory posits that decision making takes place on a continuum of uncertainty in which many decision are made with complete certainty while others have higher levels of ambiguity and stress. The purpose of this case study is to explore the analysis of conflict escalation by a police detective with experience in domestic violence cases viewed a videotaped session depicting marital conflict in which a wife comes home after a long day at work only to criticize her partner for violating expectations of a good meal. The police detective was asked to stop the video at any time and to write down the verbal and nonverbal (NV) signals that people put out to indicate that conflict is escalating and that they may lash out. These signals are sometimes referred to as costly signals, a concept from evolutionary biology. A content analysis was done of verbal and nonverbal cues as well as the timing of the signals in terms of how often they were noticed. The case study presents a summary of the verbal (e.g., sarcasm) and nonverbal codes (e.g., contempt, breathing) that the detective noticed. Since the detective has expertise with conflict escalation, we argue that this case study sets up a standard of comparison for future research with peoples with various degrees of abuse in their abuse ranging from those who have suffered a great deal of verbal and physical abuse to those who have very little experience with coercive conflict tactics. Results are discussed in terms of game and signal detection theories from an evolutionary perspective.

Caregiver interactions with young autistic children were contrasted with those involving caregivers and developmentally matched mentally retarded and normal infants. Caregivers of autistic children were similar to other caregivers in their responsiveness to child nonverbal communication bids and in their engagement in mutually sustained play. Caregivers of autistic children were similar to caregivers of mentally retarded children in their greater

This paper aims to highlight the differences between men and women regarding impressionformation. It is based on secondary analysis of the data gathered in two previous experiments withsimilar conditions. However, the hypotheses formulated within this study have not been testedbefore. The current analysis was conducted on 86 participants, 47 males and 39 females. Their agesranged between 15 and 32, as they were either high school or university students engaged in amaster's program. Their task consisted of watching a 14 seconds long video of a female confederatereading a neutral text and then evaluating her using a semantic differential with four dimensions:sociability, ethics, power and activity. Based on previous studies, it was hypothesized that men andwomen will form different first impressions of the actor employed in the movie. More precisely, themajority of the studies undertaken in this area compare men and women's accuracy scores of facialexpressions decoding, yieldi...

For security and justice professionals (e.g., police officers, lawyers, judges), the thousands of peer-reviewed articles on nonverbal communication represent important sources of knowledge. However, despite the scope of the scientific work carried out on this subject, professionals can turn to programs, methods, and approaches that fail to reflect the state of science. The objective of this article is to examine (i) concepts of nonverbal communication conveyed by these programs, methods, and approaches, but also (ii) the consequences of their use (e.g., on the life or liberty of individuals). To achieve this objective, we describe the scope of scientific research on nonverbal communication. A program (SPOT; Screening of Passengers by Observation Techniques), a method (the BAI; Behavior Analysis Interview) and an approach (synergology) that each run counter to the state of science are examined. Finally, we outline five hypotheses to explain why some organizations in the fields of sec...

This study examined age and sex differences in young children's skills in decoding nonverbal facial cues of emotional states. The purpose was threefold: (1) to determine whether older preschoolers were better decoders than younger preschoolers; (2) to see whether sex differences would be apparent throughout the preschool period or emerge only among older preschoolers; and (3) to test the hypothesis that male and female children are differentially sensitive to certain emotional cues. A total of 67 children 4 through 6 years of age from three preschool classes were shown six slides each of happy, angry, sad, surprise, afraid, and disgust expressions. Children's skills improved with age. Sex differences in the pattern of skills for the six emotions were present at all ages, although they were significant only in the youngest group. The pattern of improvement across ages in decoding skills differed for each sex. (Author/RH) *******************************************************...

Pain assessment in neonates often presents problems. The problem of inadequate or inaccurate assessment is complicated by issues related to the nature, consistency, and variability of the infant's physiologic and behavioral responses; the reliability, validity, specificity, sensitivity, and practicality of existing neonatal pain measures or measurement approaches; ethical questions about pain research in infants; and uncertainty about the responsibilities of health care professionals in managing pain in clinical settings. Despite these many issues, neonates need to be comfortable and as free of pain as possible to grow and develop normally. Valid and reliable assessment of pain is the major prerequisite for attaining this goal. Issues embodied in neonatal pain responses, measurement, ethical, and clinical considerations are explored. Suggestions for resolving some of these problems are presented.

The facial feedback hypothesis, that skeletal muscle feedback from facial expressions plays a causal role in regulating emotional experience and behavior, is an important part of several contemporary theories of emotion. A review of relevant
research indicates that studies reporting support for this hypothesis have, without exception, used within-subjects designs and that therefore only a restricted version of the hypothesis has been tested. Also, the results of some of these studies must be questioned due to demand characteristics and other problems.
It is suggested that visceral feedback may make a more direct contribution to emotional processes than facial feedback does and that the "readout" functions of facial expressions are more important than any feedback functions.

Previous studies have shown that recognition of facial expressions is influenced by the affective information provided by the surrounding scene. The goal of this study was to investigate whether similar effects could be obtained for bodily expressions. Images of emotional body postures were briefly presented as part of social scenes showing either neutral or emotional group actions. In Experiment 1, fearful and happy bodies were presented in fearful, happy, neutral and scrambled contexts. In Experiment 2, we compared happy with angry body expressions. In Experiment 3 and 4, we blurred the facial expressions of all people in the scene. This way, we were able to ascribe possible scene effects to the presence of body expressions visible in the scene and we were able to measure the contribution of facial expressions to the body expression recognition. In all experiments, we observed an effect of social scene context. Bodily expressions were better recognized when the actions in the scenes expressed an emotion congruent with the bodily expression of the target figure. The specific influence of facial expressions in the scene was dependent on the emotional expression but did not necessarily increase the congruency effect. Taken together, the results show that the social context influences our recognition of a person’s bodily expression.