Listed with ordering information and in some cases brief annotations are 61 resources pertinent to use of manual communication by retarded, autistic, and aphasic individuals who cannot communicate effectively by speaking. (JG)

Provides a rationale for teaching the concepts of body language and suggests activities to promote awareness of the phenomenon. A list of print and visual resources is included. (KS)

A study of 16 autistic children (mean age 54.5 months) found functional and symbolic play skills associated with language ability and certain nonverbal skills (such as the ability to use gestures to coordinate attention between social partners) also correlated with language ability, but not with play variables. (Author/DB)

Examines same-sex and opposite-sex touching as well as controlling touch. Concludes that females initiate more touching, both opposite- and same-sex, and that they specifically initiate more control touching. (MS)

Nonverbal and verbal forms for various classroom activities are a large and important part of what children learn in school. This article focuses on the relationship between two aspects of group storyreading--the nonverbal "looking-like-readers" and the verbal "talking-like-readers." (CB)

This article attempts to alert educators to some of the subtle ways female students as a group are "touched" differently from male students and to show that such contact is likely to have a pernicious effect on women's educational achievement. (CB)

A review of linguistic research on the nonmanual components of American Sign Language shows that the signer's face, head, torso, and eyegaze have important linguistic roles. The author's study illustrates how different combinations of facial and head movements signal different kinds of questions: yes-no, wh-, and rhetorical. (Author/CL)

Studied three types of nonverbal intimacy cues (smiling behavior, eye contact, and synchronous leaning forward) in Black female, Black male, and White male dyads. Results indicated that combined effects of race and gender make it incorrect to generalize previous research on "Blacks" or on "women" to Black women. (GC)

Presents Carl Rogers' views on facilitating groups, as expressed in a telephone dialogue seminar with graduate students in counselor education at North Texas State University. Discusses extended group marathons, cocounseling, nonverbal group exercises and the future of group work. (JAC)

Suggests directions for research in the communicative import of silences in human intercommunication. (CH)

Research indicates that small children do not produce listener responses (head nods and brief vocalization) as frequently as adolescents and adults. (DS)

The primary purpose of this paper was to identify and describe behaviors of social studies teachers regarding the nonverbal dimension of communication, a dimension that can encourage or discourage pupil interaction and facilitate or discourage effective pupil thinking. (Author)

Paper presents the partial results of a method of interpreting art symbolization objectively, not be separating each symbol into its parts but by seeing as a whole the universal pattern of the developmental stages of all mankind. (Author)