Discusses research supporting the conclusion that projective and quasi-projective measures of interpersonal distance do not measure the same phenomena as interactional measures. It is possible that they are more indicative of psychological rather than physical distance. (JMF)

Examines the ability of adult observers to detect deception in children through nonverbal facial and body movement cues. Results indicate distinctly differing developmental trends for girls and boys, depending on whether the face or body was being rated. (JMF)

Finds that the English today are guilty of negligence in daily social relationships; good behavior is no longer "typically English." (IFS/WGA)

Discusses erroneous beliefs regarding sign language, namely, (1) sign language is one and universal, (2) its grammar is poor or nonexistant, (3) its vocabulary is concrete and figurative, (4) its "signs" consist of simply gestures, and (5) sign language mimics oral language. (AM)

The author presents examples of subliminal or indirect advertising in the mass media and suggests that advertising analysis be part of the elementary curriculum so that children can become sensitized to such nonverbal influences on their behavior. (SJL)

Aspects considered include whether and when to initiate auxiliary communication skill instruction, which auxiliary communication systems should be taught, which vocabulary items should comprise the initial communication content, and what instructional considerations should be made when attempting to teach auxiliary communication skills to severely…

Outlines ways to increase student verbal and nonverbal skills through a two- or three-week module in a business communication course. (RL)

A sample of 40 college subjects were asked to rate counselor warmth and empathy after viewing videosegments of non-verbal body language. Arm and leg positions significantly affected the ratings of counselor warmth and empathy. The arms-crossed position was the least empathic position. (Author)

Principals should familiarize teachers with the benefits of nonverbal procedures for classroom management and discipline enforcement. A behavior-management checklist of nonverbal techniques (eye contact, touching, smiling, and frowning) can be used in a series of short visits. At least 75% of control techniques should be nonverbal. Relying on…

Nonverbal immediacy behaviors are nonlinguistic actions that send four simultaneous and complementary messages conveying a person's approachability, availability, closeness and warmth, and "multi-channeling" qualities. For principals, such behaviors help even potentially hostile interactions proceed more smoothly. Principals should consciously…

Pointing and gestures in 47 infants was investigated in 2 experiments contrasting declarative-referential vs. imperative-instrumental conditions of communication, and another study of 7 infants examined prepointing transitional phenomena. Results show gestures are produced differently in experimental conditions: reaching is only produced in…

Advances the idea that storyboarding, long associated with scriptwriting, advertising, and more recently with technical manuals, can be successfully applied to an even broader variety of technical documents. Applies storyboarding techniques to designing technical proposals to suggest methods of incorporating more visuals into documents, as well as…

Surveyed ninth graders regarding the prevalence of nonverbal pressures in their daily experiences, noting gender differences. Students reported high levels of exposure to and conformity with nonverbal pressure, with differences in prevalence of receiving threatening gestures, space invasion from males, trust toward deceptive smiles from males, and…

Investigates concerns among both disabled and able-bodied individuals concerning helping behavior in three settings: a sheltered workshop, a social activity group, and a university. Finds that helping did not appear to be a serious problem, and proposes 17 tentative "rules" for helping the handicapped. (KEH)

Examines interaction involvement (a fundamental orientation toward the act of communicating) and nonverbal behavior. Finds that involvement relates positively to object-focused gesturing and eye gaze and negatively to body-focused gesturing and body movement. Finds no sex differences in high- and low-involved individuals' nonverbal behavior. (SR)