Research is reviewed on nonverbal behavior, in particular that related to the glance, facial expression, bodily movements, and personal space. Some implications for communication between teacher and students are considered and some suggestions are presented to teachers for eliminating nonverbal cues by which they may unwittingly communicate…

To assess competency in American Sign Language (ASL) and manually coded English (MCE), 219 National Technical Institute for the Deaf students, judged to be skilled signers, viewed videotaped stories, one in ASL and one in MCE, followed by true/false questions in the same language as the story. (Author/PHR)

Investigated if the attitude of science students can be predicted from their nonverbal behavior. (Author/GA)

Using 21 moderately and mildly retarded women (most in their twenties) residing at a state school, the study explored a method for identifying verbal and nonverbal behaviors which influence the way in which mentally retarded job applicants are perceived and evaluated. (JYC)

Verbal and nonverbal cues were studied in a multichannel communication paradigm to assess their effect on the communication of empathy, respect, and genuineness. Counselors and clients rated videotaped interactions between counselor and client, each portraying a different combination of verbal message, trunk lean, eye contact, vocal intonation,…

Examines distance, axis, and tactility patterns of people engaged in dyadic communication in Germany, Italy, and the United States and concludes that contrary to Edward Hall's position, the cultures studied are too behaviorally diverse to be classified as strictly contact or noncontact cultures. (MH)

This report uses data from videotaped naturalistic interactions and peers' hierarchy rankings of 23 4- to 5-year-olds and 26 7- to 10-year-olds to examine changes in children's use of facial gestures which resemble the dominance-related threat stares of primates. (Author/JMB)

Career counselors are, in a sense, professional communicators. They help students acquire information, learn decision-making, express feelings, clarify values, identify skills, meet needs. To neglect the context in which the spoken word takes place is to ignore that part of the iceberg which lies beneath the surface. (Author)

This paper examines two distinct theoretical descriptions of dyadic communication, the distance-equilibrium and reciprocity formulations, and shows that they carry divergent implications for changes that can occur in interpersonal relations. Presented at the Western Psychological Association meeting, April 1975. (Author)

Nonverbal communication involves not only body language, but also environment, physical space, time systems, discipline, and competition systems--in short, the totality of communicaton excepting the printed word. (MJB)

The author discusses the implications of nonverbal communication in the multicultural classroom setting, a factor frequently overlooked since it is largely culturally determined and normally operates outside of the awareness level. (MJB)

The arrangement and use of space are parts of the nonverbal communications system of the class and, as such, have effects on the performance and behavior of both students and teachers. (MJB)

This article discusses nonverbal communication in its relation to teaching of foreign languages. Nonverbal communication is defined, evaluated, and discussed in terms of function, teacher personality, training techniques, and class arrangements. (CHK)