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Non-Verbal & Verbal De-Escalation Skills & Framework
Interacting with Persons in a Mental Health Crisis Non-Verbal & Verbal De-escalation Skills & Framework 1 Objectives • Know why other • Know crisis escalation training forms and and de-escalation formats may cause stages escalation • Know the ―Loss‖ • Know the elements of model for interaction communication and /de-escalation how it impacts • Know the S.E.A.R. interaction with those model for crisis de- who have a mental escalation illness 2 Standard Training • Typical LEO training involves identifying crime/dealing with criminal actors • Imbued with a ―take charge‖ attitude and learn command presence to handle problems • Taught to look sharp and professional—Why? 3 Standard Training • Few/no communication skills are taught in the basic academy or during in- service, continued professional training • Heavy focus on defensive tactics and use of ―secondary weapons‖ in most training programs 4 Communication • Syntax/Semantics • Paralanguage/Paralinguistics – Tone, pitch, accent – Chronemics • Proxemics • Haptics • Kinesics – Gestures – Posture and body orientation • Oculesics 5 Communication 3V’s—Verbal, Vocal, Visual • Study by Albert Mehrabian, Ph.D. (UCLA) – Designed for stranger interactions – Had to do with why messages were not received properly – Addressed words, paralanguage, and non- verbal cues • Words are 7% • Paralanguage is 38% • Non-verbal cues are 55% 6 Communication 3V’s—Verbal, Vocal, Visual • Mehrabian’s study was mischaracterized according to some researchers and by Mehrabian himself • Big take away is 7 Spitting Aggression -
Children's First Language Acquisition
School of Humanities Department of English Children’s first language acquisition What is needed for children to acquire language? BA Essay Erla Björk Guðlaugsdóttir Kt.: 160790-2539 Supervisor: Þórhallur Eyþórsson May 2016 Table of Contents 1 Introduction 3 2 Anatomy 5 2.1 Language production areas in the brain 5 2.2. Organs of speech and speech production 6 3 Linguistic Nativism 10 3.1 Language acquisition device (LAD) 11 3.2 Universal Grammar (UG) 12 4 Arguments that support Chomsky’s theory 14 4.1 Poverty of stimulus 14 4.2 Uniformity 15 4.3 The Critical Period Hypothesis 17 4.4 Species significance 18 4.5 Phonological impairment 19 5 Arguments against Chomsky’s theory 21 6 Conclusion 23 References 24 Table of figures Figure 1 Summary of classification of the organs of speech 7 Figure 2 The difference between fully grown vocal tract and infant's vocal tract 8 Figure 3 Universal Grammar’s position within Chomsky’s theory 13 Abstract Language acquisition is one of the most complex ability that human species acquire. It has been a burning issue that has created tension between scholars from various fields of professions. Scholars are still struggling to comprehend the main factors about language acquisition after decades of multiple different theories that were supposed to shed a light on the truth of how human species acquire language acquisition. The aim of this essay is to explore what is needed for children to acquire language based on Noam Chomsky theory of language acquisition. I will cover the language production areas of the brain and how they affect language acquisition. -
The Importance of the Body Language and the Non-Verbal Signals in the Courtroom in the Criminal Proceedings
Available online at www.worldscientificnews.com WSN 112 (2018) 74-84 EISSN 2392-2192 The importance of the body language and the non-verbal signals in the courtroom in the criminal proceedings. The outline of the problem Agnieszka Gurbiel Faculty of Law and Administration, Jagiellonian University in Cracow, Cracow, Poland E-mail address: [email protected] ABSTRACT This publication defines and characterizes the body language and tries to show its place and its role in the courtroom in the criminal proceedings. According to Albert Mehrabian - one of the first researchers of the body language - only 7% are affected by the words, 38% by the voice signals (the voice tone, the modulation) and 55% by the non-verbal signals. In view of the above fact it follows that the skills of the effective occurrence pay off so are the considerations in this context justified? Keywords: the body language, the courtroom, the criminal proceedings 1. INTRODUCTION The body language "can not be completely stopped", i.e. the non-verbal signals are "continuous and common" [1]. The criminal proceedings are also the process of the providing information by means of the non-language meanings.This is a compilation of, for example, an appearance, an outfit, a posture, a way of moving, the gestures, the facial expressions. The public is convinced that the case wins the court which will present the best evidence. However, a lawyer or a solicitor who once served as a defender or an attorney for a long time knows that the non-verbal communication interaction which takes place in the ( Received 14 September 2018; Accepted 29 September 2018; Date of Publication 30 September 2018 ) World Scientific News 112 (2018) 74-84 courtroom often turns out to be the most important force [2, 3]. -
Minding the Body Interacting Socially Through Embodied Action
Linköping Studies in Science and Technology Dissertation No. 1112 Minding the Body Interacting socially through embodied action by Jessica Lindblom Department of Computer and Information Science Linköpings universitet SE-581 83 Linköping, Sweden Linköping 2007 © Jessica Lindblom 2007 Cover designed by Christine Olsson ISBN 978-91-85831-48-7 ISSN 0345-7524 Printed by UniTryck, Linköping 2007 Abstract This dissertation clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the past two decades offered a radical shift in explanations of the human mind, from traditional computationalism which considers cognition in terms of internal symbolic representations and computational processes, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This thesis develops a framework for the embodied nature of social interaction and cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication, and gesture studies. The theoretical framework presents a thorough and integrated understanding that supports and explains the embodied nature of social interaction and cognition. It is argued that embodiment is the part and parcel of social interaction and cognition in the most general and specific ways, in which dynamically embodied actions themselves have meaning and agency. The framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction in situ. -
Body Language As a Communicative Aid Amongst Language Impaired Students: Managing Disabilities
English Language Teaching; Vol. 14, No. 6; 2021 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Body Language as a Communicative Aid amongst Language Impaired Students: Managing Disabilities Nnenna Gertrude Ezeh1, Ojel Clara Anidi2 & Basil Okwudili Nwokolo1 1 The Use of English Unit, School of General Studies, University of Nigeria, Nsukka (Enugu Campus), Nigeria 2 Department of Language Studies, School of General Studies, Institute of Management and Technology, Enugu, Nigeria Correspondence: Nnenna Gertrude Ezeh, C/o Department of Theology, Bigard Seminary Enugu. P.O. Box 327, Uwani- Enugu, Nigeria. Received: April 10, 2021 Accepted: May 28, 2021 Online Published: May 31, 2021 doi: 10.5539/elt.v14n6p125 URL: https://doi.org/10.5539/elt.v14n6p125 Abstract Language impairment is a condition of impaired ability in expressing ideas, information, needs and in understanding what others say. In the teaching and learning of English as a second language, this disability poses a lot of difficulties for impaired students as well as the teacher in the pedagogic process. Pathologies and other speech/language interventions have aided such students in coping with language learning; however, this study explores another dimension of aiding impaired students in an ESL situation: the use of body language. The study adopts a quantitative methodology in assessing the role of body language as a learning tool amongst language/speech impaired students. It was discovered that body language aids students to manage speech disabilities and to achieve effective communication; this helps in making the teaching and learning situation less cumbersome. Keywords: body language, communication, language and speech impairment, English as a second language 1. -
This List of Gestures Represents Broad Categories of Emotion: Openness
This list of gestures represents broad categories of emotion: openness, defensiveness, expectancy, suspicion, readiness, cooperation, frustration, confidence, nervousness, boredom, and acceptance. By visualizing the movement of these gestures, you can raise your awareness of the many emotions the body expresses without words. Openness Aggressiveness Smiling Hand on hips Open hands Sitting on edge of chair Unbuttoning coats Moving in closer Defensiveness Cooperation Arms crossed on chest Sitting on edge of chair Locked ankles & clenched fists Hand on the face gestures Chair back as a shield Unbuttoned coat Crossing legs Head titled Expectancy Frustration Hand rubbing Short breaths Crossed fingers “Tsk!” Tightly clenched hands Evaluation Wringing hands Hand to cheek gestures Fist like gestures Head tilted Pointing index finger Stroking chins Palm to back of neck Gestures with glasses Kicking at ground or an imaginary object Pacing Confidence Suspicion & Secretiveness Steepling Sideways glance Hands joined at back Feet or body pointing towards the door Feet on desk Rubbing nose Elevating oneself Rubbing the eye “Cluck” sound Leaning back with hands supporting head Nervousness Clearing throat Boredom “Whew” sound Drumming on table Whistling Head in hand Fidget in chair Blank stare Tugging at ear Hands over mouth while speaking Acceptance Tugging at pants while sitting Hand to chest Jingling money in pocket Touching Moving in closer Dangerous Body Language Abroad by Matthew Link Posted Jul 26th 2010 01:00 PMUpdated Aug 10th 2010 01:17 PM at http://news.travel.aol.com/2010/07/26/dangerous-body-language-abroad/?ncid=AOLCOMMtravsharartl0001&sms_ss=digg You are in a foreign country, and don't speak the language. -
The Importance of Nonverbal Communication in Business and How Professors at the University of North Georgia Train Students on the Subject
University of North Georgia Nighthawks Open Institutional Repository Honors Theses Honors Program Spring 2018 The mpI ortance of Nonverbal Communication in Business and How Professors at the University of North Georgia Train Students on the Subject Britton Bailey University of North Georgia, [email protected] Follow this and additional works at: https://digitalcommons.northgeorgia.edu/honors_theses Part of the Business Commons Recommended Citation Bailey, Britton, "The mporI tance of Nonverbal Communication in Business and How Professors at the University of North Georgia Train Students on the Subject" (2018). Honors Theses. 33. https://digitalcommons.northgeorgia.edu/honors_theses/33 This Honors Thesis is brought to you for free and open access by the Honors Program at Nighthawks Open Institutional Repository. It has been accepted for inclusion in Honors Theses by an authorized administrator of Nighthawks Open Institutional Repository. The Importance of Nonverbal Communication in Business and How Professors at the University of North Georgia Train Students on the Subject A Thesis Submitted to The Faculty of the University of North Georgia In Partial Fulfillment of the Requirements of The Degree in Bachelor of Business Administration in Management With Honors Britton G. Bailey Spring 2018 Nonverbal Communication 3 Acknowledgments I would like to thank Dr. Mohan Menon, Dr. Benjamin Garner, and Dr. Stephen Smith for their guidance and advice during the course of this project. Secondly, I would like to thank the many other professors and mentors who have given me advice, not only during the course of this project, but also through my collegiate life. Lastly, I would like to thank Rebecca Bailey, Loren Bailey, Briana Bailey, Kandice Cantrell and countless other friends and family for their love and support. -
Non-Verbal Communication in the Teaching of Polish As a Foreign Language Using the Example of Asian Groups
ACTA UNIVERSITATIS LODZIENSIS KSZTAŁCENIE POLONISTYCZNE CUDZOZIEMCÓW 25, 2018 http://dx.doi.org/10.18778/0860-6587.26.03 Między nauczycieleM a uczącyM się: w stronę skutecznej koMunikacji Barbara Morcinek-Abramczyk* https://orcid.org/0000-0003-3843-9652 NON-VERBAL COMMUNICATION IN THE TEACHING OF POLISH AS A FOREIGN LANGUAGE USING THE EXAMPLE OF ASIAN GROUPS. THE DIFFICULTIES, CHALLENGES AND SOLUTIONS (THIS article was translated FROM POLISH BY JAKUB WOSIK) Keywords: non-verbal communication, verbal communication, body language, gestures, fore- ign language teacher error, Japanese gestures Abstract. There exists a major gap in the teaching of Polish as a foreign language. It applies to the teaching of extra-verbal communication. It would seem that the acquisition of the extra-verbal code of Polish can occur in students in parallel with the development of their linguistic competence, however, the level of interference between the non-verbal code taken from the country of origin and the code typical for the country of the target language is so high that it distorts communica- tion. That is also just as often the cause of teacher errors caused by a teacher’s lack of awareness that this aspect of communication should also be taught in class. Therefore, this article is intended to indicate those areas to which a teacher should pay particular attention in the teaching process in order to limit as much as possible any communicative problems experienced by students from various cultures. Teachers of Polish as a foreign language devote much time and energy in the educational process to conveying knowledge about Polish grammar, vocabulary, phonetics and culture. -
Children's Sensitivity to Pitch Variation in Language
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Summer 2010 Children's Sensitivity to Pitch Variation in Language Carolyn Quam University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Cognitive Psychology Commons, and the Developmental Psychology Commons Recommended Citation Quam, Carolyn, "Children's Sensitivity to Pitch Variation in Language" (2010). Publicly Accessible Penn Dissertations. 232. https://repository.upenn.edu/edissertations/232 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/232 For more information, please contact [email protected]. Children's Sensitivity to Pitch Variation in Language Abstract Children acquire consonant and vowel categories by 12 months, but take much longer to learn to interpret perceptible variation. This dissertation considers children’s interpretation of pitch variation. Pitch operates, often simultaneously, at different levels of linguistic structure. English-learning children must disregard pitch at the lexical level—since English is not a tone language—while still attending to pitch for its other functions. Chapters 1 and 5 outline the learning problem and suggest ways children might solve it. Chapter 2 demonstrates that 2.5-year-olds know pitch cannot differentiate words in English. Chapter 3 finds that not until age 4–5 do children correctly interpret pitch cues to emotions. Chapter 4 demonstrates some sensitivity between 2.5 and 5 years to the pitch cue to lexical stress, but continuing difficulties at the older ages. These findings suggest a lateaject tr ory for interpretation of prosodic variation; throughout, I propose explanations for this protracted time-course. -
Textual Paralanguage and Its Implications for Marketing Communications†
Textual Paralanguage and Its Implications for Marketing Communications† Andrea Webb Luangratha University of Iowa Joann Peck University of Wisconsin–Madison Victor A. Barger University of Wisconsin–Whitewater a Andrea Webb Luangrath ([email protected]) is an Assistant Professor of Marketing at the University of Iowa, 21 E. Market St., Iowa City, IA 52242. Joann Peck ([email protected]) is an Associate Professor of Marketing at the University of Wisconsin– Madison, 975 University Ave., Madison, WI 53706. Victor A. Barger ([email protected]) is an Assistant Professor of Marketing at the University of Wisconsin–Whitewater, 800 W. Main St., Whitewater, WI 53190. The authors would like to thank the editor, associate editor, and three anonymous reviewers for their helpful feedback, as well as Veronica Brozyna, Laura Schoenike, and Tessa Strack for their research assistance. † Forthcoming in the Journal of Consumer Psychology Abstract Both face-to-face communication and communication in online environments convey information beyond the actual verbal message. In a traditional face-to-face conversation, paralanguage, or the ancillary meaning- and emotion-laden aspects of speech that are not actual verbal prose, gives contextual information that allows interactors to more appropriately understand the message being conveyed. In this paper, we conceptualize textual paralanguage (TPL), which we define as written manifestations of nonverbal audible, tactile, and visual elements that supplement or replace written language and that can be expressed through words, symbols, images, punctuation, demarcations, or any combination of these elements. We develop a typology of textual paralanguage using data from Twitter, Facebook, and Instagram. We present a conceptual framework of antecedents and consequences of brands’ use of textual paralanguage. -
Dealing with Paralinguistic Features
2012 LINGUA POSNANIENSIS LIV (2) DOI 10.2478/v10122-012-0013-1 THE BOUNDARIES OF LANGUAGE: DEALING WITH PARALINGUISTIC FEATURES MACIEJ KARPIŃSKI ABSTRACT: Maciej Karpiński. The Boundaries of Language: Dealing with Paralinguistic Features. Lin- gua Posnaniensis, vol. LIV (2)/2012. The Poznań Society for the Advancement of the Arts and Sci- ences. PL ISSN 0079-4740, ISBN 978-83-7654-252-2, pp. 37–54. The paralinguistic component of communication attracted a great deal of attention from contemporary linguists in the 1960s. The seminal works written then by Trager, Crystal and others had a powerful in- fl uence on the concept of paralanguage that lasted for many years. But, with the focus shifting towards the socio-psychological context of communication in the 1970s, the development of spoken corpora and databases and the signifi cant progress in speech technology in the 1980s and 1990s, the need has arisen for a more comprehensive, coherent and formalised – but also fl exible – approach to paralinguistic features. This study advances some preliminary proposals for a revised treatment of paralanguage that would meet some of these requirements and provide a conceptual basis for a new system of annota- tion for paralinguistic features. A range of views on paralinguistic features, which come mostly from the fi elds of speech prosody and gesture analysis, are briefl y discussed. A number of assumptions and postulates are formulated to allow for a more consistent approach to paralinguistic features. The study suggests that there should be more reliance on continua than on binary categorisations of features, that multi-functionality and multimodality should be fully acknowledged and that clear distinctions should be made among the levels of description, and between the properties of speakers and the speech signal itself. -
07, Business Communication Module: 34, Para Language
Paper: 07, Business Communication Module: 34, Para Language Items Description of Module Subject Name Management Paper Name Business Communication Module Title Para Language Module Id Module no- 34 Pre- Kinesics: Facial expressions, eye contact, gestures, postures Requisites Objectives To understand what paralanguage is and how it is different from language. To know about voice, pitch, volume, tone, articulation, speed. To learn the advantages of paralanguage in conversations. Keywords Voice, pitch, volume, articulation, speed QUADRANT-I 1. Module 34: Para Language 2. Learning Outcomes 3. Introduction 4. Aspects of Paralanguage 5. Advantage of Paralanguage 6. Summary 1. Module 34: Para Language 2. Learning Outcomes: By the end of this module, students will be able to: Understand what paralanguage is and how it is different from language. Know about voice, pitch, volume, tone, articulation, speed. Learn the advantages of paralanguage in conversations. 3. Introduction Paralanguage is an essential part of non verbal communication and as it is non verbal, it does not consist of words but without it words do not convey the intentional meaning. “Para means „like‟, hence paralanguage literally means „like language‟ and „paralinguistic‟ is the systematic study of how a speaker verbalizes” (Sinha, K.K., 2012). Even without hearing the words Paralanguage conveys the message about what people are communicating. We all must have heard people talking at the social gatherings, public places and work places, and also at the nearby room, we may not be able to hear the words clearly but by the manner of their speaking, by the voice, tone, pitch, intensity we may make out what they are talking about, i.e.