Use of logographic symbol systems with severely communication-disordered children led to a comparison of the relative ease of learning logographs from the Bliss and Rebus symbol systems with 32 normal preschoolers. Results indicated that Rebus symbols were recalled with significantly greater accuracy than Bliss symbols. (Author/DB)

Describes the spontaneous development of 13 symbolic gestures in a normal infant from 12 to 17 months. Sixteen additional symbolic gestures were purposefully taught. Vocal development was advanced, indicating that gesturing is not necessarily related to poor vocal skills. Data support the hypothesis that sensorimotor behaviors are natural…

A study of 16 mother-child pairs found that parents' non-verbal behaviors affect child compliance with parental requests. Five behaviors were investigated: distance from child; mother's body orientation; eye contact; tone of voice; and mother's orientation toward objects involved in the instruction. Parent training clinics should recognize the…

Results of surveys completed by 237 special educators indicate respondents' limited awareness, understanding, and experiences with nonverbal communication aids. Results have implications for preservice and continuing education programs for special educators. (Author/CL)

Learning disabled (LD) and non-learning disabled (NLD) middle school students (total N=34) were evaluated on perception and comprehension of non-verbal communication; interpersonal relations and self-esteem. LD children differed from regular class students both in reported self-esteem and in perception and comprehension of "wordless"…

Tested three explanations for the differential impact of verbal and nonverbal cues on perceptions of counselor expertness, attractiveness, and trustworthiness: cue availability, vividness, and salience-vividness. Results suggest cue availability is not a compelling explanation for the power of nonverbal communications, vividness accounts for…

Teachers can use nonverbal forms of communication (facial expression, gestures, space, eye contact, body orientation, tone of voice, and head nod/head shake) to enhance the communication process with their handicapped students. (CL)

Results of study of 256 adolescents and preadolescents randomly assigned to same-sex grade-level pairs in two social situations--a neutral situation and a "male-appropriate" athletic situation-- showed no differences between sexes in overall amount of touching or proxemics, though girls smiled significantly more often than males. (CMG)

The Communication Record is described as a system for gathering and sharing critical information concerning the communication impaired student's sign language performance. Sharing information on specific sign system, instructor mode, concept content, response mode, and key environmental variables can ease the transition into new placements.…

The Facial Action Code (FAC) was derived from an analysis of the anatomical basis of facial movement. The development of the method is explained, contrasting it to other methods of measuring facial behavior. An example of how facial behavior is measured is provided, and ideas about research applications are discussed. (Author)

A study was made investigating whether or not the two-person conversational speech behavior (mean duration of utterance, mean reaction time, latency and frequency of interruption) of an individual who is fluent in two languages is the same or different when he is conversing in each of these two languages. (Author/RM)

This paper was envisioned as largely a literature review, but surprisingly, there was very little to find besides a comprehensive body of information pertaining to nonverbal aspects of pedagogy almost exclusively dealing with management of the instructor's nonverbal behavior. The paper, therefore, presents what seems to be the most salient cues…

In sign languages of the Deaf, now recognized as fully legitimate human languages, some signs can meaningfully point toward things or can be meaningfully placed in the space ahead of the signer. Such spatial uses of sign are an obligatory part of fluent grammatical signing. There is no parallel for this in vocally produced languages. This book…

The article emphasizes the importance of consistency of meaning in communication through verbal and nonverbal behavior. Teachers' intent to encourage self-directed learning was measured using Smith's Teacher Facilitation of Self-Direction Inventory. The Loss Observation System was used to analyze non-verbal behavior. (AG)

Presents a brief sketch of the implications of research into body language and nonverbal communication. (RB)