Knowledge from research on nonverbal communication can serve to extend and expand current paradigms that guide the study of teaching. Even more important, attention to nonverbal research may enrich the conceptualization of teaching. (CB)

Communication interactions were elicited from 15 nonverbal youths (10-18 years old) with severe/profound mental retardation. All subjects were capable of intentionally communicating with an adult through nonverbal means, however, they varied widely in the frequency and type of communicative interactions in which they engaged. Findings suggested…

Describes the development of a proxemics exercise from workshops conducted with school teachers and counselors (N=69). Concludes that territoriality involving human beings may be a far broader concept than has been previously thought. (LLL)

Deaf speakers and signers use their eyes to communicate in a number of ways. Teachers should become familiar with facial and head behaviors of deaf signers to increase understanding in their mainstreamed hearing impaired students. (CL)

Discusses the components of rough and tumble play, analyzing three play sequences with a brief summary of the metacommunication taking place in child behavior. (RB)

Using concepts of "dialogical highlighting dynamics" and "abbreviation" developed by Lyra and colleagues (e.g., Lyra & Rossetti-Ferreira, 1995), this study investigated how early mother-infant relationships develop, particularly the changing nature of the communication dynamics and the tendency toward stability exhibited in…

A verbal reinforcer and two nonverbal immediacy cues, eye contact and body lean, were manipulated by an E under far and close conditions of interpersonal distance in a projective testing situation. As hypothesized, significant increases in the dependent measure, the number of thematic responses, were found for the verbal cue at both interaction…

Examines various nonverbal techniques people use in interpersonal communication. (RB)

Authors clarify the categories of non-verbal teacher activity and suggest how the individual teacher can increase the effectiveness of his non-verbal style. (Authors/CB)

Recognition by teachers of the qualitative nonverbal and verbal dimensions of communication should enhance their ability to relate to all students. (Author)

Describes technique of having students study the poem and draw and color what the poem says". (Author/SP)

Views argument as a means of correction whose purpose is to reform and purify knowledge. (SW)