Nonverbal Communication
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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. -
Using Popular Songs to Teach Similes by Thoughtco.Com, Adapted by Newsela Staff on 11.07.17 Word Count 832 Level 940L
What does the timpani sound like? The Timpani in the Orchestra Utah Symphony (6:12) Etude #1, Scherzo by Tom Freer Leonardo Soto, Houston Symphony (2:49) What does a marimba sound like? Jesu, Joy of Man’s Desiring Bach (21 sec.) What does a vibraphone sound like? What does a xylophone sound like? Ode to Joy, Beethoven Excerpt Utah Symphony (18 sec.) (12 sec.) What do tubular bells sound like? What do these instruments sound like? Percussion 101: Chimes BBC National Orchestra of Wales - Percussion Vic Firth (3:03) (1:18) How to Play the Tambourine How to Play the Guiro How to Play the Triangle musicmax.eu (1:03) musicmax.eu (48 sec.) Kalani, Peripole, Inc. (1:58) What do these instruments sound like? Marching Percussion 101: Section Demonstration Chick and a Roll (2:42) Using popular songs to teach similes By ThoughtCo.com, adapted by Newsela staff on 11.07.17 Word Count 832 Level 940L Singer and actress Ariana Grande performing at a concert at the Meadowlands in East Rutherford, New Jersey, in 2014. Photo by: Scott Roth/AP. A simile makes a direct comparison between two things. It uses the words "like" or "as." The comparison reveals a new meaning. For example, the rock group Foreigner wrote a song called "Cold as Ice." The lyrics include a simile: You're as cold as ice You're willing to sacrifice our love In this example, the lyrics are not talking about the weather. Instead, they compare a woman to ice to show her emotions. Many songs can be used to teach about similes. -
Your Pace Or Mine: Culture, Time and Negotiation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Institutional Knowledge at Singapore Management University Singapore Management University Institutional Knowledge at Singapore Management University Research Collection School Of Law School of Law 1-2006 Your Pace or Mine: Culture, Time and Negotiation Ian MACDUFF Singapore Management University, [email protected] DOI: https://doi.org/10.1111/j.1571-9979.2006.00084.x Follow this and additional works at: https://ink.library.smu.edu.sg/sol_research Part of the Dispute Resolution and Arbitration Commons Citation MACDUFF, Ian. Your Pace or Mine: Culture, Time and Negotiation. (2006). Negotiation Journal. 22, (1), 31-45. Research Collection School Of Law. Available at: https://ink.library.smu.edu.sg/sol_research/879 This Journal Article is brought to you for free and open access by the School of Law at Institutional Knowledge at Singapore Management University. It has been accepted for inclusion in Research Collection School Of Law by an authorized administrator of Institutional Knowledge at Singapore Management University. For more information, please email [email protected]. Published in Negotiation Journal, Volume 22, Issue 1, January 2006, Pages 31-45. http://doi.org/10.1111/j.1571-9979.2006.00084.x Your Pace or Mine? Culture, Time, and Negotiation Ian Macduff This article explores the impact that different perceptions of time may have on cross-cultural negotiations. Beyond obvious issues of punc- tuality and timekeeping, differences may occur in the value placed on the uses of time and the priorities given to past, present, or future ori- entations. -
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]. -
The Development of Emotion Recognition from Facial Expressions and Non‐Linguistic Vocalizations During Childhood
1 British Journal of Developmental Psychology (2014) © 2014 The British Psychological Society www.wileyonlinelibrary.com The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood Georgia Chronaki1,2*, Julie A. Hadwin2, Matthew Garner3, Pierre Maurage4 and Edmund J. S. Sonuga-Barke2,5 1Section of Clinical and Cognitive Neuroscience, School of Psychological Sciences, University of Manchester, UK 2Developmental Brain-Behaviour Laboratory, Psychology, University of Southampton, UK 3Psychology, Faculty of Social & Human Sciences & Clinical and Experimental Sciences, Faculty of Medicine, University of Southampton, UK 4Laboratory for Experimental Psychopathology, Psychological Sciences Research Institute, Catholic University of Louvain, Louvain-la-Neuve, Belgium 5Department of Experimental Clinical and Health Psychology, Ghent University, Belgium Sensitivity to facial and vocal emotion is fundamental to children’s social competence. Previous research has focused on children’s facial emotion recognition, and few studies have investigated non-linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4- to 11-year-olds and adults. Eighty-eight 4- to 11-year-olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non-linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4- to 5-, 6- to 9- and 10- to 11-year-olds and adults. The results showed that children’s emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. -
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. -
Recognising Spontaneous Facial Micro-Expressions
Recognising Spontaneous Facial Micro-expressions Tomas Pfister, Xiaobai Li, Guoying Zhao and Matti Pietik¨ainen Machine Vision Group, Department of Computer Science and Engineering, University of Oulu PO Box 4500, 90014 Oulu, Finland {tpfister,lxiaobai,gyzhao,mkp}@ee.oulu.fi Abstract Facial micro-expressions are rapid involuntary facial ex- pressions which reveal suppressed affect. To the best knowl- edge of the authors, there is no previous work that success- fully recognises spontaneous facial micro-expressions. In this paper we show how a temporal interpolation model together with the first comprehensive spontaneous micro- expression corpus enable us to accurately recognise these very short expressions. We designed an induced emotion Figure 1. An example of a facial micro-expression (top-left) be- suppression experiment to collect the new corpus using a ing interpolated through graph embedding (top-right); the result high-speed camera. The system is the first to recognise from which spatiotemporal local texture descriptors are extracted spontaneous facial micro-expressions and achieves very (bottom-right), enabling recognition with multiple kernel learning. promising results that compare favourably with the human micro-expression detection accuracy. proposed a suitable price. Since the human recognition accuracy is so low, an alternative method for recognising 1. Introduction micro-expressions would be very valuable. Humans are good at recognising full facial expressions The major challenges in recognising micro-expressions which present a rich source of affective information [6]. involve their very short duration and involuntariness. The However, psychological studies [4, 8] have shown that af- short duration means only a very limited number of frames fect also manifests itself as micro-expressions. -
The Sociology of Music and Social Distinctions: P!NK's Career As an Example of Social Linkage
Digital Commons @ Assumption University Honors Theses Honors Program 2019 The Sociology of Music and Social Distinctions: P!NK's Career as an Example of Social Linkage David Cifarelli Assumption College Follow this and additional works at: https://digitalcommons.assumption.edu/honorstheses Part of the Music Commons, and the Social and Behavioral Sciences Commons Recommended Citation Cifarelli, David, "The Sociology of Music and Social Distinctions: P!NK's Career as an Example of Social Linkage" (2019). Honors Theses. 49. https://digitalcommons.assumption.edu/honorstheses/49 This Honors Thesis is brought to you for free and open access by the Honors Program at Digital Commons @ Assumption University. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons @ Assumption University. For more information, please contact [email protected]. The Sociology of Music and Social Distinctions: P!NK’s Career as an Example of Social Linkage David Cifarelli Faculty Supervisor: Christopher Gilbert, Ph. D Department of English A Thesis Submitted to Fulfill the Requirements of the Honors Program at Assumption College Spring 2019 Cifarelli 1 Introduction Music is extremely social. It is one of the most expressive art forms our society holds. Due this expressive nature, the art of making music can hold many social connotations and directly involve or relate itself to social occurrences, movements and ideals. This intertwined relationship thus allows music to be a conductor of social change by existing and working within these various social constructs. In addition, those involved with the music-making business are, by association, also potential conductors of social change. -
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. -
Visual Perception of Facial Emotional Expressions During Saccades
behavioral sciences Article Visual Perception of Facial Emotional Expressions during Saccades Vladimir A. Barabanschikov and Ivan Y. Zherdev * Institute of Experimental Psychology, Moscow State University of Psychology and Education, 29 Sretenka street, Moscow 127051, Russia; [email protected] * Correspondence: [email protected]; Tel.: +7-999-829-52-79 Received: 28 October 2019; Accepted: 23 November 2019; Published: 27 November 2019 Abstract: The regularities of visual perception of both complex and ecologically valid objects during extremely short photo expositions are studied. Images of a person experiencing basic emotions were displayed for as low as 14 ms amidst a saccade spanning 10 degrees of visual angle. The observers had a main task to recognize the emotion depicted, and a secondary task to point at the perceived location of the photo on the screen. It is shown that probability of correct recognition of emotion is above chance (0.62), and that it depends on its type. False localizations of stimuli and their compression in the direction of the saccade were also observed. According to the acquired data, complex environmentally valid objects are perceived differently during saccades in comparison to isolated dots, lines or gratings. The rhythmic structure of oculomotor activity (fixation–saccade–fixation) does not violate the continuity of the visual processing. The perceptual genesis of facial expressions does not take place only during gaze fixation, but also during peak speed of rapid eye movements both at the center and in closest proximity of the visual acuity area. Keywords: transsaccadic processing; facial expression; emotional perception; saccadic suppression; gaze contingency; visual recognition 1. -
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.