Nonverbal Communication

Purpose In this study, the authors investigated whether gesture, naming, and strategic treatment improved the communication skills of 14 people with severe aphasia. Method All participants received 15 hr of gesture and naming treatment (reported in a companion article [Marshall et al., 2012]). Half the group received a further 15 hr of strategic therapy, whereas the remaining 7 participants received no further input. The effects of therapy on communication were assessed with 2 novel measures. These measures required each participant to convey simple messages and narratives to his or her communication partner. In both assessments, a subset of the stimuli featured items that had been targets in gesture or naming treatment. Results Performance on the communication measures was stable over 2 baseline assessments but improved after gesture and naming treatment. Those participants who received additional strategic therapy made further gains on the message but not on the narrative task. Co...

Artifactual communication is a kind of non-verbal communications. The message of artifactual is revealed through physical appearance such as attire and cosmetics. Both of them can create physical attractiveness, self-image and individual personality. Adolescent often have difficulty in accepting their physical bodychanges though some of them are satisfied with their body. In this case, senior high-schools have a social and moral responsibility in order to observe their students who are in adolescence by adjusting the eduction in the class. The team of community service of Faculty of Communication of Universitas Tarumanagara along with SMAN 2 West Jakarta provided a training about the importance of artifactual communications as a kind of non-verbal communications. The aim of this event is to increase the student's understanding, especially young women, about the importance of artifactual messages through facial appearance. It will helps student increasing their confidence. Based on data gathering by questionnaire, it shows that students recognize, have knowledge and understanding, as well as able to identify objects of artifactual communication. Further, giving material along with practical method are effective way to provide understanding in terms of artifactual communications.

Komunikasi artifaktual merupakan salah satu bentuk komunikasi non-verbal. Pesan artifaktual ini diungkapkan melalui penampilan fisik seseorang seperti pakaian, dan kosmetik. Pakaian dan kosmetik yang dikenakan seseorang mampu menciptakan daya tarik fisik dan memunculkan citra diri serta kepribadian seseorang. Remaja kerap mengalami kesulitan dalam menerima perubahan fisik tubuhnya. Hanya sedikit remaja yang puas dengan tubuhnya. Dalam hal ini, sekolah memiliki tanggungjawab moral dan sosial untuk mengamati perkembangan para siswanya yang berada pada masa remaja dengan cara menyesuaikan pendidikan dengan perkembangan tersebut. Tim pengabdian kepada masyarakat Fakultas Ilmu Komunikasi Universitas Tarumanagara dengan mitra SMA Negeri 2 Jakarta Barat memberikan pemahaman dan pelatihan tentang pentingnya komunikasi artifaktual sebagai salah satu bentuk komunikasi non-verbal. Tujuannya untuk meningkatkan pemahaman remaja khususnya remaja putri tentang pentingnya pesan artifaktual melalui penampilan wajah, untuk membantu meningkatkan kepercayaan diri remaja. Dari hasil kuesioner yang dibagikan setelah kegiatan, menunjukkan bahwa siswa mengenali, memiliki pemahaman, dan mampu mengidentifikasi obyek komunikasi artifaktual. Pemberian materi disertai praktik langsung juga merupakan cara efektif dalam memberikan pemahaman tentang komunikasi artifaktual.

Nonverbal behavior is a central factor influencing the therapeutic relationship. Despite broad agreement on its importance, empirical studies assessing nonverbal behavior in counseling and psychotherapy are relatively scarce and often limited to few cases. One restraining factor may be the resources needed when assessing nonverbal behavior. Movement dynamics are an exemplary aspect of nonverbal behavior that can be captured with computer vision-a discipline concerned with the automated analysis of footage captured on video. One of the simplest methods requiring no special detectors, devices, or markers on patients or therapists is based on the assessment of differences in sequences of pictures (frames) found in video recordings. Algorithms of so-called frame-differencing methods may be implemented on commonly available computers, and they provide a good, straightforward assessment of, for example, patients' and therapists' movement dynamics in counseling and therapy sessions. Frame-differencing methods in psychology date back 36 years, but their use in counseling and psychotherapy research is only recently gaining momentum. In this introductory article, the use of one specific application suitable for the assessment of human motion from archival video material is presented. Motion energy analysis (MEA) is a procedure particularly appropriate for clinicians and researchers who have access to recordings of sessions or who wish to record their own video material. Focusing on the phenomenon of nonverbal synchrony-the coordination of movement between patient and therapist-a step-by-step demonstration of the stages involved in a successful application of MEA in psychotherapy research is provided.

Urbina Fonturbel, R. (2018). “Construcción del significado e interacción comunicativa. Los códigos no verbales en el cine”. En Antonio Bueno García (ed.): Del signo al símbolo. La utilización de signos no verbales en la comunicación. Granada: Comares, pp. 239-254. ISBN 978-84-9045-728-3.
Aplicación a la pellícula 'Her' de Spike Jonze

Communication skills are essential in the business world as well as for the personal development. Archivists are facing changes of the archival profession and the roll of archives is changing in the eyes of the public. This thesis identifies the challenges of contemporary archival science and analyzes the possibilities of improving the archivists´ professional skills. The organised workshop was the basis for the study of communication skills in the archival community and it shows the need to organise similar events in order to enhance the professional skills of the archivists. This progress can be achieved through lifelong learning in response to the challenges of rapid changes in the profession. The workshop has shown that there is a need as well as interest for this type of content within the archival profession. This thesis also considers the context of the archives in today's world and the importance of opening up the profession to needs of users so it can accommodate future challenges. In addition to the research part, a theoretical framework for the inclusion of communication skills in the everyday life of the archival professionalist is given.

This short text originally appeared in slightly different form on the website Seeing Science (http://seeingscience.umbc.edu/2017/03/seth-barry-watter-the-measurers-measured/) in March 2017. The present version is from Seeing Science: How Photography Reveals the Universe (Aperture, 2019), edited by Marvin Heiferman. An additional bibliography is appended.—SBW

contact: sethwatter@gmail.com

Gender stereotypes have been implicated in sex-typed perceptions of facial emotion. Such interpretations were recently called into question because facial cues of emotion are confounded with sexually dimorphic facial cues. Here we examine the role of visual cues and gender stereotypes in perceptions of biological motion displays, thus overcoming the morphological confounding inherent in facial displays. In four studies, participants’ judgments revealed gender stereotyping. Observers accurately perceived emotion from biological motion displays (Study 1), and this affected sex categorizations. Angry displays were overwhelmingly judged to be men; sad displays were judged to be women (Studies 2–4). Moreover, this pattern remained strong when stimuli were equated for velocity (Study 3). We argue that these results were obtained because perceivers applied gender stereotypes of emotion to infer sex category (Study 4). Implications for both vision sciences and social psychology are discussed.

Within the last 10 years, there has been an upsurge of interest in face processing abilities in autism which has generated a proliferation of new empirical demonstrations employing a variety of measuring techniques. Observably atypical social behaviors early in the development of children with autism have led to the contention that autism is a condition where the processing of social information, particularly faces, is impaired. While several empirical sources of evidence lend support to this hypothesis, others suggest that there are conditions under which autistic individuals do not differ from typically developing persons. The present paper reviews this bulk of empirical evidence, and concludes that the versatility and abilities of face processing in persons with autism have been underestimated.

Prerecorded family dog (Canis familiaris) barks were played back to groups of congenitally sightless, sightless with prior visual experience, and sighted people (none of whom had ever owned a dog). We found that blind people without any previous canine visual experiences can categorize accurately various dog barks recorded in different contexts, and their results are very close to those of sighted people in characterizing the emotional content of barks. These findings suggest that humans can recognize some of the most important motivational states reflecting, for example, fear or aggression in a dog's bark without any visual experience. It is very likely that this result can be generalized to other mammalian species—that is, no visual experience of another individual is needed for recognizing some of the most important motivational states of the caller.

The present study explored the developmental changes of teacher–student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher–student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of within-year changes in teacher–student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher–student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.