This study investigates the cognitive and linguistic aspects of the concept of time which is assumed to consist of the components of order (0), simultaneity (S), and duration (D) as well as their coordination, i.e., coordination of order and duration (OD), and coordination of simultaneity and duration (SD). It was hypothesized that each component…

This paper, presented at the April 1976 meeting of the Eastern Psychological Association, reports part of an ongoing study of psychiatric interviews at Hahnemann Medical College and Hospital in Philadelphia. Faculty from the Department of Mental Health Sciences are videotaped in initial evaluative interviews with clients who volunteer from the…

The author developed a combined arts project with her first-graders in which the fine arts were treated as alternate languages for creative expression. Students first expressed themselves in verbal language by writing poems, then translated their conceptions into music, painting, dance, or pantomime. (SJL)

Surveys recent literature on the origins of language, and speculates on the history of human language, especially on the factors contributing to the change from a gestoral to a vocal system. (Available from the University of Alabama Press, Periodicals Department, Drawer 2877, University, Alabama 35486.) (AM)

Motivational factors and unique characteristics of sign language systems are suggested as contributing to the ability of severely dysfunctional nonverbal children to make progress within a manual communication medium. (Author/EJS)

Twelve mute children (4-12 years old), diagnosed as autistic, were studied in order to describe their sensorimotor functioning and to relate their sensorimotor performance to nonverbal communication and cognitive development. (Author/BD)

Twelve teachers were selected four students subsequently labeled accepted, concerned, indifferent and rejected. Teacher verbal behavior, teacher-student interpersonal distance, and student questionnaires indicated significant differences in school attitudes among the students, but not in teacher behavior toward them. The situational context…

Presents a study on the relationship between visual interaction and interpersonal distance as related to an equilibrium theory of social interaction. Differential boundaries were found to exist for the effect of distance on five highly related male and female visual behaviors, exemplifying different overall equilibrium levels for the sexes.…

The effects of systematically varied verbal and nonverbal components of teachers' evaluative behavior upon children's perceptions and attitudes were studied within an experimental classroom. Subjects were 126 sixth-grade students. (Author)

The authors discuss the use of the Profile of Nonverbal Sensitivity (PONS) in measuring the ability of teachers to decode and judge nonverbal communications. (MJB)

Reviews some of the basic notions of semiotics to show how they can be applied to composition teaching. (FL)

Two experiments challenging the value of training social workers in nonverbal interviewing skills found that (1) trained students placed less value on both responsiveness and unresponsiveness, (2) untrained students' interview reactions are more predictive of client reactions than trained students', and (3) clients do not value responsive over…

Examined relationship between counselor deliberate postural lean and communication of intensity, empathic understanding, respect, and genuineness. Used 12 male counselors under three postural lean conditions in counseling interaction with female clients. Making a required lean forward was associated with decreased facilitative levels and backward,…

An instrument was developed for the assessment of nonverbal communicative behaviors of school administrators. Based on data from literature and a teacher survey, a 25-item instrument with rotational solutions clustering constructs in three factors was developed. The conceptual labels of Attentiveness, Openness, and Formality were assigned to these…

Found that teachers perceive that their students (1) have developed many behavioral conversational skills prior to contact with school and (2) reveal very little development in their emotional expression abilities. (PD)