Littérature scientifique sur le sujet « Communication vocale non verbale »
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Articles de revues sur le sujet "Communication vocale non verbale"
SEMSADI, Mohamed Salem. « The Ineluctable Verbal/Nonverbal Dichotomy in Social Interaction ». Revue plurilingue : Études des Langues, Littératures et Cultures 4, no 1 (19 novembre 2020) : 91–102. http://dx.doi.org/10.46325/ellic.v4i1.53.
Texte intégralBonnot, O. « Nouvelles évolutions en musicothérapie : des neurosciences à la clinique ». European Psychiatry 29, S3 (novembre 2014) : 666. http://dx.doi.org/10.1016/j.eurpsy.2014.09.059.
Texte intégralHügli, Anne. « La communication non verbale ». Revue Médicale Suisse 17, no 726 (2021) : 367. http://dx.doi.org/10.53738/revmed.2021.17.726.0367.
Texte intégralKassapian, Jennifer. « La communication non verbale ». Soins Aides-Soignantes 9, no 45 (avril 2012) : 18–19. http://dx.doi.org/10.1016/j.sasoi.2011.12.006.
Texte intégralDechenaud, Isaure, et Mathilde Delefosse. « Danse et communication non verbale ». Soins Aides-Soignantes 15, no 81 (mars 2018) : 22–23. http://dx.doi.org/10.1016/j.sasoi.2018.01.009.
Texte intégralTerblanche, Frederick. « Nie-verbale gedrag ». Communicare : Journal for Communication Studies in Africa 10, no 2 (10 novembre 2022) : 22–40. http://dx.doi.org/10.36615/jcsa.v10i2.2009.
Texte intégralLamichhane, Yog Raj. « Non-verbal Skills : Unavoidable in Communication ». REPOSITIONING The Journal of Business and Hospitality 1 (20 novembre 2016) : 91–98. http://dx.doi.org/10.3126/repos.v1i0.16046.
Texte intégralBahfiarti, Tuti. « Communication Behaviour of Street Children and Beggars in Makassar ». ETNOSIA : Jurnal Etnografi Indonesia 4, no 2 (13 décembre 2019) : 163. http://dx.doi.org/10.31947/etnosia.v4i2.7377.
Texte intégralScott, Derek W. « Asperger's syndrome and non-verbal communication : a pilot study ». Psychological Medicine 15, no 3 (août 1985) : 683–87. http://dx.doi.org/10.1017/s0033291700031548.
Texte intégralEkberg, Mattias, Josefine Andin, Stefan Stenfelt et Örjan Dahlström. « Effects of mild-to-moderate sensorineural hearing loss and signal amplification on vocal emotion recognition in middle-aged–older individuals ». PLOS ONE 17, no 1 (7 janvier 2022) : e0261354. http://dx.doi.org/10.1371/journal.pone.0261354.
Texte intégralThèses sur le sujet "Communication vocale non verbale"
Lemasson, Alban. « Communication vocale et organisation sociale chez la mone de Campbell (Cercopithecus campbelli) ». Rennes 1, 2003. http://www.theses.fr/2003REN10045.
Texte intégralOuattara, Karim Gombert Jean-Émile N'Goran Kouakou. « Communication vocale chez la mone de Campbell sauvage (Cercopithecus campbelli campbelli) au Parc national de Taï- Côte d'Ivoire flexibilité acoustique et proto-syntaxe / ». Rennes : Université Rennes 2, 2009. http://tel.archives-ouvertes.fr/tel-00385425/fr.
Texte intégralThèse soutenue en co-tutelle. Titre provenant de l'écran titre. Bibliogr. p. 225-251.Annexes.
Ouattara, Karim. « Communication vocale chez la mone de Campbell sauvage (Cercopithecus campbelli campbelli) au Parc national de Taï- Côte d’Ivoire : flexibilité acoustique et proto-syntaxe ». Rennes 2, 2009. http://tel.archives-ouvertes.fr/tel-00385425/fr/.
Texte intégralThe debate about the existence of precursors of language in animal vocal communication is still open. For 10 years, thes studies on guenons have increased because their social system and their visually-closed habitat make them proper models for such a comparison. We have conducted the first series of long term ethological observations on 2 wild Campbell’s monkey (Cercopithecus c. Campbelli) groups, aiming at describing their social organization and their vocal repertoire. Predation appeared as a determinant factor. We thus performed experiments on 7 groups simulating the presence of different predators (visual and acoustic model). The predator size, its hunting technique and the modality of detection influence the behavioral response of the harem’s females and male. Moreover, females produce 5 alarm calls and males combine different loud calls into sequences. Six sequences, contextually determined, have been identified differing in the call composition, order and rythm of call succession. It emerged a repertoire adapted to referential communication with a potential encoding of several messages about the type or eminency of the danger, the type of predator and the emitter’s activity. The difference with a captive population suggests that the vocal determinism is not-totally genetic. Our results reveal unusual proto-syntactic abilities (affixation, semantic combination). If we succeed in the future in demonstrating that these messages are decoded by the group members, we will contribute to challenge the traditional phylogenetic gap associated to the limited vocal abilities of nonhuman primates which oppose them to humans
SCHEER, GUERRERO CATHERINE. « La communication verbale et non verbale chez les personnes agees dementes ». Dijon, 1994. http://www.theses.fr/1994DIJOM018.
Texte intégralSELLARI, GIUSEPPE. « La musica come strumento educativo : relazione e comunicazione in età prescolare : programma sperimentale per lo sviluppo dell’empatia e della prevenzione dei disturbi della voce nella scuola dell’infanzia ». Doctoral thesis, Università degli Studi di Roma "Tor Vergata", 2010. https://hdl.handle.net/2108/202613.
Texte intégralThe definition of empathy is the ability of individuals to recognize and share in a vicarious way the emotion felt from another person, that is translated in an experienced emotion that is much more appropriate to the emotional mood of the other than to its own, and to understand the situation trying to put him/herself in the other’s shoe in a refined way in the course of development [Hoffmann 2001]. Since preschool age, empathizing with the experience of others help to apply the adaptation to prosocial behavior [Eisenberg et al., 2006]. Moreover, empathy helps to regulate the flow of negative emotions and reduces the aggressive effects towards friends [Eisenberg, Fabes 1991], it helps the communication and it encourages to welcome differences [Hoffman 2000]. So, this is the fundamental ability to build positive interpersonal relations and the well-being of children [Albiero, Matricardi 2006], and it is important to promote it with efficient training courses [WHO 1993]. Examining the principal experiences in vocal and emotional education, and to avoid psycological discomfort, it is possible to notice how often pedagogical approaches in the preschool years are lacking in precise programs. Often these educational courses are based on cognitive techniques where the verbal dimension is a privilege at the expense of the non verbal, and of the “body work” that, on the contrary, represents a fundamental essence for the development of children’s emotional “ego”. One of the most involving experiences that music can offer is to provoke profound and meaningful excitement and emotions [Budd 1985; Davies 1994; Juslin-Sloboda 2001; Juslin, Laukka 2004] following its own logic that is different from the verbal language [Nattiez 1989]. This ability to raise the level of our emotional life [Sloboda 1985] isn’t the only characteristic of this art. In fact music, for the different sensor and body ability level to which it refers, can adopt a formative worthiness (educational, curative and aesthetical) of extraordinary importance and can help children, especially in preschool age, to feel meaningful experiences [Shuter-Dyson 1999; Imberty 2002; Sacks 2008; Anceschi 2009; Baroni 2009]. AIM In the present research the authors examined the contents and the methods of the educational course Music and well-Being (that uses global musical activities based on listening, and on vocal and instrumental production) in order to check its efficiency in improving empathy and vocal ability in a group of four year old children. METHOD Partecipants: 40 children of about 4 years old that attend two primary school classes (20 experimental groups; 20 control groups). Procedure: The research has been done in three moments: 1- pre-test (October 2009); 2- training; 3- post-test (June 2010). In the pre-test and post-test stage they have realized a phoniatric visit and they have proposed to each child a self-value interview to measure the experimental empathy in answer to picture stories in which the protagonist would feel joy, sadness, fear, anger [Albiero, Lo Coco 2001; ECSS- Strayer, 1987]. During the training state (only for the experimental group) they did an educational course (Music and well-Being) made of 24 meetings week terms of about an hour each. Following the value of the “active method”, they have tried to favor personal harmony moments to arrive at the point, rush and extend the possibility of social-emotional relationships and relate the more meaningful and formative possible. The activities of choral singing, of movement and of making music together with Orff instruments have been proposed as moments to give the children a valid instrument of alternative communication to the verbal language, and to experiment with their own body a wide field of emotional relations and, at the same time, to enrich their intra and interpersonal experience. MAIN RESULTS AND CONCLUSIONS The results show the educative path Music and well-Being has been efficient in improving the empathic and vocal ability of children towards all emotions considered (joy, sadness, fear, anger) and above all towards emotions of negative hedonic tone. This is important because to empathize with negative emotions like sadness and fear helps prosocial behavior in children, and empathize with anger others reduce their aggressive behavior [Eisenberg et al. 2006; Hoffmann 2000]. Music, that «is a game for kids» [Delalande 1984], can represent an important instrument useful to promote a positive interpersonal and social development in children and to improve a positive atmosphere in the class group
KWON, JONG BUN. « Strategies de communication verbales et non verbales d'etudiantes coreennes en cours d'apprentissage de francais langue etrangere ». Besançon, 1998. http://www.theses.fr/1998BESA1007.
Texte intégralFor our thesis, which is a study of the verbal and nonverbal behaviour of two korean students learning french in france, we opted for a longitudinal study spread over a year. This study puts to the fore some general strategies as well as strategies peculiar to each of the learners; and at the same time, an evolutary role in the production of their spoken utterances. In actual fact, this study describes the nonverbal strategies adopted by our two learners in their utterances, in an + exolingue ; situation as a facilitating device, or a linguistic compensation. The use of these communication strategies differ from one individual to the other in relation to their linguistic evolution in the learning process, to their personality and their cultural back groud etc. But there also existe some general procedures at all levels of the learning process, such as repetition, reformulation and autocorrection. As far as the nonverbal strategies are concerned, our two koreans first of all resorted to gesture in the organisation of their spoken utterances. They indeed, quite often, have the tendacy of beating the rythm of their utterances and accentuating the words with a movement of the hand. This type of gesture serves, in our opinion, to facilitate the formilation of the sentence; a tendacy which dimunishes in the evolution of the learning process as shown in video-recordings. They also use gesture to liberate the speech process, to enhance it ant to overcome + obstacles ; which could be linguistic, psychological or situational etc. These two types of gestures observed, show that motrice activities are necessary in the transfomation of thought into speech, at the advanced stage of the learning process, the use of gestures as facilitators and stimuli, become less important. These are replaced by other more natural gestures which are in harmony with the message being put aross. The identification of functions of gesture in the spoken utterances of the two korean learners seems to prove that gesture facilitates speech production. The first two functions of gestures observed, are not to give infomation, but to facilitate the encoding process of the non-native speaker. This study also reveals the precedence of gesture over speech, or at least their concomitance, or their synchronisation in the final analysis, we have noticed that gesture and speech over lap to convey meaning
Di, Pastena Angela. « Communication verbale et non verbale dans la maladie d'Alzheimer : une atteinte globale ou différenciée ? » Thesis, Lille 3, 2014. http://www.theses.fr/2014LIL30057/document.
Texte intégralProgressive and inexorable deficits in verbal communication skills in Alzheimer's patients disrupt their relationship with others, impinge their quality of life and that of their caregivers. This thesis aimed at considering whether, in cases of chronic deficits such as Alzheimer's disease, the impaired use of spoken language in these patients went hand in hand with an impaired production of co-verbal gestures. To inquire about this issue, we used a social interaction task, using pictorial material in order to reflect, in an ecological way, everyday life communication situations. Overall, we observed that if the verbal production of Alzheimer's patients is deficient, production of gestures related to speech is not impaired. The results are consistent with a differentiated impairment of verbal and gestural communication skills in patients and sets ground for investigating the existence of two parallel systems of communication that would interact with each other at different levels of message processing. Moreover, results suggest that patients suffering from severe disease can compensate lexical deficits by increasing their production of deictic gestures, rendering visible the verbal referent. Theoretical and clinical perspectives can be considered so that co-verbal gestures and non-verbal communication may constitute a therapeutic lever in the intervention provided to Alzheimer’s patients and their caregivers
Perreve, Clotilde. « La voix de l'indicible. Etude metapsychologique de la "voix autistique" ». Paris 7, 1999. http://www.theses.fr/1999PA070015.
Texte intégralTo study the voice in the silence of its expression reveals a new origin of language. Such a study replaces an examination of the sign as defined by philosophers and musicians during the classical period, and implies a modification of the language of the unconscious, considered until now as a sign by freud and as a signifier by lacan. The combined historical and psychoanalytical points of view identify the gesture in this construction, and put in question the psychoanalytical status of representation. The clinical study of the voice in autistic muteness leads us to reconsider the content of metapsychology. Through the bipolarity of the sound gesture and the soundless gesture, subnitted to the rhythm of encounter, and of primitive, submitted to the rhythm of encounter, and of primitive violence, a duo of passion is organized, wich in its paroxysm, extends to scream. This new language of the unconscious does not refer to representation but to voice. Thus voice finds itself located begoud the image, within the space of the vocal. Through this space, we are able to construct a vocal mirror, in wich the voice becomes an echo of desire, as a primitive, vocal writing of the psyche, and thus modifies the basis of the unconscious
Friebel, Kelvin G. « Jeremiah's and Ezekiel's sign-acts / ». Sheffield (GB) : Sheffield academic press, 1999. http://catalogue.bnf.fr/ark:/12148/cb371026417.
Texte intégralQuintillan, Ghislaine. « Enseignement sportif et communication non verbale : la gestualité spécifique de l'entraîneur ». Paris 5, 1992. http://www.theses.fr/1992PA05H002.
Texte intégralIn teaching sport, we have observed that the coach uses specific skills, among another, in order to convey technical information within the functions of prescription and retroaction. These specific skills refer both to the coach's technical and pedagogical knowledge. As a result, we have hypothesized that the expert coaches' specific skills must differ from those of the novices by the multidimensionality of the information they convey on the one hand and by a more diversifiel repertory of these skills representing pedagogical skills on the other hand. Each skill can be considered as a pedagogical device. Given this hypothesis, we have developed a system with five categories of skills: "gestes-reproduction", "gestes-evocation", "gestes-indication", "gestes-substitution", "gestes-menipulation". Then, we have compared the expert-coaches with two types of novices-coaches: some of them had good practice in their sports event, this had an expert's technical references, the others, who were students in physical education and had no thorough knowledge in any sports activity, were versatile, but had more asserted pedagogical references. When the comparisons were made, we were able to show the following characteristics of the expert-coach's specific skills: these skills enable to convey a great variety of information, the same specific skill can inform the beginner on various modalities of technical performance such. .
Livres sur le sujet "Communication vocale non verbale"
Montagu, Ashley. Touching : The human significance of the skin. 3e éd. New York : Perennial Library, 1986.
Trouver le texte intégralVarvera, Francesco La. Comunicazione non verbale. Roma : Sovera edizioni, 2013.
Trouver le texte intégralLa communication non-verbale chez Maupassant. Paris : A.-G. Nizet, 1986.
Trouver le texte intégralCalbris, Geneviève. Geste et communication. Paris : Hatier, 1989.
Trouver le texte intégralSchemata : Comunicazione non verbale nella Grecia antica. Pisa : Edizioni della Normale, 2005.
Trouver le texte intégralMarchiş, Ioan. Simbolica artelor non-verbale : - aplicaţii hermeneutice -. Baia Mare : Editura Ethnologica, 2011.
Trouver le texte intégralNierenberg, Gerard. Lisez dans vos adversaires a livre ouvert. Paris : France loisirs, 1991.
Trouver le texte intégralAnolli, Luigi. La voce delle emozioni : Verso una semiosi della comunicazione vocale non-verbale delle emozioni. Milano, Italy : F. Angeli, 1992.
Trouver le texte intégralChetochine, Georges. La ve rite sur les gestes. Paris : Eyrolles, 2007.
Trouver le texte intégralArgyle, Michael. Bodily communication. 2e éd. London : Methuen, 1988.
Trouver le texte intégralChapitres de livres sur le sujet "Communication vocale non verbale"
Souriau, Jacques. « 5. Communication verbale et non verbale ». Dans S'exprimer et se faire comprendre, 113. ERES, 2015. http://dx.doi.org/10.3917/eres.bedoi.2015.01.0113.
Texte intégralHallouët, Pascal. « La communication non verbale ». Dans Méga Mémo IFSI, 843–45. Elsevier, 2016. http://dx.doi.org/10.1016/b978-2-294-74924-7.50107-x.
Texte intégralSifianou, Maria. « Perceptions of Politeness ». Dans Politeness Phenomena in England And Greece, 74–94. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198239727.003.0004.
Texte intégralStaudacher-Valliamee, Gillette. « Le dialogue créole réunionnais. Communication verbale et non verbale ». Dans Dialoganalyse V, sous la direction de Etienne Piétri. Berlin, Boston : De Gruyter, 1997. http://dx.doi.org/10.1515/9783110965063-015.
Texte intégral« Lacommunicationverbale et non verbale ». Dans La communication interpersonnelle en santé. Habiletés et attitudes essentielles pour favoriser un processus de guérison, 25–78. Presses de l'Université Laval, 2019. http://dx.doi.org/10.2307/j.ctv1g2451f.9.
Texte intégral« Bibliographie ». Dans Alzheimer et communication non verbale, 213–14. Dunod, 2014. http://dx.doi.org/10.3917/dunod.delam.2014.01.0213.
Texte intégral« Bibliographie ». Dans Alzheimer et communication non verbale, 213–14. Dunod, 2014. http://dx.doi.org/10.3917/dunod.marre.2014.01.0213.
Texte intégralJudy Flavia B., Aarthi B., P. Charitharyan, Renuka Thanmai et Meghana Kesana. « Implementation of Dynamic Gesture Interpretation of Sign Language for Impact on Hearing and Speech Impairment ». Dans Advances in Multimedia and Interactive Technologies, 257–74. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6060-3.ch020.
Texte intégralReny, Pascale. « La communication non verbale et verbale en situation de stage ». Dans La supervision de stage au collégial, 75–90. Presses de l'Université du Québec, 2023. http://dx.doi.org/10.2307/jj.4032502.13.
Texte intégralDeleau, Michel. « De l’interaction à la communication non verbale ». Dans La communication, 243–70. Presses Universitaires de France, 1985. http://dx.doi.org/10.3917/puf.depsy.1985.01.0243.
Texte intégralActes de conférences sur le sujet "Communication vocale non verbale"
Bardashevska, Ya M. « SECTION 2. Features of non-verbal communication of a music teacher in the process of choral activity ». Dans VOCAL AND CHORAL ART AND EDUCATION : HISTORICAL RESEARCH, PERFORMANCE CONCEPTS, MODERN TRENDS. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-391-0-2.
Texte intégralBestchastnova, Eugénie Bonner. « La prise en compte des particularités psychologiques dans l’acquisition d’une langue de spécialité sur l’exemple de l’accentuation en français ». Dans Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.14.
Texte intégralTakahashi, Naoki, Yuri Hamada et Hiroko Shoji. « Analysis of an actors’ emotions and audience's impression of facial expression ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001774.
Texte intégralSonesson, Göran. « Rhetoric from the standpoint of the Lifeworld ». Dans Le Groupe μ : quarante ans de rhétorique – trente-trois ans de sémiotique visuelle. Limoges : Université de Limoges, 2010. http://dx.doi.org/10.25965/as.3106.
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