Teacher accuracy in decoding nonverbal indicants of comprehension and noncomprehension in Anglo- and Mexican-American children.

Examined the degree to which Anglo- and Mexican-American 1st-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension in young children. 16 teachers from each group viewed silent videotapes (visual cues only) of 3 groups of 1st graders—Anglo-American, proficient bilingual, and limited English-speaking Mexican-American—while the children listened to an easy or difficult lesson on animal habitats. There were 24 boys and 24 girls, and 16 Ss in each linguistic grouping. The Ss estimated the students' level of understanding on the basis of their nonverbal responses. Degree of accuracy was assessed by comparing Ss' ratings of comprehension with the children's actual posttest comprehension scores. No differences in decoding accuracy between S groups were found. Ss perceived boys as understanding more than girls, particularly in the Anglo-American and limited English-speaking groups. Training raters improved overall decoding accuracy. Slight cultural differences were found in children's nonverbal behavior, but it did not appear that the behavior was misinterpreted by either group of Ss. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moral theme comprehension in children.

Although some claim that reading moral stories to children will improve their moral literacy (see, e.g., W. Bennett, 1993), little research has been done that bears on this question. The purposes of this study were to (1) test the idea that children can extract the theme from a moral story and (2) test for developmental differences in moral theme comprehension. Participants from 3rd and 5th grades and a university were tested on whether they understood the lessons (i.e., the moral themes) from several moral stories. They were asked to identify both the theme from a list of message choices and which of 4 alternative vignettes had the same theme. Participants also rated the set of message and vignette choices for closeness of match to the original story. Reading comprehension was used as a covariate. Developmental differences in moral theme understanding were significant even after accounting for reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal behavior and self-presentation.

Because of special characteristics of nonverbal behaviors (e.g., they can be difficult to suppress, they are more accessible to the people who observe them than to the people who produce them), the intention to produce a particular nonverbal expression for self-presentational purposes cannot always be successfully translated into the actual production of that expression. The literatures on people's skills at using their nonverbal behaviors to feign internal states and to deceive are reviewed as they pertain to the question of whether people can overcome the many constraints on the translation of their intentions into expressions. The issue of whether people's deliberate attempts to regulate their nonverbal behaviors can be detected by others is also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal communication and counseling outcome.

Nonverbal abilities and behaviors and verbal–nonverbal (VB–NVB) congruence of both counselor and client were studied in relation to judgments by counselors and clients of counseling outcome. 40 university students were clients; 20 counseling or clinical psychology graduate students were counselors. 40 counseling dyads were videotaped during 30-min counseling sessions. NVB abilities were assessed by the Profile of Nonverbal Sensitivity and an encoding task. Raters judged the presence of 7 NVB behaviors for each 5-sec segment of the videotaped session. Congruence was measured through postsession recall by counselor and client of consistency of feelings expressed through VB and NVB channels of communication. Only VB–NVB congruence was significantly related to outcome, suggesting that the NVB dimension is important primarily as it interacts with the VB dimension. Recommendations are made for use of new methodologies in future research to examine the complex interactions involving NVB communication. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal involvement and social control.

Reviews research on the role of nonverbal involvement (e.g., distance, gaze, touch, lean, orientation, paralinguistic cues, and facial expression) in the interactive function of social control (SC). The SC function describes a general goal of exercising influence to change the behavior of others. Specifically, that process is designed to produce reactions not likely in the absence of such influence. Patterns of nonverbal involvement in the service of the SC function are reviewed in the areas of status, power, and dominance; persuasion; feedback/reinforcement; deception; and impression management. The role of these patterns in the employment interview and counseling situation is addressed. In contrast to the common assumption that nonverbal behavior usually reflects a spontaneous and consistent affective reaction, this research strongly suggests that in many instances nonverbal behavior may be managed to influence the behavior of others. (127 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school.

The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events, and response times predicted recall. Experiment 2 extended these results to 6- to 8-year-old children. Experiment 3 revealed that children with attention-deficit/hyperactivity disorder (ADHD) failed to show the pattern consistently observed for comparison children. The results support the hypothesis that typically developing children build a representation during viewing that reflects the causal structure of the televised story but that this skill is deficient in 4- to 9-year-old children with ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of training in sentence construction on the comprehension of learning disabled children.

30 learning-disabled Hispanic, White, and Black children (mean IQ 88.60 and mean age 11.73 yrs) were randomly assigned to 2 conditions focusing on sentence comprehension: a sentence anagram/word grouping treatment and a more traditional sentence study treatment. With age, IQ, and pretest comprehension (Gates-MacGinitie Reading Tests) controlled, Ss in the sentence anagram/word grouping condition had significantly higher cloze scores than Ss in the sentence study group. The greatest achievement benefits associated with the anagram treatment, however, accrued to Ss with higher initial reading achievement. As level of pretreatment achievement decreased, the magnitude of the treatment differences also tended to decrease. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal cues for depression.

Presented 67 psychology faculty, graduates, and undergraduates with a silent videotape film of 5 depressed and 5 nondepressed psychiatric patients and asked them to identify which patients appeared depressed on the basis of nonverbal cues alone. Results show that depressed patients maintained eye contact for only about one-fourth of the time that nondepressed patients did. The mouth and angle of neck were also identified as salient nonverbal cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interference effects in autistic children: Evidence for the comprehension of single stimuli.

Three versions of the Stroop Color–Word Test were used to investigate whether autistic children appreciate the meaning of individual items. Incongruity in color–form, color–word, and circle–number tests produced as much interference in 12 autistic boys as in 12 normal boys (8.7–16.4 yrs old). Findings suggest that at least some autistic Ss were capable of processing the semantic aspect of a number of stimuli. They understood simple pictorial forms, color words, and numeric characters. Results pose problems for theories that assert that autistic children learn only by rote memory. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal assessment of Piagetian concepts.

Reviews studies which attempt to reduce linguistic or other performance demands in the assessment of Piagetian concepts. It is argued that a precise diagnosis of cognitive skills is important for several reasons: for testing claims concerning the sequencing or concurrence of cognitive acquisitions, for assessing the effects of training or educational interventions, and for evaluating models of underlying process. In many of the studies reviewed, performance on the revised test proved no better than on standard Piagetian tests, and in many others a high level of performance was rendered suspect by methodological problems. Some studies, however, provided suggestive (although seldom conclusive) evidence that an understanding of concepts such as conservation and transitivity might emerge earlier than Piaget indicated. The point is stressed that nonverbal assessment is not inherently opposed to Piagetian theory. It is suggested that the effect of nonverbal studies may be to provide a firmer basis for the claim of nonlinguistic operational structures. (85 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal communication of affect in interracial dyads.

Two experiments investigated the relationship between nonverbal behavior and the racial composition of a teacher–student dyad. The Multifactor Racial Attitude Inventory was used to measure prejudice. In Exp I, 36 high- and low-prejudiced White female undergraduates, acting as teachers, were led to praise successful White and Black students (confederates). Analysis of samples of nonverbal behavior showed that high-prejudiced teachers nonverbally discriminated between White and Black students (favoring Whites) significantly more than low-prejudiced teachers. In Exp II, 40 White and Black teachers (female undergraduates) taught successful White and Black students (confederates). Results show that both Whites and Blacks behaved nonverbally more positively to a student of their own race than to a student of the other race, although only same-race judges (12 White female undergraduates) could distinguish the differences in affect displayed by the Ss. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal indices of arousal in group psychotherapy.

Examined psychometric properties of a nonverbal measure of arousal in psychotherapy (J. K. Burgoon et al, 1989) used with depressed clients in 2 types of group psychotherapy: experiential (n?=?18) and cognitive (n?=?13). Results indicate that both general and specific aspects of emotional arousal can be reliably rated from nonverbal behaviors. Vocalic tension, nervous vocalizations and laughter, kinesic random movement, and vocal expressiveness were associated with higher global arousal. A 2nd study looked at the relationship between nonverbal arousal and within-session benefits in the 2 group psychotherapies. A depressed S experiencing positive response to therapy and one experiencing a poor response were studied from each type of therapy. Different patterns of arousal characterized the different group therapy modalities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading comprehension.

Four major assumptions drive current psychological research on the reading comprehension process: (a) Skilled reading depends on the complex interaction of cognitive, linguistic, and perceptual processes; (b) reading is an interactive process; (c) our ability to process textual information is constrained by the limits of our information processing ability; and (d) reading is strategic. Emerging evidence points to prior knowledge and cognitive and metacognitive processes as critical for the development of skilled reading comprehension. Evidence suggests that instruction on the processes underlying comprehension can improve a reader's comprehension skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interaction between particles and word order in the comprehension and production of simple sentences in Japanese children.

In light of studies that have emphasized the role of word order for children learning English, 4 experiments were conducted in which the comprehension, production, and imitation of simple sentences among 92 2–6 yr old Japanese children were assessed. Japanese is a language that has a dominant subject–object–verb order yet allows flexibility in word order due to postposed particles that signal grammatical role. Results across different tasks suggest that children learning Japanese show neither a strong reliance on word order nor on particles alone. Rather, they possess a bias for a matching between particles and the position in the sentence where they appear. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Language comprehension in learning disabled children who perform poorly on memory span tests.

Conducted three studies of language comprehension skills in 9- and 10-year-old learning disabled (LD) children who have extreme difficulties retaining brief sequences of verbal information. The performance of this subgroup of LD children is contrasted with other LD subjects who perform normally on memory span tests and with normally achieving subjects. In Experiment 1 we showed that although children in the target subgroup had difficulties remembering the specific words and word order used in expository passages, they were not different from the two control groups in their comprehension of the passages. In Experiment 2 we showed that the gist recall of idea units from two folk tales was equally influenced in all groups by the thematic importance of the idea units being recalled. The primary inference was that the groups comprehended the stories equally well. Experiment 3 showed that children in the subgroup with memory limitations had more difficulty than children in the other two groups in following simple directions involving the manipulation of blocks. They were impaired in their ability to follow sequences of directions whether order of execution was important or not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Segmentation in reading and film comprehension.

When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters’ goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal behavior, gender, and influence.

Participants viewed a videotape of either a male or female confederate delivering a persuasive message using a high task, social, submissive, or dominant nonverbal style. Participants were influenced more after viewing the social and task styles than the dominant or submissive styles. Participants liked task and social confederates more than dominant confederates and considered submissive confederates to be less competent than the other 3 styles. Although both likableness and competence were predictive of influence, likableness was a more important determinant of influence for female than male speakers when the audience was male. Consequently, with a male audience, women exhibiting a task style were less influential and likable than men exhibiting that style. Men were not more influential than women when displaying dominance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal communication in the context of dissociative processes.

Nonverbal communication, at both conscious and unconscious levels, can be portrayed as a type of "body language," a communication between the psychic bodies of patient and therapist. In this article, the author provides several examples of this communication process in the context of a psychoanalytic treatment with a patient who has a history of trauma resulting in frequent dissociative states. Motoric actions (drawing), somatosensory symptoms, and intense affect states represent the media through which she "informs" the analyst of her painful experiences. The analyst's surrender to countertransference states, such as deadness, constitutes the beginning of attunement to the patient's body communications. In one particularly unusual symptom of dissociation, the patient exhibits physical abilities that she is incapable of in more integrated states. An attempt is made to understand this event from a phenomenological and neurobiological perspective. Using an information-processing model, the author illustrates one instance of how the patient's subsymbolic information may be converted to the verbal symbolic via the analyst's use of evoked images. (PsycINFO Database Record (c) 2010 APA, all rights reserved)