Rozprawy doktorskie: „Non-verbal communication”

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Проняєва, Вікторія Едуардівна, Виктория Эдуардовна Проняева, Viktoriia Eduardivna Proniaieva i O. Fedchenko. "Non-verbal communication". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/16021.

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Мальована, Нiна Володимирiвна, Нина Владимировна Малеванная i Nina Volodymyrivna Malovana. "Non-Verbal Behaviour in Intercultural Communication". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67272.

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The implementation of intercultural communication, the achievement of mutual understanding between peoples are important factors of stability and cultural exchange against the background of the diversity of cultures, traditions, religions, business, and technologies. Productive intercultural dialogue is largely possible not only due to knowing foreign languages, but also non-verbal communication that helps to overcome cultural barriers.

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Velasquez, Araque Daniel. "Inclusive online social play through non-verbal communication". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22492.

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This research focuses on the connection between voice-based interactions and harassment in online games, from the point of interaction design. It points out severe faults in privacy afforded by voice-based communication and explores beyond this medium to design a communication system that relies only on non-verbal communication (NVC). Such system was co-created with the players supporting the idea that inclusion starts even in the early design stages. Through the playtesting of the NVC system the research shows the many ways in which the type of communication impacts the game and how players experience cooperation, cohabitation, and inclusion in online games. However, to achieve this, this research had to create a framework and mapping methods that focus on the players and their communicative intention. Hence, the “levels of multiplayer communication” is proposed as a tool to analyze and a method to design for communication in games, and it stands as a knowledge contribution along with the information acquired through its use.

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Presse, Marie-Christine. "Non verbal et communication : pédagogie différenciée ou différenciation sociale". Lille 1, 1999. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1999/50377-1999-1.pdf.

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A l'origine de cette thèse qui se situe dans le champ des Sciences de l'éducation à orientation sociologique se trouve une question : Pourquoi ne prend-on pas, tous, la parole en public avec autant de facilité ? Les recherches charchant à expliquer les différences par des facteurs héréditaires ou par des niveaux variés, de connaissances grammaticales, n'ont pas apporté de réponses. On s'est interrogé sur le rôle des facteurs non verbaux, dans la situation , qui pourraient faciliter ou entraver la prise de parole, qui pourraient agir sur la construction du rapport au "savoir prende la parole", et sur le ien entre les valeurs des enseignantes et les éléments non verbaux des pratiques pédagogiques. C'est armé de ces questions et des hypothèses qui ont succédé, que l'on a observé, pendant trois cents heures, des enfants et leurs enseignantes en première année ou les enfants apprennent à parler dans des situations construites à cet effet. Le recueil des données non verbales, est assorti de propos obtenus au cours de conversations ordinaires. Deux règles de méthode ont été suivies : la règle de la totalité selon laquelle l'homme fait son histoire dans des conditons déterminées. On considère donc que la prise de parole est une pratique sociale, résultat d'un choix effectué par des acteurs sociaux dans une situation donnée. On a identifié le système de valeur indépendant et sytème de valeur interdépendant, nommé coopératif pour des queitons de lisibilité, puis établi que les éléments non verbaux des pratiques sont des indices de ces systèmes de valeurs. Ces éléments non verbaux, produits à l'égard des familles, dans les modalités d'accueil de l'élève, interviennent sur la place d'interlocuteur de l'élève. Cette place est renforcée par les éléments non verbaux interindividuels. Les analyses successives des effets des éléments non verbaux ont permis de montrer que le droit de prendre la parole dépend du rapport enseignante-élève. Ce rapport au savoir est dépendant d'un rapport de pouvoir manifesté entre autres par les éléments non verbaux des pratiques pédagogiques, qui participent à la constructionh de l'identité des élèves et à la construction de leur rapport à ce savoir.

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Gooden, Dennessa D. ""The cry of a revolutionary spirit: Reactions to the goals of three movements from revolutionary groups within the United States of America"". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1559585489842687.

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Sonin, Joanne Faye. "The verbalisation of non-verbal communication in classical Greek texts". Thesis, University of Cambridge, 1999. https://www.repository.cam.ac.uk/handle/1810/251681.

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My Ph.D. thesis constitutes an investigation into the ways in which non-verbal communication (NVC) is represented and relayed by ancient authors through the use of the written word. This written expression of NVC can be represented in conjunction with oral communication, or independently of it, offering intentionally chosen insight into particular perspectives, concepts or situations. The reasons why a specific author, or authors, chose to include certain non-verbal details are considered, as is the cultural, symbolic, and literary significance of each example. The thesis approaches the subject from historical, anthropological, sociological and philosophical perspectives, while retaining an appreciation of the chronological and methodological limitations of studying the behaviour of a society which cannot be directly experienced. My thesis is intended to fill a gap in the historical scholarship of classical Athens as, with a few notable exceptions, the study of NVC remains virtually ignored by ancient historians and classicists. Indeed, most of the research in this area belongs to the discipline of art history and does not include a thorough consideration of the subject through the use of literary and historical sources. My research of NVC includes the study of gesture and body language, as well as investigations into kinesics, manipulable elements of appearance, autonomic nervous system responses, haptics, posture, gait, and mobility. Within these areas of inquiry there exist sub-divisions that must also be taken into consideration, e.g., gender, age, socio-economic status, and race. Furthermore, the symbolism and meaning of any element of NVC do not remain static, and the changes and alterations occurring within the means of communication of the society under investigation are critical to any attempt at understanding the role of NVC in that community. The point of departure for my research is the Attic orators. However, the scope of my work is by no means limited to oratory. Descriptions of NVC are used throughout Greek prose and verse, allowing a web of comparable and conflicting usage to be unravelled. Of particular interest to my work is the influence of early physiognomies and physiognomical thought on the textual usage of the body. In order to establish continuity or change in the attitudes and understanding of NVC in antiquity, the texts I consider are not restricted to the classical period, but spread into adjacent centuries. For methodological reasons, I have divided this dissertation according to body part or function, and have chosen particular aspects of NVC for detailed analysis, both on a practical and on a theoretical level. While each body movement represents a certain emotion or symbolises a particular response or message, bodily traits and actions need also be considered within the wider context of Greek thought. Bodily movement and expression are evaluated in relation to basic Greek concepts such as the psyche, the body, schema, beauty, civic ideals and values, etc. My thesis deals with NVC both as an expression of the ideal and as a possible reflection of reality, taking into consideration its role both as a means to fantasise and as a tool of criticism.

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Alokla, Shamma. "Non-Verbal Communication Skills of Children with Autism Spectrum Disorder". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/727.

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The purpose of this study was to investigate how special education teachers implement evidence-based practices for non-verbal communication skills of children with autism spectrum disorder (ASD). This study interviewed six early childhood special education teachers from preschools in the Southern California. According to the teacher interviews, joint attention deficits in children with ASD were overcome using visual aids, toys, and basic sign gestures. Peer tutoring, functional communication training and drawing were found to improve nonverbal communication skills. In addition, children with ASD regularly played with their typically developing peers. In conclusion, a co-teaching model can benefit children with ASD and also reduce the stigma typically developing children may have of their peers in special education classes. However, a larger sample size is needed so that findings from this research can be generalized to a larger population of special education teachers and children with ASD.

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Nenungwi, Tondani Grace. "Non-verbal communication in Tshivenda: a sociolinguistic and discourse analysis". Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1542.

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Thesis (Ph.D. (Tshivenda)) -- University of Limpopo, 2015
This study examines the role of non-verbal communication among the Vhavenḓa. It must be borne in mind that in comparison with verbal communication non-verbal communication tends to be perceived less accurately. This seems to be because every culture interprets body language, gestures, postures and vocal noises differently. Thus, in many instances, non-verbal communication tends to be misinterpreted and misunderstood. This is the problem that the study investigated and the findings of the study may help to indicate ways that can be used to interpret non-verbal communication in Tshivenḓa correctly. From the data collected, the study showed that there are several types of non-verbal communication that Tshivenḓa speakers use regularly. These are silence, kinesics, postures, facial expressions, heptics, proxemics and time. The study has adopted the qualitative research approach to collect and analyse the data. Using this approach, the study determined that there are several meanings that the Vhavenḓa associate with the aforementioned types of non-verbal communication. For instance, silence is largely associated with respect, good manners and satisfaction. Kinesics actions, such as kneeling down, denote kindness, honour and welcome. The study also shows the disadvantages of non-verbal communication which are part of silence, such as an indication of hatred, loneliness and witchcraft. In the main, the study shows that non-verbal communication in the Tshivenḓa culture is also gender based. For example, men are discouraged from walking behind their women as they would be deemed to be stupid, weak and lacking in leadership qualities. This fosters gender stereotypes and inequality between males and females - aspects which the constitution of the country discourages. The results of the study have led to several recommendations of which the following are the more prominent ones: as silence is not always golden Tshivenḓa-speakers should be encouraged to voice their feelings rather than remain in bondage forever and good manners should be encouraged as long as their realisation does not trample on people’s rights - regardless of their gender. Crucially, the study also recommends that life is dynamic and some cultural attributes that were fashionable in the past are no longer so today. Therefore, men especially should be taught to accept the new democratic order which accords everyone the respect they deserve - regardless of age, gender and religion.

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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.

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Pour notre recherche de these, nous avons opte pour une etude longitudinale sur un an de comportements verbaux et non verbaux de deux etudiantes coreennes apprenant le francais en france. Cette etude met en evidence des strategies generales mais aussi des strategies particulieres a chaque sujet, en meme temps qu'une evolution du role du non verbal dans la producitondes enonces. Elledecrtt en effet les strategies non verbales mises en oeuvre par nos deux sujets dans l'activite de production verbale en sitl lation exolingue a des fins de facilitationou de compensation linguistique. L'emploi des strategies de communication differe d'un individu a l'autre en fonction duniveaude competence linguistique, dut parcours d'apprentissage, de la personnalite et de lacultured'origine. Etc. Mais il existe egalement des procedes generaux, presents a tous les niveauxd'acquisition. Tels queues repetitions, les reformulations et les autocorrections. Pour ce qi h est des strategies de communication non verbales, nos deux coreennes ont d'abord eu recours au geste pour l'organisation de leurs enonces. En effet, elles rythment souventl'enonceverbald'unmouvementdela main positionnant et accentuant les mots qui le composent. Ce genre de geste sert, a notreavis, a faciliterla construction de la phrase et diminue d'ailleurs au fil des enregistrements a mesure que se developpe leur competence linguistique. Ensuite, le geste est employe comme moyen de debloquer le processus de la parole, de le stimuler et de surmonter des +obstacles; qui peuvent etre d'ordre linguistique, psychologique, ou situationnel, etc. Les deux types de gestes recenses demontrent que l'activite motrice est necessaire a la mise en paroles de la pensee. A un stade plus avance, enfin le recours a ces gestes facilttateurs et stimulateurs s'avere moins indispensable; d'autres gestes alors, plus naturels et plus en harmonie avec le messagevehicule, apparaissent. Identifier les fonctions du geste relevees dans l'activite enonciative des deux etudiantes coreennes semble demontrer que le geste facilite la creativite paroliere, les deux premieres fonctions du geste n'etant pas d'apporter l'information, mais de faciliter l'activite d'encodage du locuteur non natif. Cette etude met egalement en evidence la preseance du geste sur la parole, ou tout au moins leur concomitance, ou leur synchronisation. Nous constatons donc in fin
For 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

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Wagle, Reena Mohan. "Non-verbal communication interaction : its effect on participation in person centered planning /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

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Bertel, François. "Animation d'humanoi͏̈de dans un contexte conversationnel impliquant un dialogue verbal et non verbal". Rennes 1, 2003. http://www.theses.fr/2003REN10090.

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L'objectif de cette étude est d'élaborer un module d'animation temps-réel capable de produire les comportements co-verbaux, c'est-à-dire les mouvements du corps associés à la parole. À partir de résultats théoriques sur la conversation humaine, et en supposant l'existence d'un système capable de générer une phrase multimodale (c'est-à-dire une phrase enrichie de comportements co-verbaux comme les mouvements de sourcils ou les gestes des bras), cette thèse décrit une manière d'animer les bras de manière naturelle, tout en respectant les contraintes spatio-temporelles dues au couplage avec la parole. Ce couplage parole-animation étant une contrainte forte, une solution est proposer pour résoudre les problèmes de synchronisation qui peuvent survenir, en s'interrogeant sur la manière de spécifier une phrase multimodale et sur la manière de planifier l'animation. La dernière partie de cette thèse est consacrée aux choix d'architecture et à des aspects logiciels plus généraux.

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Wagner, Mark, i wagsmark@yahoo com. "Sources of the Communicative Body". RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080604.102741.

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This study provides evidence for the warranted assertion that classroom practices will be enhanced by awareness of how non-linguistic modalities of the face, hands and vocal intonation contribute to cohesive and cooperative strategies within social groups. Both the history and observations of non-linguistic communication presented by this study suggest that visual, kinesic, and spatial comprehension create and influence social fields and common spaces, yet our language for these fields and spaces is impoverished. This knowledge has been submerged and marginalized through history. At the same time, through time, despite this submersion and marginalization, interrelational and intrarelational synchrony and dis-synchrony, centered on and by the communicative body, occur in social settings in ways that can be considered from both historical and observational perspectives. Building on recent theory by Damasio, Donald, Noddings, Grumet, Terdiman, and Nussbaum, the historical concepts and classroom observations presented here evidence that social values such as caring, loyalty, and generosity are sometimes understood, implicitly and explicitly, through the exchange, perception, and interpretation of non-linguistic signs. By understanding how the face and hands and rhythm and pitch of the voice create cohesive and cooperative social values in learning spaces - separate from racial, ethnic, and intellectual differences - this investigation recovers a submerged knowledge in order to offer a new logic for understanding social process. In turn, this new logic hopes to further transformational practice in the learning and teaching arts and sciences.

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Wu, Ying Choon Jane. "Coordinated minds how iconic co-speech gestures mediate communication /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3237602.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed January 4, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Ataei, Mehrnaz. "ME|EMO : Application concept for sharing emotions through non-verbal communication". Thesis, Umeå universitet, Institutionen för informatik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71054.

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ME|EMO provides a method to help users to express, visualize and share emotions through digital nonverbal communication. This application will enable the users to map their emotions to colors and encourage users to paint their feelings. A canvas with uncolored images and a color palette with color coded emotions creates an environment for expressing and visualizing the feelings. The result is an image file in the form of a simple piece of modern art with the possibility of sharing it through social networks, or to record the emotions and save precious moments of life. Technology development, new ways of communication, digital tools, apps, social media, have helped people to have a better life by giving people the opportunity to communicate easier with loved ones and friends. ME|EMO tries to enhance the way of modern communication (digital text-based) such as social networks or modern healthcare systems, by supporting the emotional side of communications.

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Wigham, Ciara. "The interplay between non-verbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language". Thesis, Clermont-Ferrand 2, 2012. http://www.theses.fr/2012CLF20020/document.

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Cette recherche vise à analyser la communication pédagogique multimodale dans des mondes synthétiques (virtuels). L'étude se focalise sur le rapport entre le verbal et le non verbal et son rôle de soutien pour la production et la participation verbales en langue étrangère. Celui-ci est analysé dans une perspective socio-sémiotique de la multimodalité, dans le contexte d'une formation conduite dans le monde synthétique Second Life selon une approche Enseignement d'une Matière Intégré à une Langue Étrangère (Emile). La formation, 'Building Fragile Spaces' menée dans le cadre du projet européen ARCHI21 a été conçue pour des étudiants d'architecture dont la langue étrangère était soit le français soit l'anglais.Le rapport entre le verbal et le non verbal est examiné selon trois angles différents. Premièrement, le rôle du non verbal pendant une activité de construction collaborative est analysé au vu des opportunités offertes par des mondes synthétiques pour la co-création de l'environnement et pour la collaboration. A travers cette étude, nous nous demandons si l'utilisation du mode non verbal a un impact sur la participation des étudiants dans le mode verbal et si le rapport entre ces deux modes a une influence sur la production verbale. Deuxièmement, l'utilisation du non verbal pour la construction des identités est abordée et est considérée en rapport avec l'interaction et la participation verbale des étudiants dans la langue étrangère. Finalement, la recherche se concentre sur le rapport entre les modalités audio et clavardage dans le mode verbal. Plus particulièrement, l'étude s'intéresse au rôle du clavardage dans l'interaction puisqu'il est en compétition non seulement avec l'audio mais également avec plusieurs modalités non verbales. La possibilité d'utiliser le clavardage pour la rétroaction est également abordée.Cette thèse cherche à contribuer aux considérations méthodologiques exigées pour que la recherche concernant la communication pédagogique multimodale dans des mondes synthétiques puisse aller au-delà des exemples spéculatifs et anecdotiques. Une typologie de modalités verbales et non verbales est proposée. Elle sert à étendre une méthodologie proposée pour la transcription des interactions multimodales aux interactions possibles dans les mondes synthétiques. En vue de la problématique plus générale, dans les domaines des Sciences Humaines et des Sciences du Langage, il s'agit de rendre visibles et accessibles publiquement les données utilisées pour les analyses. En effet, cette étude se réfère à un corpus d'apprentissage dans son approche méthodologique. La construction d'un corpus structuré permet d'effectuer des analyses contextualisées des données recueillies lors de la formation 'Building Fragile Spaces'.Cette recherche propose quelques éléments de réponse concernant l'augmentation de la participation verbale en rapport avec l'organisation proxémique des étudiants, la customisation de l'apparence des avatars des étudiants et l'utilisation importante des actes non verbaux. Concernant la production verbale, l'étude décrit comment, dans le mode non verbal, le mouvement de l'avatar est employé en tant que stratégie pour surmonter des difficultés de communication dans le mode verbal. Ces difficultés concernent, en particulier, l'expression de la direction et de l'orientation. L'étude montre également l'intérêt d'utiliser le clavardage pour offrir de la rétroaction concernant la forme linguistique dans le but de soutenir la production verbale des apprenants dans la modalité audio. Au vu des résultats, l'étude propose quelques considérations concernant la conception des activités pédagogiques pour l'apprentissage des langues dans des mondes synthétiques
This research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds

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Veskoukis, Alexandra. "Feeling Connected – Supporting remote non-verbal communication for infants born with Deafblindness". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21419.

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The purpose of this design project is to propose qualities in communication that could be considered when developing an assistive communication device for infants with Deafblindness in order to make the infant feel connected to the context and for the caregiver to feel connected to the infant, without having physical contact.In order to investigate the problem definition, What qualities could a device have that supports remote interpersonal non-verbal communication? and the two sub-questions: How can the device instill a sense of security, safety and support? and: How can an infant with Deafblindness sense communication?, human-centred design methods were used through a double diamond process.The design process resulted in six qualities, Direct, Spatially informative, Fluent, Individual, Turn-taking, Feedback and a final concept supporting these qualities.

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Beckmeyer, Cynthia S. "Comprehensive Evaluation of Non-Verbal Communication.A visual alternative to assist Alzheimer's patients' communication with their caregivers". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367927393.

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Bang, GiHoon. "Human-Telepresence Robot Proxemics Interaction : An ethnographic approach to non-verbal communication". Thesis, Uppsala universitet, Människa-datorinteraktion, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347230.

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This research aims to find distinct and crucial factors needed in order to design a better robot through exploring the meaning of movement. The researcher conducted six-weeks of iterative work to collect data via an ethnographic method. The researcher examined the interactions between a telepresence robot and human beings in an authentic environment through the collected data and analyzed it based on proxemics theory. The research observed that the robot was given social space when it approached the participants with pauses in between movements. Furthermore, the research introduces proxemics pivot and its notion. Proxemics pivot refers to the part of the robot that people perceive as a standard point when they adjust the proximity between the robot and themselves. The proxemics pivot was considered “a face” and was attributed social properties; the other parts of the robot did not receive the same consideration.

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Mokhtari, Mehdi. "The puzzle of non verbal communication: Towards a new aspect of leadership". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26248.

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Communication is surrounding us. Leaders and followers are not an exception to that rule. Indeed, leadership actors are communicating with their co-workers, their boss, their employees, the media, and so forth. However, in the course of this paper and because of its importance, the focus on non verbal communication will be adopted. Basically, this form of communication is everything except the actual words that people pronounce. Body language, tone of the voice, cultural differences, deceit signals, all these components of non verbal communication and many others will be developed. The core of this work will be understanding the main concepts of non verbal communication and then applying them to leaders’ real life situations. This thesis will also, among other things, aim to answer the following questions: What is the importance of non verbal communication in everyday life? How are leaders using non verbal communication to give sense? Do they use deceit signals? What influences the non verbal communication? What is the emotional intelligence concept? Can the non verbal communication be extrapolated and be seen as being inter-cultural?

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Tideman, Viktor, i Sofia Tengelin. "How Malaysian nurses deal with language barriers during meetings with patients with another language". Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44240.

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Background: Effective communication is vital to establish a patient-nurse relation and in order for the nurse to deliver good nursing care. Mistakes and errors are more frequent when there is a language barrier between the nurse and the patient. Method: The study was made as a qualitative interview study with a phenomenological analysis. Aim: Describe how Malaysian nurses deal with language barriers during meetings with patients with another language. Result: To deliver good nursing care to patient with another language could be difficult depending on what strategies the nurses used: how nurses experience the effectiveness of non-verbal communication, how interpreters were used and who interpreted during the patient meeting, strategies nurses used when interpreter was not an option, nurses’ interest in learning about the patient’s culture. Conclusion: To overcome language barriers is complex and often more than one strategy is needed. Patient safety is compromised when there were language barriers between the nurse and the patient.

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Guerrier, Alain. "Complémentarité du langage verbal et du langage non-verbal dans la reformulation : une stratégie pour combler un "blanc de compréhension" en classe?" Bordeaux 2, 2006. http://www.theses.fr/2006BOR21343.

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Lorsqu’un professeur donne une consigne, il arrive, pour l’un ou l’autre élève, qu’un moment d’inattention aux causes multiples en empêche la compréhension. Il lui manque un élément essentiel pour continuer la tâche demandée. Et pourtant, cet élève veut poursuivre. Il se dirige alors vers un autre élève, dans le secret espoir de réentendre cette consigne dans son ensemble ou, au moins, les éléments qui lui manquent. Le plus discrètement du monde, il cherche à en attirer l’attention. S’ensuit aussitôt un échange mêlant des mots et des gestes qui aboutiront en quelques tours de paroles à la reprise de la tâche pour l’aidant comme pour l’aidé. Ils ont bien eu l’intention de mener à bien ce qu’ils avaient entrepris l’un envers l’autre, même si les enjeux de l’un étaient différents des enjeux de l’autre. Cette étude tente de cerner la condition de réussite de cette reformulation en montrant l’association étroite du langage verbal et du langage non-verbal, ce dernier se substituant parfois au premier dans un souci d’efficacité. S’appuyant sur une méthode d’analyse construite à partir de la théorie de la pertinence – issue de la pragmatique -, l’observation s’est portée dans des classes de sixième et de CM2 durant les cours de français, de mathématiques et d’histoire et géographie. Elle a permis une analyse des comportements et des discours des élèves. Car ce n’est pas parce qu’un enfant se penche vers un autre que c’est forcément pour "bavarder". .
When a teacher gives an instruction, it can happen that one or other pupil fails to understand it, through a moment of inattention for which there can be many causes. Nevertheless the pupil wishes to follow the lesson. He therefore turns to another pupil in the private hope that he will be able to hear the whole instruction again, or at least those parts that were missed. As discreetly as possible, he attempts to attract his neighbour’s attention. There follows an exchange in which words and gestures will result in the given task being resumed by both the helper and the helped. Both parties had the intention of successfully concluding what they had undertaken, even if their objectives were quite different. This study tries to identify the requirements for successful reformulation by showing the close relationship between verbal and non-verbal language, the latter substituting sometimes for the former in the interest of efficacy. The method of analysis used is based on the theory of pertinence - deriving from pragmatics - and observations were carried out in classes of sixième (1st year secondary school) and CM2 (final year primary school), during french, mathematics, history and geography lessons. These observations have allowed analysis of the behaviour and discourse of the pupils involved. For it is not necessarily the case that any child who engages with another in class is simply doing so in order to chatter…

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Evans, Abigail. "The impact of observed non-verbal cues on message-based persuasion". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/3080.

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Non-verbal communication is a pervasive form of information sharing which has been shown to influence human behavior from infancy. To date, few empirical investigations have explored the mechanism or mechanisms by which the observed non-verbal reactions of an audience can influence message-based persuasion. Within the current dissertation, pilot data suggest that observing different types of non-verbal reactions to a persuasive message can affect attitudes. Four studies then explore two possible mechanisms by which audience non-verbal reactions could influence attitudes in a message-based persuasion paradigm. Results suggest that audience non-verbal reactions can influence attitudes by serving as a cue or heuristic or by biasing how message arguments are interpreted. Results are relevant to parties interested in affecting people's attitudes and behavior; especially as subtle non-verbal cues become more frequently communicated through technology such as network television and videoconferencing.

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Mgrublian, Kathryn H. "Express Yourself: The Effects of Body Position on Non-verbal Communication of Emotions". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/161.

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Recent research has documented that we tend to use the face to express some emotions, but use the body to express other emotions. To understand the contributions of the body to non-verbal emotional communication, we compared the performance of able-bodied participants who were allowed to express emotions naturally (standing) to able-bodied participants who were confined to a wheelchair. Theories of embodied emotion would predict that restraining the use of the body should change emotion production and communication confidence, especially for body-related emotions. Participants expressed six different emotions in three conditions: 1) naturally, 2) face only, and 3) body only. After each trial, they indicated their confidence that they effectively communicated the emotion. Results indicated that for emotion production, both groups used primarily the face to express happiness and disgust. We predicted that participants in the wheelchair group would use the face more to express body-related emotions, but our findings show that the extinction of body occurs with specific emotions. Like the standing group, wheelchair participants used their bodies to express submissive emotions of embarrassment and fear. In contrast, they showed a distinct lack of body use for emotional displays expressing higher status or dominant emotions--pride and anger. Nonetheless, confidence in communication did not differ across groups despite production differences. These findings suggest that current body states affect how emotions are expressed. In terms of embodied emotion theory, body restrictions may make a person feel less pride or anger. From an evolutionary standpoint, it might be that displaying pride or anger when one is less physically able reduces one’s chance for survival.

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Saleh, Zinat. "Observations et analyses du comportement verbal et non verbal des adultes en première année d'apprentissage d'une langue étrangère". Besançon, 1986. http://www.theses.fr/1986BESA1016.

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La méthodologie adoptée dans cette recherche consiste à observer et à analyser des groupes d'apprenants adultes débutants qui ont suivi la même méthode non conventionnelle destinée à l'apprentissage de l'anglais: le silent way en l'occurrence. En vue de situer cette méthode dans un contexte historique et afin d'établir le lien entre sa théorie et sa pratique, un panorama des méthodes clés qui ont influencé l'enseignement des langues depuis quatre décennies parait essentiel. Les observations des groupes d'apprenants qui ont suivi le silent way se font empiriquement au moyen des notes et de la camera vidéo. Les analyses, fondées sur le comportement verbal et non verbal des participants, mettent en évidence différentes catégories de comportement des apprenants au sein du groupe. Le traitement informatique des questionnaires proposés aux apprenants de silent way et les analyses factorielles des correspondances permettent d'obtenir des résultats statistiques qui étayent ainsi les observations faites dans les groupes. Le comportement verbal et non verbal des participants, leurs réactions face à la méthode silent way, ainsi que le réseau des relations interpersonnelles au sein du groupe sont à la base des critiques et des propositions qui, elles, relèvent d'une pratique pédagogique différente de celle de silent way. Sont privilégiés plus particulièrement les besoins langagiers, l'insertion de l'apprenant dans la culture cible et la communication non verbale dont certaines composantes, plus évidentes dans les interactions sociales, sont analysées et appliquées à la situation pédagogique. Etant donné la diversité des facteurs d'ordre psychologique et ou sociologique qui influent sur le comportement des apprenants adultes les résultats obtenus au travers des observations et des analyses mettent en évidence difficulté d'appliquer une seule méthode d'enseignement a tous types d'apprenants.

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Mahon, Karen Anne. "Comparison of self-determination between verbal and non-verbal residents of intermediate care facilities". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2633.

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This study compared verbal and nonverbal residents of Intermediate Care Facilities-Developmental Disabilities-Habilitative type (IFC-DD-H) on self-determination. The residents were compared using an adapted version of the Association for Retarded Citizen's (ARC) Self-determination scale.

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Hughes, Kim Sharmaine. "An investigation into non-verbal behaviours associated with deception/concealment during a negotiation process". Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240714.

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Sime, Daniela. "Learners' perceptions of teachers' non-verbal behaviours in the foreign language class". Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/3465.

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This study explores the meanings that participants in a British ELT setting give to teachers' non-verbal behaviours. It is a qualitative, descriptive study of the perceived functions that gestures and other non-verbal behaviours perform in the foreign language classroom, viewed mainly from the language learners' perspective. The thesis presents the stages of the research process, from the initial development of the research questions to the discussion of the research findings that summarise and discuss the participants' views. There are two distinct research phases presented in the thesis. The pilot study explores the perceptions of 18 experienced language learners of teachers' non-verbal behaviours. The data is collected in interviews based on videotaped extracts of classroom interaction, presented to the participants in two experimental conditions, with and without sound. The findings of this initial study justify the later change of method from the experimental design to a more exploratory framework. In the main study, 22 learners explain, in interviews based on stimulated recall, their perceptions on their teachers' verbal and non-verbal behaviours as occurring within the immediate classroom context. Finally, learners' views are complemented by 20 trainee teachers' written reports of classroom observation and their opinions expressed in focus group interviews. The data for the main study were thus collected through a combination of methods, ranging from classroom direct observations and videotaped recordings, to semi-structured interviews with language learners. The research findings indicate that participants generally believe that gestures and other non-verbal behaviours playa key role in the language learning and teaching process. Learners identify three types of functions that non-verbal behaviours play in the classroom interaction: (i) cognitive, i.e. non-verbal behaviours which work as enhancers of the learning processes, (ii) emotional, i.e. non-verbal behaviours that function as reliable communicative devices of teachers' emotions and attitudes and (iii) organisational, i.e. non-verbal behaviours which serve as tools of classroom management and control. The findings suggest that learners interpret teachers' non-verbal behaviours in a functional manner and use these messages and cues in their learning and social interaction with the teacher. The trainee teachers value in a similar manner the roles that non-verbal behaviours play in the language teaching and learning. However, they seem to prioritise the cognitive and managerial functions of teachers' non-verbal behaviours over the emotional ones and do not consider the latter as important as the learners did. This study is original in relation to previous studies of language classroom interaction in that it: • describes the kinds of teachers' behaviours which all teachers and learners are familiar with, but which have seldom been foregrounded in classroom-based research; • unlike previous studies of non-verbal behaviour, investigates the perceiver's view of the others' non-verbal behaviour rather than its production; • documents these processes of perception through an innovative methodology of data collection and analysis; • explores the teachers' non-verbal behaviours as perceived by the learners themselves, suggesting that their viewpoint can be one window on the reality of language classrooms; • provides explanations and functional interpretations for the many spontaneous and apparently unimportant actions that teachers use on a routine basis; • identifies a new area which needs consideration in any future research and pedagogy of language teaching and learning.

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Elouni, Najeh. "Etude de quelques formes d'expression des émotions et des sentiments dans le contexte des nouvelles formes de communication". Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH026/document.

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Cette thèse met l’accent sur l’expression linguistique des sentiments et des émotions dans un corpus jusque là peu interrogé dans ce type d’études, en l’occurrence les formes de communication instantanée rendues possibles par les nouvelles technologies et qui semblent prédisposées à accueillir de nombreux marqueurs expressifs. Elle déplace le curseur des études sur l’expression linguistique de ces deux catégories affectives du système vers l’emploi, en interrogeant un corpus formé de quatre formes de communication : blogs, forums de discussion, réseau Facebook et plateforme de microblogging Twitter. Le travail ancre la réflexion au niveau cognitif en cherchant à montrer, dans une perspective dynamique, comment se construit ce type de discours dans l’interaction médiatisée. Il aborde ainsi les différentes manifestations linguistiques et extralinguistiques qui chargent ces écrits électroniques d’une dimension émotionnelle ouvrant sur une dimension interactive intense. Il permet une réflexion sur les frontières écrit / oral et sur la naissance d’un nouveau langage expressif propre aux écrits électroniques. Ce langage, résultant de l’immédiateté, la spontanéité, mais également des contraintes techniques inhérentes aux outils médiateurs, favorise une nouvelle mise en discours des émotions et des sentiments en contexte numérique et participe à la construction d’un discours hétérogène associant verbal et non verbalMots-clés : Emotions, sentiments, verbalisation, discours, CMO, contexte, interaction
This thesis focuses on the linguistic expression of feelings and emotions in a corpus until now little questioned in this type of studies, in this case the forms of instantaneous communication made possible by a new technology and that seems predisposed to many expressive markers. It moves the cursor studies on the linguistic expression of these emotional categories of the system to employment, interviewing a corpus formed by four forms of communication: blogs, discussion forums, Facebook and Twitter. The work anchors reflection cognitively seeking to show, in a dynamic perspective, how to build this type of discourse in mediated interaction. It studies the different linguistic and extra-linguistic manifestations that load these electronic writings an emotional dimension opening on a large interactive dimension. It allows reflection on the written / oral borders and the construction of a new expressive language specific to electronic writings. This language, resulting from the immediacy, spontaneity but also the technical constraints inherent to mediators’ tools, promotes a new discourse of emotions and feelings in this digital context and participates in the construction of a heterogeneous discourse combining the verbal and the non-verbal.Keywords : emotion, feeling, verbalization, discourse, CMO, context, interaction

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Sheerman-Chase, Tim. "On the automatic recognition of facial non-verbal communication meaning in informal, spontaneous conversation". Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600017.

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Non-Verbal Communication (NVC) comprises all forms of inter-personal communication, apart from those that are based on words. NVC is essential to understand communicated meaning in common social situations, such as informal conversation. The expression and perception of NVC depends on many factors, including social and cultural context. The development of methods to automatically recognise NVC enables new, intuitive computer interfaces for novel applications, particularly when combined with emotion or natural speech recognition. This thesis addresses two questions: how can facial NVC signals be automatically recognised, given cultural differences in NVC perception? and, what do automatic recognition methods tell us about facial behaviour during informal conversations? A new data set was created based on recordings of people engaged in informal conversation. Minimal constraints were applied during the recording of the participants to ensure that the conversations were spontaneous. These conversations were annotated by volunteer observers, as well as paid workers via the Internet. This resulted in three sets of culturally specific annotations based on the geographical location of the annotator (Great Britain, India, Kenya). The cultures differed in the average label that the culture's annotators assigned to each video clip. Annotations were based on four NVC signals: agreement , thinking, questioning and understanding, all of which commonly occur in conversations. An automatic NVC recognition system was trained based on culturally specific annotation data and was able to make predictions that reflected cultural differences in annotation. Various visual feature extraction methods and classifiers were compared to find an effective recognition approach. The problem was also considered from the perspective of regression of dimensional, continuous valued annotation labels, using Support Vector Regression (SVR), which enables the prediction of labels which have richer information content than discrete classes. The use of Sequential Backward Elimination (SBE) feature selection was shown to greatly increase recognition performance. With a method for extracting the relevant facial features, it becomes possible to investigate human behaviour in informal conversation using computer tools. Firstly, the areas of the face used by the automatic recognition system can be identified and visualised. The involvement of gaze in thinking is confirmed, and a. new association between gestures and NVC are identified, i.e. brow lowering (AU4) during questioning. These findings provide clues as to the way humans perceive NVC. Secondly, the existence of coupling in human expression is quantified and visua1ised. Patterns exist in both mutual head pose and in the mouth area, some of which may relate to mutual smiling. This coupling effect is used in an automatic NVC recognition system based on backchannel signals.

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Bohorquez, Gallegos Cynthia Andrea, i Vicuña Giuliana Milagros Sánchez. "La importancia de la comunicación no verbal en la comunicación interpersonal entre mentora - Mentorada". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/651648.

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En la actualidad, la brecha de género es una de las principales problemáticas que persisten en el Perú y que afectan la educación, el mercado laboral, la salud pública y el desarrollo del país en general. Distintos estudios muestran lo importante que es el empoderamiento femenino desde la niñez como herramienta para reducir la brecha actual, además de la importancia de contar con un referente positivo para poder cambiar la perspectiva del adolescente. El presente trabajo cualitativo busca conocer los aspectos no verbales que influyen en la comunicación interpersonal entre mentora – mentorada participantes del programa Púlsar, el cual busca reducir la brecha de género en el ámbito educativo a través de la mentoría de mujeres empoderadas que son consideradas importantes referentes en el ámbito empresarial. La conclusión más resaltante es que los aspectos no verbales como la gestualidad, contacto visual o la conexión de un abrazo pueden marcar que en un lapso corto de tiempo las mentoradas se sientan identificadas y creen lazos de cercanía y afectividad con cada una de sus mentoras.
At present, the gender gap is one of the main problems that persist in Peru and that affect education, the labor market, public health and development of the country in general. Different studies included the importance of female empowerment since childhood as a tool to reduce the current gap, as well as the importance of having a positive reference to change the adolescent's perspective. The present qualitative work seeks to know the nonverbal aspects that influence interpersonal communication between mentors - mentors participating in the Púlsar program, which seeks to reduce the gender gap in the educational field through the mentoring of empowered women who are considered important in The business environment. The most outstanding conclusion is that nonverbal aspects such as gestures, eye contact or the connection of a hug can mark that in a short period of time the mentors feel identified and create the ties of closeness and affection with each of their mentors.
Tesis

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Romano, Cristiane da Conceição. "O julgamento da expressividade do professor universitário de enfermagem ministrando aula". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-16112010-095645/.

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A comunicação é um processo que se encontra internamente relacionado com a expressividade. Há profissionais que usam demasiadamente a comunicação e a expressividade, como é o caso do professor, que atua transmitindo informações as quais devem chegar de maneira efetiva aos seus alunos. O objetivo geral do estudo foi investigar a expressividade do professor universitário de enfermagem ministrando aula, por meio do julgamento dos alunos. Trata-se de estudo descritivo com abordagem quantitativa, realizado em uma instituição de ensino superior de enfermagem de uma universidade pública. Alunos matriculados (141) nos cursos de bacharelado e licenciatura de enfermagem, distribuídos em três turmas, realizaram a avaliação da expressividade de um professor da instituição, sendo que este possuía experiência profissional, estava em atividade regular e não era conhecido por este alunado. A avaliação da expressividade foi realizada por meio de seis minutos de filmagem de uma aula ministrada por esse professor. Esta mesma filmagem foi avaliada por três experts fonoaudiólogos, especialistas em voz e experientes em expressividade. A pesquisa contou com quatro fases (preparo dos instrumentos, no qual foi utilizado protocolo de avaliação fonoaudiológica e instrumento para os alunos; questionário para avaliação do aluno, adaptado segundo o protocolo de avaliação fonoaudiológica; avaliação da confiabilidade deste protocolo por três experts fonoaudiólogos; filmagem do professor participante a ser avaliado). O resultado mostrou que os experts apresentaram, praticamente, poucas discordâncias entre si em relação à avaliação da expressividade do professor, pois são especialistas e possuem experiência profissional em radio e televisão. Quanto à identificação da expressividade do professor segundo a avaliação de alunos e dos experts, em relação aos elementos: tipo de voz, pitch, esforço vocal, loudness, articulação, expressão facial, gestos e postura corporal, os resultados mostraram que as alternativas escolhidas pela maioria dos alunos foram significativamente maiores que as demais e concordantes com a maioria dos experts. Os elementos \"ênfase\", \"demonstra experiência\" e \"o que chamou atenção no vídeo\" não foram possíveis de comparação, porque não houve equivalência entre os instrumentos utilizados para a avaliação dos experts e dos alunos. O item \"pausa na fala\" não apresentou significância estatística entre a avaliação das respostas dos alunos, quando comparadas aos experts. Quanto às diferenças de avaliações entre as três turmas entre si, estas apresentaram poucas divergências entre elas. Conclui-se que o julgamento do aluno sobre as habilidades expressivas do professor de enfermagem é compatível com a avaliação dos experts fonoaudiólogos, mostrando que os alunos da universidade pública são mais que meros espectadores e pessoas capazes de avaliar, com propriedade, o professor.
Communication is a process that is internally related to expressiveness. There are professionals who use too much communication and expressiveness, as is the case of a teacher, which operates by transmitting information to effectively reach their students. The overall objective of this study was to investigate the expressiveness of a university professor of a nursing school, teaching a class by the means of the assessment of students. This is a descriptive study with a quantitative approach, performed in an institution of higher education in nursing at a public university. Enrolled students (141) in the nursing major, divided into three classes, carried out the assessment of expressiveness of a teacher of the previously mentioned institution, which whom had professional experience. This teacher was in regular activity and was not known by this student body. The assessment of expressiveness was performed by the means of a six- minute footage of a class taught by this teacher. This same footage was reviewed by three expert speech pathologists, voice specialists and experts in expressiveness. The research included four phases (preparation of instruments, by being the protocol of clinical assessment used and tool for the students; students\' questionnaire to evaluate the teacher, adjusted in accordance with the protocol of clinical assessment, reliability evaluation of the protocol by three expert audiologists; footage of the teacher participant to be evaluated). The outcome has shown that there were virtually very few disagreements between the experts regarding the evaluation of the expressiveness of the teacher, since they are specialists and have experience in radio and television. Regarding the identification of the expressiveness of the teacher according to the evaluation of students and experts in relation to the elements: voice type, pitch, vocal effort, loudness, articulation, facial expression, gestures and body posture, the outcome showed that the alternatives chosen by most students were significantly higher than the others and consistent with most experts. The elements \"emphasis\", \"the showing of experience\" and \"what drew attention in the video\" were not possible to compare, because there was no equivalence between the instruments used for the evaluation of experts and students. The item \"pause in the speech\" hasn\'t shown statistical significance between the assessment of students\' responses, when compared to experts. When considering differences in ratings among the three classes together, this study showed that they differ a little from each other. It has been noticed that the assessment of the student on the expressiveness abilities of the teacher of nursing is consistent with the assessments of speech experts, showing that students at public universities are more than mere spectators but people can properly evaluate the teacher.

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MacDonald, R. G. "Gaze cues and language in communication". Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/476122c4-9264-44aa-8f08-c70f6dbb14d8.

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During collaboration, people communicate using verbal and non-verbal cues, including gaze cues. Spoken language is usually the primary medium of communication in these interactions, yet despite this co-occurrence of speech and gaze cueing, most experiments have used paradigms without language. Furthermore, previous research has shown that myriad social factors influence behaviour during interactions, yet most studies investigating responses to gaze have been conducted in a lab, far removed from any natural interaction. It was the aim of this thesis to investigate the relationship between language and gaze cue utilisation in natural collaborations. For this reason, the initial study was largely observational, allowing for spontaneous natural language and gaze. Participants were found to rarely look at their partners, but to do so strategically, with listeners looking more at speakers when the latter were of higher social status. Eye movement behaviour also varied with the type of language used in instructions, so in a second study, a more controlled (but still real-world) paradigm was used to investigate the effect of language type on gaze utilisation. Participants used gaze cues flexibly, by seeking and following gaze more when the cues were accompanied by distinct featural verbal information compared to overlapping spatial verbal information. The remaining three studies built on these findings to investigate the relationship between language and gaze using a much more controlled paradigm. Gaze and language cues were reduced to equivalent artificial stimuli and the reliability of each cue was manipulated. Even in this artificial paradigm, language was preferred when cues were equally reliable, supporting the idea that gaze cues are supportive to language. Typical gaze cueing effects were still found, however the size of these effects was modulated by gaze cue reliability. Combined, the studies in this thesis show that although gaze cues may automatically and quickly affect attention, their use in natural communication is mediated by the form and content of concurrent spoken language.

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Eriksson, Sandra. "Förskollärares tankar om förhållandet mellan verbal och icke-verbal kommunikation i förskolan : En studie om förskollärares uppfattningar om den icke-verbala kommunikationens betydelse för den pragmatiska delen av barns språkutveckling i samlingssituationer". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32784.

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Detta examensarbete handlar om förskollärares tankar om verbal och icke-verbal kommunikation i samlingssituationer. Syftet med studien är att visa förskollärares upplevelser av förhållandet mellan verbal och icke-verbal kommunikation under samlingssituationer i relation till den pragmatiska aspekten av barns språkutveckling. Frågeställningarna som arbetet bygger på är: Hur ser förskollärares uppfattningar ut beträffande användandet av den icke- verbala kommunikationen i samlingssituationer på förskolan? Hur ser förskollärares uppfattningar ut beträffande användandet av verbal kommunikation i samlingssituationer på förskolan? Det empiriska materialet har samlats in genom intervjuer av verksamma förskollärare och utgör tillsammans med tidigare forskning samt relevant litteratur för ämnet grunden för resultatet och analysen. Analysen har sin utgångspunkt från Maurice Merleau-Ponty utifrån fenomenologin. Studien visar att den icke-verbala kommunikationen används av pedagoger för att förstärka den verbala kommunikationen för barnen samt att detta sker både medvetet och omedvetet i samlingssituationer.
This thesis is about preschool teachers' thoughts on verbal and nonverbal communication in assembly situations. The purpose of the study is to show how preschool teachers’ look at the relationship between verbal and non-verbal communication and how the relationship is expressed for children in assembly situations on the basis of pragmatic language development. The questions, which this paper is based on, are: What are preschool teachers’ interpretations regarding the use of non-verbal communication in assembly situations in preschool? What are preschool teachers’ interpretations regarding the use of verbal communication in assembly situations in preschool? The empirical material has been gathered through interviews with active preschool teachers’ and make, in combination with previous research and relevant literature on the subject, the basis for result and analysis in this study. The analysis has its starting point in the perspectives of Merleau-Ponty and the phenomenology. The result, that the empirical material shows, is that the non-verbal communication is used to enhance the verbal communication and that this accrue both consciously and unconsciously in assembly situations.

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Truong, Xuan-Dan, i Sara Nilsson. "The Recurring Understanding of Cultural Intelligence : A Qualitative Study of Companies in the Forestry Based Industry in Sweden". Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101062.

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Due to the recent phenomenon of globalization, the mobility of people has increased significantly. In a world where national and cultural borders are getting more blurred and undefinable, people from different parts of the world encounter individuals with different cultural backgrounds. Due to these different worldviews, perceptions and experiences, misunderstandings may arise when people engage in cross-cultural communication. This is true for recreational as well as professional cross-cultural communication. An individual who successfully interacts and communicates with people from other cultures possesses what has come to be known as cultural intelligence. In order to get a deeper understanding for how people perceive cross-cultural communication in the professional field, this study investigates how managers in the forestry based industry in Västerbotten have experienced communication with their international business partners. The investigation was conducted through personal interviews and a self-completion questionnaire was also distributed to make an attempt to measure the respondents’ cultural intelligence. The results point in the direction that cross-cultural communication is vital for organizations that operate on the global market. Both verbal communication and non-verbal communication do affect the collaboration, but there is no general answer to how. Every situation has to be dealt with in a unique way. This implies that the process of cultural learning and understanding is ongoing and dynamic.

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Fairchild, A. J. "Video based reconstruction system for mixed reality environments supporting contextualised non-verbal communication and its study". Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39175/.

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This Thesis presents a system to capture, reconstruct and render the three-dimensional form of people and objects of interest in such detail that the spatial and visual aspects of non-verbal behaviour can be communicated. The system supports live distribution and simultaneous rendering in multiple locations enabling the apparent teleportation of people and objects. Additionally, the system allows for the recording of live sessions and their playback in natural time with free-viewpoint. It utilises components of a video based reconstruction and a distributed video implementation to create an end-to-end system that can operate in real-time and on commodity hardware. The research addresses the specific challenges of spatial and colour calibration, segmentation and overall system architecture to overcome technical barriers, the requirement of domain specific knowledge to setup and generate avatars to a consistent high quality. Applications of the system include, but are not limited to, telepresence, where the computer generated avatars used in Immersive Collaborative Virtual Environments can be replaced with ones that are faithful of the people they represent and supporting researchers in their study of human communication such as gaze, inter-personal distance and facial expression. The system has been adopted in other research projects and is integrated with a mixed reality application where, during a live linkup, a three-dimensional avatar is streamed to multiple end-points across different countries.

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Campion, Simon. "What aspects of realism and faithfulness are relevant to supporting non-verbal communication through 3D mediums". Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39149/.

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This thesis investigates what aspects of realism and faithfulness are relevant to supporting non-verbal communication through visual mediums. The mediums examined are 2D video, 3D computer graphics and video based 3D reconstruction. The latter is 3D CGI derived from multiple streams of 2D video. People’s ability to identify behaviour of primates through gross non-verbal communication is compared across 2D video and 3D CGI. Findings suggest 3D CGI performs equally well to 2D video for the identification of gross non-verbal behaviour, however user feedback points to a lack of understanding of intent. Secondly, ability to detect truthfulness in humans across 2D video and video based 3D reconstruction mediums is examined. Effort of doing this is measured by studying changes in level of oxygenation to the prefrontal cortex. Discussion links to the literature to propose that tendency to over trust is inversely proportional to the range of non-verbal resources communicated through a medium. It is suggested that perhaps this is because “tells” are hidden. The third study identifies that video based 3D reconstruction can successfully illustrate subtle facial muscle movements on a par with 2D video, but does identify issues with the display of lower facial detail, due to a reconstruction error called droop. It is hoped that the combination of these strands of research will help users, and application developers, make more informed decisions when selecting which type of virtual character to implement for a particular application therefore contributing to the fields of virtual characters and virtual environments/serious gaming, by giving readers a greater understanding of virtual characters ability to convey non-verbal behaviour.

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Romano, Cristiane da Conceição. "A expressividade de alunos universitários do curso de licenciatura em enfermagem antes e após uma intervenção fonoaudiológica". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/83/83131/tde-08052015-173449/.

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O objetivo geral do estudo foi avaliar a expressividade das licenciandas em enfermagem de uma universidade pública, antes e após uma intervenção fonoaudiológica. A hipótese foi que a intervenção fonoaudiologica, por meio da expressividade que envolve os recursos verbais, vocais e não verbais, modifica os alunos de licenciatura, futuros professores de enfermagem, em relação à sua expressividade. A pesquisa realizada em 2014 foi quantitativa, de delineamentos quase-experimental, de grupo, do tipo intervenção com análise comparativa dos dados antes e após a intervenção realizada e teve como participantes seis estudantes do último período do curso de licenciatura em enfermagem. Como procedimento metodológico teve-se: 1º - preparo dos instrumentos a serem utilizados na coleta de dados (para identificação de características dos sujeitos pesquisados e para avaliação de expressividade - protocolo previamente adaptado para o estudo, com itens dos recursos verbais - qualidade vocal, ataque vocal, loudness, pitch, ressonância, articulação, velocidade da fala, coordenação pneumofônica; recursos vocais - ênfase, pausas, curva melódica, ritmo e variações de loudness, de pitch e da velocidade da fala e recursos não verbais - expressão facial, postura corporal, uso de gestos e meneios de cabeça); 2º - coleta de dados junto às participantes (seleção dessas estudantes para a intervenção, filmagem antes da intervenção fonoaudiológica, desenvolvimento da intervenção proposta em 16 horas distribuídas em quatro encontros, filmagem das participantes após a intervenção e avaliação das filmagens pré e pós-treinamento por experts fonoaudiólogos; 3º - análise dos dados, na qual se utilizou o Teste Qui Quadrado de McNemar para a análise estatística da intervenção realizada, considerando-se o valor de p de 5% (?=0.05). Foi também questionado às alunas sobre a sua visão quanto à efetividade da intervenção realizada. O projeto de pesquisa foi aprovado junto ao Comitê de Ética em Pesquisa da universidade (protocolo 17918113.8.0000.5393). A intervenção apresentou efeito positivo na visão dos juízes fonoaudiólogos, nos resultados descritivos verbalizados pelas participantes e nos recursos verbais, vocais e não verbais, embora não tivesse apresentado significância estatística em alguns desses parâmetros avaliados. Os recursos verbais qualidade vocal, ataque vocal, loudness, ressonância permaneceram adequados antes e após intervenção realizada, mantendo, praticamente, os mesmos resultados; o pitch, a articulação, a velocidade e a coordenação pneumofônica apresentaram melhorias. Em relação aos recursos vocais como ênfase e variações de loudness, pitch e velocidade da fala permaneceram adequados antes e após intervenção. Os recursos de pausas, curva melódica e ritmo apresentaram significância estatística após a intervenção realizada. Com relação aos recursos não verbais, houve significância estatística em todos os itens avaliados. Constatou-se, também, que houve mudanças positivas quanto aos aspectos emocionais das estudantes avaliadas, que antes estavam inseguras e passaram a apresentar maior credibilidade e segurança às suas apresentações, resultando em uma expressividade satisfatória. Os resultados indicam que houve uma confirmação parcial da hipótese apresentada; as limitações referem-se ao pequeno número de participantes na pesquisa, o que dificulta a generalização dos dados. Sugere-se que as escolas formadoras de cursos de licenciaturas em enfermagem ao licenciando, em sua formação em docência, disciplinas que trabalhassem a competência comunicativa e, também, a expressividade, para ser um futuro professor preparado a exercer com mais propriedade comunicativa a sua docência.
The general objective of the study was to evaluate the expressiveness of nursing students at a public university, before and after speech therapy intervention. The hypothesis is that the speech therapy through the expressiveness which involves the verbal, vocal and nonverbal resources modifies the undergraduate students, future teachers of nursing, in relation to their expressiveness. The research conducted in 2014 was quantitative, quasi-experimental designs, in group, of intervention with comparative analysis of the data before and after the intervention performed, and it was attended by six students of the last semester of teaching degree in nursing. As a methodological procedure there were: 1st - preparation of instruments to be used in data collection (for identifying characteristics of the subjects and to evaluate expressiveness - previously adapted protocol for the study, with items of verbal resources - voice quality, attack voice, loudness, pitch, resonance, articulation, speech rate, pneumophonic coordination; vocal resources - emphasis, pauses, melodic curve, rhythm and variations of loudness, pitch and speed of speech and non-verbal resources - facial expression, body posture , use of gestures and nods head); 2nd - data collection from participants (selection of these students for intervention, shoot before speech therapy, development of the proposed intervention in 16 hours distributed in four meetings, filming the participants after the intervention and evaluation of pre-filming and post-training by speech experts; 3rd - data analysis, in which we used the McNemar\'s Chi Square Test for statistical analysis of intervention performed, considering the p value of 5% (? = 0.05). It was also asked to the students about their vision for the effectiveness of the intervention performed. The research project was approved by the Research Ethics Committee of the University (protocol 17918113.8.0000.5393). The intervention had a positive effect on vision of speech therapist judges in descriptive results verbalized by the participants and verbal resources, vocal and nonverbal, although it did not present statistical significance in some of these parameters evaluated. Verbal features of voice quality, vocal attack, loudness and resonance remained appropriate before and after the intervention performed, keeping practically the same results; the pitch, articulation, speed and pneumophonic coordination showed improvement. Regarding vocal resources as emphasis and changes in loudness, pitch and speech rate remained appropriate before and after intervention. The resources of breaks, melodic curve and rhythm were statistically significant after the intervention performed. With respect to non-verbal resources, there was statistical significance in all items. It was found also that there were positive changes as the emotional aspects of the evaluated students who were unsafe and started to suffer greater credibility and security to their presentations, resulting in a satisfactory expression. The results have indicated that there was a partial confirmation of the hypothesis presented; the limitations refer to the small number of participants in the survey, making it difficult to generalize the data. It is suggested that the educational schools with undergraduate nursing courses that students should present subjects which worked communicative competence and also the expression in their training in teaching, to be a prepared teacher to exercise their teaching with more communicative property.

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Frisegård, Lina, i Gitte Styrman. "Barns samspel och kommunikation i ateljén : -Ur ett sociokulturellt perspektiv". Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21176.

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Denna studie belyser hur barn kommunicerar och samspelar med varandra i ateljén. I ateljén kan barnen använda sin kreativa sida i olika aktiviteter, men ateljén kan också ses som en social mötesplats där ett utbyte av erfarenheter med varandra sker. Även förskollärares didaktiska överväganden för ateljén belyses. Undersökningen berör även de didaktiska val som förskollärare gör i samband med ateljén. Syftet med denna studie är att se hur barn samspelar och kommunicerar med varandra med avgränsning till ateljén, dels för att ateljén på förskolan är en plats som barn oavsett ålder tycker om att vara i samt att ateljén är ett relativt outforskat pedagogiskt rum för barns kommunikation och samspel. Studien utgår ifrån det sociokulturella perspektivet, vilket innebär att det är samspelet och kommunikationen mellan barnen som är fokus och det är dessa sammanhang som ligger till grund för lärandet. Metoden som har använts i denna studie har varit videoobservationer i ateljén samt intervjuer med förskollärare på förskolan. Videoobservationerna är det centrala i studien och intervjuerna med förskollärarna är ett komplement som synliggör de didaktiska valen avseende ateljén. Resultatet visar att barn använder många olika uttrycksformer när de kommunicerar och samspelar med varandra i ateljén, samt att de didaktiska val gällande ateljén som förskolläraren gör är av betydelse för barnens kommunikation och samspel. Diskussionen binder samman resultatet med tidigare forskning. Slutsatsen av studien är att barnen behöver social kompetens, vilket utvecklas i kommunikation och samspel med andra i ateljén.
This study will illustrate on how children communicate and interplay with each other in the studio. In the studio the children can use their creative side in different activities, but the studio can also be seen as a social venue where an exchange of experiences happens. The preschool teacher’s didactic considerations for the studio will also be illustrated. The study also concern the didactic choices made by the preschool teacher in connection to the studio. The purpose of this study is to see how children interplay and communicate with each other, we have defined it to the studio, partly because the studio at the preschool is a place the children regardless of age likes being in and the studio is a relatively unexplored educational room for children’s communication and interplay. The study is based on the socio-cultural perspective, which means that it is the interplay and the communication between the children that are in focus and that it is in these contexts which is the basis for learning. The methods that have been used for this study has been video observations in the studio and interviews with preschool teachers at the preschool. The video observations are central to the study and the interviews with the teachers are a complement which reveals the didactic choices in respect to the studio. The results show that children use a lot of different forms of expression when they communicate and interplay with each other in the studio, and that the didactic choices concerning the studio that the preschool teachers make is of great meaning for the children’s communication and interplay. The discussion binds the result and earlier research together. The conclusion from this is that the children needs social competens, which develops in communication and interplay with others in the studio.

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Nugent, Susie P. "Infant cross-fostered chimpanzees develop indexical pointing". abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1433288.

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Caussade, Diane. "Troubles du langage verbal et non-verbal dans la maladie d'Alzheimer : Effets d'ateliers en voix chantée". Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAL019/document.

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Malgré le caractère multimodal du langage, peu de recherches se sont intéressées aux troubles langagiers verbaux et non-verbaux des personnes atteintes de la maladie d’Alzheimer, et encore moins à la prise en charge via la voix chantée de ces troubles. Pourtant, la remédiation de ces troubles langagiers permettrait de ralentir la progression symptomatique des troubles langagiers. Etant donné l’allongement de l’espérance de vie, la prévalence exponentielle des troubles neurocognitifs dès 65 ans – dont la cause la plus fréquente est la maladie d’Alzheimer pour laquelle il n’existe pas à l’heure actuelle de traitement curatif –, l’identification des facteurs pouvant ralentir la progression des symptômes est de première importance. Au vu de ces éléments, cette recherche s’est intéressée aux troubles de la communication verbale et non-verbale dans la maladie d’Alzheimer, ainsi qu’à l’impact de la voix chantée sur ces troubles. Pour ce faire, un protocole original a été mis en place consistant en une tâche de répétition en voix parlée ou voix chantée, avec ou sans gestes manuels communicatifs présentés. Ce protocole a permis d’évaluer les capacités de communication multimodale de personnes atteintes de la maladie d’Alzheimer et de personnes au vieillissement dit ‘normal’. A T0, de nombreux troubles du langage verbal et non-verbal ont été observés. Dès le stade léger de la maladie, les participants du groupe Patient ont produit des erreurs linguistiques et des pause(s) et/ou allongement(s) vocalique(s) de types différents des participants du groupe Contrôle. La capacité de répétition des gestes manuels des participants du groupe Patient semble également impactée, tout comme la qualité de reproduction des gestes iconiques. Dès le stade modéré de la maladie, les participants du groupe Patient ont produit davantage d’erreurs linguistiques (sur des types différents d’unités lexicales), ainsi que plus de gestes co-verbaux spontanés que les participants du groupe Contrôle. Au stade sévère de la maladie, les participants du groupe Patient ont répété moins d’énoncés et produit plus de pause(s) et/ou allongement(s) vocalique(s) que ceux du groupe Contrôle. Un impact de la voix chantée n’a été observé qu’au niveau du taux de répétition d’énoncés, moins élevé en voix chantée qu’en voix parlée pour tous les participants, ce qui pourrait être dû à un effet de double tâche. Les résultats comparatifs des capacités langagières verbales et non-verbales montrent un impact positif des ateliers en voix chantée sur la production d’erreurs linguistiques et de la répétition des gestes manuels des participants du groupe Patient. Nos résultats ont été discutés au vu de la littérature afin de distinguer les troubles langagiers verbaux et non-verbaux liés au vieillissement dit ‘normal’ et ceux symptomatiques de la maladie d’Alzheimer, d’apporter des éléments aux débats sur les diverses origines possibles du langage dans sa multimodalité, ainsi que de proposer des pistes de recherches de l’impact de la voix chantée sur les troubles langagiers des personnes atteintes de la maladie d’Alzheimer
Despite the multimodal character of language, few researches studied the verbal and non-verbal communication abilities of people with Alzheimer’s disease, and even less of remediation via singing voice of those disorders. However their remediation could help to slowing down the symptomatic progression of language disorders. Given life expectancy, the exponential prevalence of neurocognitive disorders from 65 years old – of which most frequent cause is Alzheimer’s disease for which no curative treatment exists at this time –, the identification of factors slowing the symptoms progression is of the utmost importance. In view of those elements, this research focuses on the impact of singing on verbal and non-verbal communication disorders in Alzheimer’s disease. To do so, an original protocol has been set up consisting in a repetition task in singing or in speech, with or without the presentation of communicative manual gestures. This protocol helped evaluating multimodal communication abilities of people with Alzheimer’s disease and with ‘normal’ ageing. At the pre-tests, many verbal and non-verbal language disorders have been found. From the mild stage of the disease, the participants of the Patient group have produced more linguistic errors (of different types) and pauses and/or vocalic lengthenings than Control group participants. The manual gestures repetition ability of the participants of the Patient group also seems impacted, as the quality of iconic gestures production. From the moderate stage of the disease, the participants of the Patient group have produced more linguistic errors and on different types of linguistic unities, as well as more spontaneous co-verbal gestures than Control group participants. From the severe stage of the disease, the participants of the Patient group have repeated less utterances and produced more pauses and/or vocalic lengthenings than Control group participants. An impact of singing voice has only been noted on the utterances’ repetition rate, less high in singing and speech for all participants, which could be cause by a double task effect. The comparative results of verbal and non-verbal linguistic abilities have showed a positive impact of workshops in singing on the production of linguistic errors and the communicative gestures repetition of the participants of the Patient group. Our results have been discussed in the light of literature in order to distinguish verbal and non-verbal language disorders linked to ‘normal’ ageing and those symptomatic of Alzheimer’s disease. These findings enable us to make progress and to bring contribution in the current debate on the diverse possible origins of language in its multimodality, as well as suggest a line of research of the impact of singing voice on language disorders of people with Alzheimer’s disease

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Blixt, Niclas. "Där takteringen slutar börjar dirigeringen : - Kroppsspråket som musikaliskt uttrycksmedel". Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68943.

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The conductor's body is the primary and most effective tool of communication - it is through the individual repertoire of non-verbal gestures that the conductor shows the artistic expression. The basic features of the music, tempo, rubato, dynamics, phrasing, articulation and sound are displayed by the hands. When hand and body interact and combine effectively - the communication capacity increases significantly. The non-verbal communication is difficult, as my literature study on the subject of this degree project has shown. Facial expressions, eye contact, body language and body posture are difficult to describe in absolute terms and therefore are problematic to quantify and analyze. There is always an element of subjectivity and ambiguity in all observation, and the interpretation of specific gestures because it is living, understanding and thinking people who observes them in a constantly changing context. The artistic part of the essay consists of a video recording where I lead the Norrlandsoperan Symphony Orchestra in Joseph Haydns Symphony No. 104. Along with the score study, I designed a plan for using my toolbox of non-verbal means of communication. I analyzed myself based on video capture and compared to the plan. Finally, I reflected on the differences between my planned movements and what I actually performed.
Dirigentens kropp är det främsta och mest konkreta kommunikationsmedlet - det är via den individuella repertoaren av icke-verbala gester som dirigenten visar det konstnärliga uttrycket. De grundläggande funktionerna i ensemblemusicerandet, tempo, rubateringar, dynamik, frasering, artikulation och klang visas av händerna. När hand och kropp samverkar och kombineras effektivt - ökar den kommunikativa kapaciteten avsevärt. Den icke-verbala kommunikationen är svårfångad, vilket mitt litteraturstudium i ämnet inför det här examensarbetet har visat. Ansiktsuttryck, ögonkontakt, kroppsspråk och kroppshållning är svåra att beskriva i absoluta termer och är därför problematiska att kvantifiera och analysera. Det finns ständigt ett inslag av subjektivitet och tvetydighet i all observation och tolkning av gester eftersom det är levande, kännande och tänkande människor som ska observeras i en ständigt förändrad kontext. Den konstnärliga delen av uppsatsen består av en videoupptagning där jag leder Norrlandsoperans Symfoniorkester i Joseph Haydns Symfoni nr.104. Under partiturstudiet konstruerade jag en plan för hur jag ska använda mitt förråd av icke-verbala kommunikationsmedel. Jag analyserade mig själv utifrån videoupptagningen och jämförde med den plan som jag använde som underlag. Slutligen reflekterade jag över differenserna samtidigt som jag satte in mig själv och mitt utövande i ett historiskt och kulturellt sammanhang.

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McRae, Brad Marcus. "Technology and Organizational Decision-Making: A Qualitative Case Study Approach". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7490.

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Technology and communication skills simultaneously increase organizational productivity and decision-making. However, excessive use of technology to make decisions can diminish the added benefits that nonverbal communication can bring. The interpersonal sensitivity effects on perception of service quality model, face-to-face communication versus teleconferencing, the technology acceptance model, and decision-making were the conceptual framework of the study. The research questions examined how excessive use of technology to make decisions can diminish the added benefits that nonverbal communication can bring to organizational leadership decision-making. Employing an exploratory multiple case study design, organizational leaders from the Southern California region, ranging in seniority from team-leader through executive, completed 25 member-checked interviews and 15 qualitative questionnaires. Using Yin's 5-step approach to analyzing the data, 8 themes remerged. From these themes, I developed 5 findings regarding technology, non-verbal communication, and decision-making. My study affects positive social change by educating organizational leaders on the importance of distancing themselves from work during nonwork hours, encouraging organizational leaders to develop guidelines around the use of teleconference software, promoting organizational learning with an emphasis on soft-skill training, and acknowledging when there is a misunderstanding in nonverbal communication. Organizational leaders can improve decision-making by using the favorable traits associated with both electronic and nonverbal behavioral communications.

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Rohdin, Beppe. "Rekrytering : Betydelsen av icke-verbal och mentala genvägar i arbetsintervjun". Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-63293.

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Detta examensarbete har behandlat rekryteringsprocessen med fokus på intervjun. Arbetet har avgränsats till att studera icke-verbal kommunikation och mentala genvägar som kan förekomma i en arbetsintervju. Semi-strukturerade intervjuer genomfördes med sju intervjupersoner. Resultatet analyserades med tematisk analys. Forskning om rekryteringsprocessen, intervjumetodik, icke-verbal kommunikation och mentala genvägar användes som bakgrund vid analysen. Resultatet visar att icke-verbal kommunikation påverkar hur en kandidat uppfattas och att även mentala genvägar kan påverka.

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Danneholm, Hedvig, i Hanna Elo. "Icke-verbal kommunikation i omvårdnadsrelationen : En litteraturöversikt om patienters upplevelser". Thesis, Röda Korsets Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-2543.

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Bakgrund: Icke-verbal kommunikation definieras som all kommunikation utöver det talade ordet. Tidigare studier har visat att patienter värdesätter icke-verbala signaler såsom ögonkontakt, kroppsspråk och beröring, men att beröring sällan används som ett medvetet kommunikationsmedel. Det finns en underrepresentation av forskning kring icke-verbal kommunikation när det gäller sjuksköterskor, jämfört med andra yrkesgrupper. Syfte: Syftet med studien var att beskriva patienters upplevelser av icke-verbal kommunikation inom omvårdnadsrelationen. Metod: En allmän litteraturöversikt över åtta kvalitativa vetenskapliga artiklar. Resultat: Resultatet består av fem teman; varierande icke-verbal kommunikation i omvårdnadsrelationen, att göra patienten delaktig, beröringens påverkan på patienten, könets betydelse i upplevelsen av beröring och patientens utsatthet. Det var viktigt med en grundläggande relation innan beröring fick användas. Beröring hade positiva effekter på patienter såsom att få dem att känna sig sedda, accepterade och förankrade. Användandet av icke-verbal kommunikation kunde göra patienten delaktig eller stärka dess utsatthet. En problematik gällande sjuksköterskans eller patientens kön vid beröring framkom, då beröring exempelvis kunde väcka sexuell upphetsning. Slutsatser: Resultatet indikerar att sjuksköterskors kunskap om icke-verbal kommunikation och beröring behöver öka. Även i den kliniska praktiken behövs insatser för att sjuksköterskan ska ha tid att reflektera över och främja sin icke-verbala kommunikation.
Background: Nonverbal communication is defined as all means of communication beyond the spoken word. Previous studies show that patients value nonverbal signals such as eye contact, body language and touch, but also that touch is seldom used as a conscious means of communication. There is also an underrepresentation of research on nonverbal communication among nurses, compared to other professions. Aim: The aim of this study was to describe patients’ experiences of nonverbal communication in the nurse-patient relationship. Methods: A general literature review of eight scientific studies with a qualitative approach. Results: The results consist of five themes; variable nonverbal communication in the nurse-patient relationship, involving the patient, the impact of touch on the patient, the significance of gender on the experience of touch and the patient’s vulnerability. It was important to build a relationship with the patient before using touch. Touch had positive effects on patients, such as making them feel seen, accepted and anchored. The use of nonverbal communication could involve the patients or increase their vulnerability. An issue regarding the gender of the nurses or the patients arose while touching, which could cause sexual excitement for example. Conclusions: The results indicate that nurses’ knowledge concerning nonverbal communication and physical touch should be increased. In clinical practice, there is also a need for efforts to give nurses time to reflect on and increase their nonverbal communication.

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Befekadu, Marta, i Frida Basti. "Kommunikationens betydelse i vårdrelationen mellan patienter med afasi och vårdpersonalen". Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1169.

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Cavalcante, Luciana Kerche do Amaral [UNESP]. "Visibilidade na MPB: isotopias na composição musical de Renato Russo e sua atualização midiática : uma abordagem sincrética". Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/89413.

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Made available in DSpace on 2014-06-11T19:24:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-14Bitstream added on 2014-06-13T18:51:25Z : No. of bitstreams: 1 cavalcante_lka_me_bauru.pdf: 686843 bytes, checksum: 819d28a253f3fccec4921133405d0f24 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Diferentes linguagens se fazem presentes no mundo atual, tornando necessária a reflexão sobre suas possíveis leituras. Toda leitura interage com a cultura de um meio e de uma época; portanto, o sentido no contexto de cada leitura é valorizado perante os outros objetos do mundo, com os quais o leitor tem uma relação. Teorias sobre a recepção do texto e sobre o leitor, de H. Jauss e W. Iser, além de critérios para uma eficaz análise da imagem, definidos por M. Jolie, portam-se como as principais bases para a fundamentação teórica dessa pesquisa. A presente dissertação destaca, como objeto de estudo, uma composição musical de Renato Russo, Canção do Senhor da Guerra, e catorze imagens retiradas da mídia impressa, especificamente a Revista Veja. Lança, como flecha a incitar dúvidas, uma isotopia entre ambos os discursos, o sema guerra, levantando a questão: pode o verbal, expresso pela composição musical, ser atualizado pelo não-verbal? Esse questionamento firma-se como objetivo maior da pesquisa, sobre o qual são tecidas conjecturas e inferências, as quais, embora científicas, não têm o objetivo de postular, mas de oferecer alguns parâmetros de leitura sincrética, valendo-se da ligação imanente entre texto e contexto. Ao serem levantados pontos de ancoragem entre ambos os discursos, aponta-se a pluralidade textual, alcançada pela crítica leitura de diferentes linguagens. De acordo com essas considerações, pontua-se que, estando na era da imagem, é necessário promover uma competência crítica nos leitores das mesmas, além da capacidade interlocutiva, onde o leitor crítico fará, sozinho, a intertextualidade entre diferentes estruturas textuais, alicerçado em bases científicas; porém, ousa-se afirmar que, qualquer que seja a linguagem a ser apreendida, só será significativa quando o receptor da mesma realizar a construção do sentido.
Different languages presents in the current world are done, making necessary the reflection about their possible readings. All reading interacts with the culture of a way and of a time. Therefore, the sense in the context of each reading is valorized by the other world objects, with the ones the reader has a relation. Theories about the text reception and about the reader, of H. Jauss and W. Iser, including criteria for an image effective analysis, defined by M. Jolie, behave as the main bases for theoretical support of this research. This dissertation highlights, like study object, a Renato Russo's musical composition, Canção do Senhor da Guerra, and fourteen images taken off the printed media, specifically from the Veja magazine. Presents, like an arrow to produce doubts, an isotopic between both the speeches, the word war, lifting the matter: can the verbal, expressed by the musical composition, be update by the not-verbal? That question is the greatest goal of this research and about it we can make premises and inferences, which ones, although scientific, do not have to goal of postulating, but of offer some syncretism reading parameters, being worth itself of the immanent connection between text and context. When being lifted anchorage points between both the speeches, points the textual plurality, reached by the different languages critical reading. According to these considerations, punctuates that, being in the images age, it is necessary to promote a critical competence in the readers of the same, besides the specific capacity, where the critical reader will do, alone, the intertextual between different textual structures, supported by scientific bases; however, whatever the language to be learned, only will be significant when the reciver of the same make the sense.

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Cavalcante, Luciana Kerche do Amaral. "Visibilidade na MPB : isotopias na composição musical de Renato Russo e sua atualização midiática : uma abordagem sincrética /". Bauru : [s.n.], 2006. http://hdl.handle.net/11449/89413.

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Orientador: Nelyse Apparecida Melro Salzedas
Banca: Adenil Alfeu Domingos
Banca: Ana Maria Gottardi
Resumo: Diferentes linguagens se fazem presentes no mundo atual, tornando necessária a reflexão sobre suas possíveis leituras. Toda leitura interage com a cultura de um meio e de uma época; portanto, o sentido no contexto de cada leitura é valorizado perante os outros objetos do mundo, com os quais o leitor tem uma relação. Teorias sobre a recepção do texto e sobre o leitor, de H. Jauss e W. Iser, além de critérios para uma eficaz análise da imagem, definidos por M. Jolie, portam-se como as principais bases para a fundamentação teórica dessa pesquisa. A presente dissertação destaca, como objeto de estudo, uma composição musical de Renato Russo, "Canção do Senhor da Guerra", e catorze imagens retiradas da mídia impressa, especificamente a Revista Veja. Lança, como flecha a incitar dúvidas, uma isotopia entre ambos os discursos, o sema guerra, levantando a questão: pode o verbal, expresso pela composição musical, ser atualizado pelo não-verbal? Esse questionamento firma-se como objetivo maior da pesquisa, sobre o qual são tecidas conjecturas e inferências, as quais, embora científicas, não têm o objetivo de postular, mas de oferecer alguns parâmetros de leitura sincrética, valendo-se da ligação imanente entre texto e contexto. Ao serem levantados pontos de ancoragem entre ambos os discursos, aponta-se a pluralidade textual, alcançada pela crítica leitura de diferentes linguagens. De acordo com essas considerações, pontua-se que, estando na era da imagem, é necessário promover uma competência crítica nos leitores das mesmas, além da capacidade interlocutiva, onde o leitor crítico fará, sozinho, a intertextualidade entre diferentes estruturas textuais, alicerçado em bases científicas; porém, ousa-se afirmar que, qualquer que seja a linguagem a ser apreendida, só será significativa quando o receptor da mesma realizar a construção do sentido.
Abstract: Different languages presents in the current world are done, making necessary the reflection about their possible readings. All reading interacts with the culture of a way and of a time. Therefore, the sense in the context of each reading is valorized by the other world objects, with the ones the reader has a relation. Theories about the text reception and about the reader, of H. Jauss and W. Iser, including criteria for an image effective analysis, defined by M. Jolie, behave as the main bases for theoretical support of this research. This dissertation highlights, like study object, a Renato Russo's musical composition, "Canção do Senhor da Guerra", and fourteen images taken off the printed media, specifically from the Veja magazine. Presents, like an arrow to produce doubts, an isotopic between both the speeches, the word war, lifting the matter: can the verbal, expressed by the musical composition, be update by the not-verbal? That question is the greatest goal of this research and about it we can make premises and inferences, which ones, although scientific, do not have to goal of postulating, but of offer some syncretism reading parameters, being worth itself of the immanent connection between text and context. When being lifted anchorage points between both the speeches, points the textual plurality, reached by the different languages critical reading. According to these considerations, punctuates that, being in the images age, it is necessary to promote a critical competence in the readers of the same, besides the specific capacity, where the critical reader will do, alone, the intertextual between different textual structures, supported by scientific bases; however, whatever the language to be learned, only will be significant when the reciver of the same make the sense.
Mestre

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RebouÃas, Cristiana Brasil de Almeida. "CaracterÃsticas da comunicaÃÃo nÃo-verbal entre o enfermeiro e o cego". Universidade Federal do CearÃ, 2005. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=413.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Pesquisa sobre as caracterÃsticas da comunicaÃÃo nÃo-verbal entre o enfermeiro e o cego, cujos objetivos sÃo os seguintes: analisar a comunicaÃÃo nÃo-verbal do enfermeiro com o cego durante a consulta de enfermagem; testar o Ãndice de confiabilidade entre os juÃzes da anÃlise da comunicaÃÃo nÃo-verbal; classificar os sinais nÃo-verbais, segundo o referencial de Hall (1986); verificar a associaÃÃo entre as filmagens e os fatores de comunicaÃÃo nÃo-verbal; e identificar as barreiras da comunicaÃÃo nÃo-verbal entre a enfermeira e o cego. Adotou-se uma abordagem exploratÃria, descritiva, quantitativa, com vistas a fornecer subsÃdios para a intervenÃÃo e, portanto, melhoria na qualidade do atendimento a esta clientela. O estudo foi desenvolvido no perÃodo de fevereiro a abril de 2005, em uma unidade de saÃde de referÃncia, de nÃvel secundÃrio, na cidade de Fortaleza-CE, com enfermeiras que atendiam a diabÃticos, haja vista que a diabetes pode causar vÃrias doenÃas oculares, como catarata, glaucoma e retinopatia diabÃtica. Previamente, foram contatadas as quatorze enfermeiras da instituiÃÃo que realizavam consultas de enfermagem a diabÃticos. Destas, sete concordaram em participar da pesquisa, mas apenas quatro fizeram parte da amostra. Quanto Ã seleÃÃo dos pacientes diabÃticos cegos, foi feita de forma aleatÃria, respeitando-se os princÃpios Ãticos de pesquisa com seres humanos. Constituiu-se, portanto, de pessoas que adquiriram a cegueira em decorrÃncia da diabetes e que iriam ser atendidas pelas enfermeiras que concordaram em participar da pesquisa. Cinco cegos compuseram a amostra. Para a coleta de dados utilizou-se uma cÃmera filmadora que registrou toda a consulta de enfermagem entre a enfermeira, o cego e o acompanhante. O instrumento de anÃlise dos dados para avaliar a comunicaÃÃo nÃo-verbal da enfermeira com o cego foi elaborado conforme o referencial teÃrico de Hall (1986), com Ãnfase na Teoria ProxÃmica, e recebeu a denominaÃÃo de ComunicaÃÃo NÃo-Verbal Enfermeira â Cego (CONVENCE). Concomitantemente Ã coleta de dados, o CONVENCE foi enviado a trÃs juÃzes para ser analisado. Para a anÃlise das filmagens escolheram-se outros trÃs juÃzes que concordaram em participar da pesquisa a que foram treinados segundo o referencial proposto. A partir do CONVENCE foram elaboradas cinco categorias, com suas respectivas subcategorias. Categoria 1 - DistÃncia Espacial, com as subcategorias 1.1 - distÃncia, 1.2 - postura, 1.3- eixo, 1.4 - contato. Categoria 2 - Comportamento Social, com as subcategorias: 2.1 - gestos emblemÃticos, 2.2 - gestos ilustradores, 2.3 - gestos reguladores. Categoria 3 - Comportamento Facial. Categoria 4 - CÃdigo Visual, com as subcategorias: 4.1 - abertura ocular, 4.2 - direÃÃo do olhar. Categoria 5 - Volume da Voz. As sessÃes de treinamento e anÃlise dos dados foram realizadas com todos os juÃzes presentes na mesma sala e no mesmo horÃrio predeterminado no inÃcio da capacitaÃÃo. As filmagens foram analisadas a cada quinze segundos, totalizando 1.131 anÃlises de comunicaÃÃo nÃo-verbal. Ao analisar as categorias e subcategorias, os principais resultados observados foram os seguintes. Na categoria 1, a subcategoria distÃncia Ãntima prevaleceu com 1.030 (91,0%), pelo fato do ambiente onde aconteciam as consultas favorecer, tanto ao profissional quanto ao paciente, adotar quase unicamente esta distÃncia. Nesta categoria, a subcategoria 2 mostrou que a postura sentada, 1.112, (98,3%) obteve quase unanimidade nas imagens analisadas. Quando emissor e receptor mantÃm a mesma postura significa que ambos estÃo em sintonia, partilhando do mesmo ritmo, grau de interesse e movimento. TambÃm nesta categoria, a subcategoria 4, denominada contato, demonstrou que em 943 (83,3%) interaÃÃes nÃo houve contato. O gesto mais observado na subcategoria gestos emblemÃticos foi mover as mÃos, com 762 (67,4%). A direÃÃo do olhar, subcategoria 4.2, desviado do interlocutor, contabilizou 597 (52,8%) e centrado no interlocutor, 502 (44,4%). Em todas as filmagens, houve interferÃncias considerÃveis no momento da interaÃÃo enfermeiro-paciente. Tal fato foi considerado como barreira Ã comunicaÃÃo. O enfermeiro deve-se mostrar interessado durante a interaÃÃo, e Ã o olhar sobre o paciente que favorecerÃ esta atenÃÃo na consulta de enfermagem. Conclui-se, de acordo com os dados, que o enfermeiro precisa conhecer e aprofundar os estudos em comunicaÃÃo nÃo-verbal e adequar o seu uso ao tipo de pacientes assistidos durante as consultas.
Study on the characteristics of non-verbal communication between the nurse and the blind patient, whose objectives are the following: analyzing the nurseâs non-verbal communication with the blind patient during the nursing attendance; testing the reliability index among the referees of non-verbal communication analysis; classifying the non-verbal signs, according to Hallâs referential (1986); verifying the association between the video recordings and the non-verbal communication factors; and identifying the barriers to non-verbal communication between the nurse and the blind patient. The approach adopted is exploratory, descriptive, and quantitative, aiming at gathering information for intervention and, therefore, for improvement in the quality of assistance to this clientele. The study has been developed during the period of February to April of 2005, in a reference healthcare unit, of secondary level, in the city of Fortaleza-Ce, with nurses that attended to diabetic patients, as diabetes may cause several ocular disorders, such as cataract and diabetic retinopathy. Previously, the fourteen nurses who attended to diabetic patients at the institution had been contacted. Of those, seven agreed in participating of the study, but only four made part of the study group. In what regards the selection of blind diabetic patients, it was performed at random, considering the ethical principles that govern studies with human beings. The group has been constituted, therefore, by people who went blind as a consequence of diabetes, and who were going to be attended by the nurses who were part of the study group. Five blind people integrated the study group. To the data collection, a video camera was employed, which recorded the entire nursing attendance between the nurse, the blind person and his/her companion. The instrument for data analysis to evaluate the non-verbal communication between the nurse and the blind person was elaborated according to Hallâs theoretical referential (1986), with emphasis on the proxemic theory, and received the designation Nurse - Blind Patient Non-Verbal Communication (CONVENCE). Simultaneously to the data analysis, CONVENCE was sent to three referees in order to be analyzed. To the analysis of the video recordings, three other referees were chosen, who agreed in participating in the study and that were trained according to the proposed referential. From CONVENCE, five categories were elaborated, with their respective sub-categories. Category 1: Spatial distance, with the sub-categories 1.1- distance, 1.2- posture, 1.3- axis, 1.4-contact. Category 2 â Social behavior, with the subcategories: 2.1-emblematic gestures, 2.2 illustrating gestures, 2.3 âregulating gestures. Category 3 â Facial behavior. Category 4 â Visual Code, with the subcategories: 4.1 â ocular opening, 4.2 looking direction. Category 5 â Voice volume. The training sessions and the data analysis were carried out with all the referees present in the same room and at the same time that had been preset in the beginning of the training. The video recordings were analyzed each fifteen seconds, summing up 1.131 non-verbal communication analyses. When analyzing the categories and subcategories, the main results that were observed are the following: In category 1, the subcategory minimal distance prevailed with 1.030 (91%), due to the fact that the environment were the attendance took place favored the adoption of almost exclusively that distance, either by the professional or by the patient. In this category, the subcategory 2 has shown that the sitting posture (98.3 %) almost obtained unanimity in the images that were analyzed. When addresser and addressee maintain the same posture, it means that they are attuned, sharing the same rhythm, degree of interest, and movement. Also, in this category, the subcategory 4, denominated contact, demonstrated that in 943 (83.3 %) interactions there was no contact. The most observed gesture in the subcategory âemblematic gesturesâ was the moving of hands (762 or 67.4%). The looking direction, subcategory 4.2, deviated from the interlocutor added up 597 (52.8%) and centered in the interlocutor, 502 (44.4%). In all the video recordings, there were considerable interferences in the moment of the interaction nurse-patient. Such fact was considered a hindrance to communication. The nurse has to demonstrate interest during the interaction, and it is the look towards the patient that will favor this attention during the nursing attendance. It can be concluded, according to the data, that the nurse needs to know and to intensify the studies in non-verbal communication, and to adequate its use to the kind of patient being attended.

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Darics, Erika. "Instant messaging in work-based virtual teams : the analysis of non-verbal communication used for the contextualisation of transactional and relational communicative goals". Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/11880.

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In this thesis, I use a multi-perspectival analytical approach to investigate the paralanguage of naturally occurring work-based Instant Message conversations. My research into the field of computer-mediated discourse analysis (CMDA) has shown that written non-verbal cues have been considered as important means of contextualising text-based computer-mediated communication (CMC), yet their scholarly treatment has been scant. Previous findings about the importance paralanguage in CMD have been further strengthened by the findings of the field of business communication: in the virtual work environment the lack of audio-visual information has been found to contribute to miscommunication and consequently hinder cooperation. The linguistic devices and discursive strategies that are used in order to compensate for the limitations imposed by the text-based communicative channel have therefore been identified as in need of further exploration. In this thesis, I have outlined a CMC cue system based on the previous findings of CMDA to investigate the range of cues used as non-verbal signals in workplace text- based CMC. I have also used a multi-perspectival approach based on the theoretical frameworks of interactional sociolinguistics, communities of practice, relational work and politeness and conversation analysis (CA) in order to investigate the range of interactional roles of paralanguage during computer-mediated business conversations. The interpretive CA-informed analysis I have conducted has provided evidence of the important role of non-verbal signals during the contextualisation of complex transactional and relational communicative goals in the workplace. The analysis in this thesis has provided two significant results: firstly, by incorporating the findings of research into paralanguage of spoken as well as other written genres it resulted in a comprehensive description of the orthographic and typographic non-verbal cues used in text-based CMC and, secondly, by drawing on the multi-perspectival framework, it allowed for a description of the complex interactional functions of these cues during the contextualisation of content and relational intent and the creation of interactional coherence in IM.

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Cazauvieilh, Christophe. "Évaluer et améliorer l'efficacité des psychothérapies : adaptation française d'un système de suivi des résultats thérapeutiques et étude des processus participant au changement". Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0261/document.

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La pratique et l'encadrement des psychothérapies sont des enjeux majeurs actuels des politiques de santé publique. Même si la psychothérapie est en général une entreprise efficace, les taux d'abandons, de détérioration et les mauvais résultats associés au suivi d'une psychothérapie sont loin d'être insignifiants et les cliniciens constituent une part importante de la variance d'efficacité des soins, tout en méconnaissant leurs résultats. Le Routine Outcome Monitoring (ROM) est une méthodologie assez récente développée pour répondre à ces enjeux, validée empiriquement, et peu utilisée dans les contextes de soins francophone. Les effets du feedback instrumental sont en outre mal expliqués. Dans l’étude numéro 1, nous avons réalisé la validation transculturelle des échelles ORS et SRS du système PCOMS (Miller et al., 2005). Ces échelles françaises possèdent des qualités psychométriques comparables aux versions américaines. Des données prénormatives françaises, et des indices de seuils et de changement fiable sont également documentés. Dans une seconde étude pilote, nous avons réalisé une analyse multiniveau quant à l’association entre les capacités des psychothérapeutes à percevoir des signaux non verbaux et l’efficacité due au traitement sur un échantillon de 11 psychothérapeutes anglo-saxons délivrant une psychothérapie à 386 patients, en étant engagés dans une pratique ROM. La détection des signaux présents dans la voix (avec randomized splicing) est associée à de meilleurs résultats et constitue un tout premier élément dans le sens du modèle supplétif du feedback instrumental en psychothérapie, pour lequel de nouvelles recherches sont nécessaires
The practice and management of psychotherapy is a current stake in health policies. Even if psychotherapy is generally deemed efficient and that outcomes compare or exceed best medical practices, drop-out, deterioration rates and poor results associated to care are far to be insignificant, and clinicians represent a major part in the variance of therapy outcomes; without having access to their results or getting simple means to access these data. Clinicians efficacy decline during the career without benefiting from reliable method to help in the growth of the efficiency. Routine Outcome Monitoring (ROM) is a quite recent methodology based on patient feedback regarding the outcomes and the therapeutic alliance, which are predictors of the most efficient therapies. This methodology is evidence-based but not much used in French settings of care. ROM seems to be associated to better outcomes for patients who initially did not benefit from their treatments, with moderate gains, especially noticed in outpatient settings. Therapists do not seem to learn from feedback exposure and theoretical models of ROM posit that therapist’s related characteristics modulate the outcomes (gender, self-efficacy, feedback propensity); therapists vary in feedback benefits. Feedback could act as a corrective negative signal helping therapists to inform the treatment. Summarizing these results, we suggest that ROM feedback could interact with nonverbal naturalistic feedback signals for whom therapist would vary in detection abilities. Instrumental feedback could complete or maximize the potential to use these information in order to help the therapeutic process. In a first study we realized the French transcultural validation of the PCOMS scales (ORS and SRS, Miller et al., 2005). These French scales share many properties with the American version (factorial structure, validity, reliability). Pre-normative data, cut-off score and reliable change index are also documented.In a second pilot study, we explored the association between therapist abilities to detect non-verbal signals (macro and micro emotion, in the voice and in the body) and treatment outcomes with a sample of 11 English speaking therapists delivering psychotherapy to 386 patients, engaged in a ROM practice. A multilevel analysis revealed that the detection of voice signals (with a randomized spliced filtering) was associated to better outcomes in treatment. This data is a first element for an auxiliary model of instrumental feedback in psychotherapy (the lens model), for which new researches are needed

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