Kinesic Patterning in Deceptive and Truthful Interactions

A persistent question in the deception literature has been the extent to which nonverbal behaviors can reliably distinguish between truth and deception. It has been argued that deception instigates cognitive load and arousal that are betrayed through visible nonverbal indicators. Yet, empirical evidence has often failed to find statistically significant or strong relationships. Given that interpersonal message production is characterized by a high degree of simultaneous and serial patterning among multiple behaviors, it may be that patterns of behaviors are more diagnostic of veracity. Or it may be that the theorized linkage between internal states of arousal, cognitive taxation, and efforts to control behavior and nonverbal behaviors are wrong. The current investigation addressed these possibilities by applying a software program called THEME to analyze the patterns of kinesic movements (adaptor gestures, illustrator gestures, and speaker and listener head movements) rated by trained coders for participants in a mock crime experiment. Our multifaceted analysis revealed that the quantity and quality of patterns distinguish truths from untruths. Quantitative and qualitative analyses conducted by case and condition revealed high variability in the types and complexities of patterns that were produced and differences between truthful and deceptive respondents questioned about a theft. Patterns incorporating adaptors and illustrator gestures were correlated in counterintuitive ways with arousal, cognitive load, and behavioral control, and qualitative analyses produced unique insights into truthful and untruthful communication.     

Multimodal representational gestures in the transition to multi-word productions

The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between gestural multimodal and unimodal productions and independent measures of language development. Results showed that gesture production remains stable in the period studied. Whereas deictic gestures are frequent and mostly multimodal from the beginning, conventional gestures are rare and mainly unimodal. Symbolic gestures are initially unimodal, but between 24 and 30 months of age, this pattern reverses, with more multimodal symbolic gestures than unimodal. In addition, the frequency of multimodal representational gestures at specific ages seems to be positively related to independent measures of vocabulary and morphosyntax development. By contrast, the production of unimodal representational gestures appears negatively related to these measures. Our results suggest that multimodal representational gestures could have a facilitating role in the process of learning to combine meanings for communicative goals.     

The Ethics of the Child Custody Process: Are the American Law Institute’s Guidelines the Answer?

Our principal ethical concern is that children have greatly differing opportunities to have their developmental needs addressed in the custody process. We illustrate this variation with example cases in five different adult contexts: custodial parent, relocates; natural father disputes an adoption; gay parents break up; “psychological parents” come forward to claim custody or visitation; and the Indian Child Welfare Act of 1978 is invoked and may disrupt a placement. We acknowledge and then evaluate in relation to our cases, the recent guidelines for custody issued by the American Law Institute (Principles of the Law of Family Dissolution: Analysis and Recommendations, 2002). Our recommendations for an ethical process include making the child a legal player.Eleanor Willemsen, Rebecca Andrews and Bethany Karlin are affiliated with Department of Psychology, Santa Clara University. Rebecca Andrews is now at Syracuse University Law School.Address correspondence to Eleanor Willemsen, Department of Psychology, Santa Clara University, 500 El Camino Real, Santa Clara, CA 95053; e-mail: ewillemsen @scu.edu. This research was supported by a grant from the Bannan Center for Jesuit Education of Santa Clara University. We wish to acknowledge Bree Nakashima for her assistance with our legal research.     

The Impact of Items and Anchors on Parent–Child Reports of Problem Behavior

Research has repeatedly demonstrated that parent and child reports of child behavior and emotional functioning often do not agree in terms of symptom severity or even symptom presence. Given the potential clinical impact that discrepant reports may have on the therapeutic process, a significant amount of research has addressed the factors influencing this observed discrepancy. Traditionally, this research has evaluated the impact of demographic factors on mean differences and obtained correlation coefficients between parent and child reports. The current research improves upon previous research in this area in two ways. First, the current research uses parent and child measures with identical rather than similar items as is commonly found in previous research. Second, the current research moves beyond identifying demographic influences on discrepant reports by explaining observed discrepancies in terms of differences in parent and child perceptions of typical child behavior.David Carlston and Benjamin Ogles are affiliated with Department of Psychology, Ohio University, Athens, USA.Funding for this project was provided by the Ohio Department of Mental Health.     

Verbal and nonverbal cues as mediators of deception ability

In an extension of previous research on individual differences in deception ability, 35 undergraduate subjects were administered standardized measures of social skills and public self-consciousness and their attitudes on a variety of sociopolitical attitudes were measured. Later, subjects were videotaped while giving pro-attitudinal (truthful) and counter-attitudinal (deceptive) presentations to a videocamera. Videotaped presentations were content analyzed for various verbal and nonverbal cues, and were shown to untrained judges who rated each on a scale of truthfulness/believability. Results of structural modeling analyses indicated that socially skilled subjects were judged as believable regardless of whether they were truth-telling or deceiving. Individuals high in public self-consciousness were less successful deceivers. Most importantly, these relationships were mediated by certain behavioral cues, particularly cues of verbal fluency, which were consistently associated with judgments of truthfulness. These results have both theoretical and methodological implications for future deception research.This research was supported by intramural grants from California State University, Fullerton (CSUF) Foundation to the first author. The authors would like to thank Barbara Throckmorton, Maria Hale, Barbara Choco, Scott Johnson, Lee Salinas, and Monica Turner for assistance in data collection and coding. Correspondence concerning this article should be addressed to: Ronald E. Riggio, Department of Psychology, California State University, Fullerton, CA 92634.Ronald E. Riggio, Ph.D. is an Associate Professor of Psychology at California State University, Fullerton. His research interests include the study of individual differences in communication skills and research on deception. Requests for reprints should be sent to Dr. Riggio at: Department of Psychology, Calif. State University, Fullerton, CA 92634. Joan Tucker, M.A. received her Masters degree at California State University, Fullerton. She is currently a graduate student at the University of California, Riverside, conducting research on nonverbal communication. Keith F. Widaman, Ph.D. is an Associate Professor of Psychology at the University of California, Riverside and has contributed to research on the development of human abilities and on a range of quantitative topics.     

AN EXPERIMENT AT TOR VERGATA UNIVERSITY OF ROME (ITALY)

An interdisciplinary didactic experiment was conducted during 2002 at the Tor Vergata University of Rome (Italy). Four seminars (open to all undergraduates) were held, each involving eight 45-minute sessions and worth four credits (a three-year first degree requires 180 credits overall). The topics of the seminars were ‘Order and Disorder’, ‘Similar and dissimilar’, ‘Time’ and ‘An anatomy of emotions and a language of organs’. The 14 instructors involved belong to the Arts and Sciences faculties. About a hundred students overall enroled in the seminars.     

Interview with Howard E. Gruber

Howard E. Gruber is currently Adjunct Visiting Professor of Psychology at Teachers College, Columbia University, New York. He is one of the world's foremost experts on the creative process. Gruber was educated at Brooklyn College and at Cornell University, Ithaca, USA, where he received a Ph.D. in 1950 in psychology. His interest in the history of science, particularly in the work of Charles Darwin, led to several important discoveries about the creative process and to additional study of developmental psychology in Geneva, Switzerland with Jean Piaget.Gruber taught at Queens University (Canada) and at the University of Colorado, USA. He was Chair of the Psychology Department in the Graduate Faculty of the New School for Social Research, New York and Co-director at the Institute for Cognitive Studies of Rutgers University, USA. From 1983 to 1988 he was Professor of Genetic Psychology at the University of Geneva. He has been a Guggenheim Fellow and a Fellow of the Ford Foundation for Higher Education.Gruber's book, Darwin on Man: A Psychological Study of Scientific Creativity (2nd ed.) (1981) received the Phi Beta Kappa Award for books in science, was recognized by the New York Times Book Review as one of the seven best books of the year, and was nominated for the National Book Award. The Essential Piaget (1977/1995) (written and edited with Jacques Vonèche) is considered the most authoritative anthology of Piaget's work. Gruber's most recent book, co-authored and co-edited with Doris B. Wallace, is Creative People at Work: Twelve Cognitive Case Studies (1989).     

A treatment outcome study of bereavement groups for children

An empirical study of the effectiveness of an eight-week children's bereavement psychotherapy group was undertaken. Children, aged 7–11, who had a parent and/or sibling die were initially assigned to either a treatment group or a waiting list control group and followed over an eight-week period. Participation in the experimental group was associated with a significant decrease in symptomatology, as assessed by multiple measures using multiple sources. Despite a small sample, the intervention was sufficiently powerful to suggest the use of short-term group therapy to help children cope with the death of a parent and/or sibling.The research reported here was originally included in a dissertation written in fulfillment of the requirements for a Ph.D. at Brigham Young University. We wish to acknowledge the helpful suggestions and support from Dr. John Flora-Tostado, Dr. John Lyons, Dr. Joanne Marengo and the participants in the Post-doctoral Research Seminar at Northwestern Memorial Hospital.Dr. Lambert is a Professor of Psychology, Department of Psychology, Brigham Young University.     

The quantification of smiling using a microcomputer-based approach

This study examines the relationship between the ratings made of a set of smiling and neutral expressions and the facial features which influence these ratings. Judges were shown forty real face photographs of smile and neutral expressions and forty line drawings derived from these photographs and were asked to rate the degree of smiling behavior of each expression. The line drawings of the face were generated by a microcomputer which utilizes a mathematical model to quantify facial expression. Twelve facial measures were generated by the computer. Significant differences were found between the ratings of smile and neutral expressions. The Mode of Presentation did not contribute significantly to the ratings. Using the facial measures as separate covariates, five mouth measures and one eye measure were found to discriminate significantly between the ratings made on smile and neutral expressions. When entered as simultaneous covariates, only four mouth measures contributed to the differences found in the expression ratings. Future research projects which may utilise the computer model are discussedThe research reported in this paper was conducted in the Department of Psychology, University of Adelaide. The authors would like to thank Ulana Sudomlak for her assistance in the gathering and recording of the data for this project, and the reviewers for their helpful comments on an earlier version of this paper.     

Interpersonal deception: III. Effects of deceit on perceived communication and nonverbal behavior dynamics

Much past research on deception has examined it individually and noninteractively. Here we argue for broadening our understanding of deception by examining it as a dyadic and interactive event. Assumptions of an interpersonal perspective, articulated in Interpersonal Deception Theory, are advanced. These include recognizing the agency of both parties to interpersonal exchanges, examining such exchanges at multiple levels, incorporating measures of communicationrelated perceptions and interpretations as well as behaviors, recognizing that behaviors may be strategic as well as nonstrategic, and viewing such behavior as dynamic rather than static. An experiment reflecting this orientation is presented in which pairs of participants, half friends and half strangers, conducted interviews during which interviewees (EEs) either lied or told the truth to interviewers (ERs) who were induced to be highly, moderately, or not suspicious. Dependent measures included participant (EE and ER) perceptions, interpretations, and evaluations of EE behaviors and trained coders' ratings of actual nonverbal behaviors. Consistent with the theory, deceivers were more uncertain and vague, more nonimmediate and reticent, showed more negative affect, displayed more arousal and non-composure, and generally made a poorer impression than truthtellers. Their behaviors also connoted greater formality and submissiveness. Also consistent with the theory's premise that deceptive interactions are dynamic, deceivers' kinesic relaxation and pleasantness changed over time, in line with a behavior and image management interpretation, and degree of reciprocity between EE and ER nonverbal behaviors was affected by the presence of deception and suspicion.Portions of this paper were presented to the annual meeting of the International Communication Association, San Francisco, May 1989. This project was funded by the U.S. Army Research Institute (Contract #MDA903-90-K-0113). The views, opinions, and/or findings in this report are those of the authors and should not be construed as an official Department of the Army position, policy, or decision.     

Work patterns and marital status change

The impact of marital status changes on the lives of adults and children has increased importance as marriage, divorce, and remarriage have become more frequent patterns of family composition change. These events can often be predicted by the family members involved so that they may be accompanied by changes in labor market activity prior to the events themselves. The study reported here uses panel data to examine the labor market activity changes that precede marital status changes. Women who become divorced increase hours of work in the year or two before the divorce occurs, and women who become remarried decrease hours of work in the year of the remarriage and thereafter. For men there seems to be little change in labor supply during these years. However, hours of housework for men do seem to change.This research has been supported by the United States Department of Agriculture through the New York Agricultural Experiment Station under Southern Regional Project S-206. The data utilized in this work were made available in part by the Inter-University Consortium for Political and Social Research. The data were originally collected by James N. Morgan, et al. The contents of this article do not necessarily reflect the view of the Inter-University Consortium or the institutions with which the researchers are affiliated. We wish to especially thank Robert Avery for his helpful comments throughout this research and Veronica Abel for her able research assistance.Jennifer L. Gerner is Associate Professor, Department of Consumer Economics and Housing, 137 Martha Van Rensselaer Hall, Cornell University, Ithaca, NY 14853. Her research interests include the economics of the family and family organization. She received her Ph.D. from the University of Wisconsin. Catherine Phillips Montalto is a Ph.D. candidate in the Department of Consumer Economics and Housing, Cornell University, Ithaca, NY 14853. Her research interests include the economic behavior of households. W. Keith Bryant is Professor and Chair of the Department of Consumer Economics and Housing, 117D Martha Van Rensselaer, Cornell University, Ithaca, NY 14853. He received his Ph.D. from Michigan State University.     

Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall

To investigate the influence of different kinds of gesture on children’s memory, 60 6- to 7-year-old children participated in an event conducted by the experimenters (“visiting the pirate”) and were interviewed to assess memory for the event approximately 2 weeks later. Children were assigned to 1 of 4 conditions; in 3 conditions, gesture was possible (gesture-instructed, gesture-modelled, gesture-allowed) whereas in the fourth condition (gesture-not allowed), children’s hands were constrained. The amount of gesture engaged in was limited but was greatest in the gesture-instructed condition. Children in the gesture-instructed condition, who were asked to gesture during the interview, recalled more than did those in the other conditions. Further, relative to children in the gesture-modelled and gesture-allowed conditions, children in the gesture-instructed condition conveyed significantly more information in gesture that had not also been reported verbally. Although further research is necessary to understand the underlying mechanism, the findings suggest that instructing children to gesture as well as verbally recall an experience has cognitive and communicative benefits. Elizabeth Stevanoni and Karen Salmon are affiliated with the School of Psychology, University of New South Wales, Sydney, Australia. We thank the children, parents, teachers and principals at the participating schools, St Michaels and Villa Maria Primary Schools, and acknowledge Kay Pegg for help with data collection.     

Needs and preferences for employer supported child care: A feasibility study

Employees of a large suburban health care center were asked to identify their needs and preferences for child care, and existing fringe benefits that they would be willing to give up in order to obtain employer supported child care services. Results indicate that a majority of the 41 employees in the sample with children under 12 years of age experience problems relating to child care and that those problems affect their work performance. There is no clear preference for type of child care, however, and employees are unwilling to give up existing fringe benefits to obtain child care services. Results are discussed with implications for provision of employer supported child care that is sensitive to the individual needs of employees.Terese Dressel is a clinician/consultant with the DuPage County Health Department, 111 North County Farm Road, Wheaton, Illinois 61087. The research reported was conducted as part of her Masters thesis in the Department of Human and Family Resources, Northern Illinois University.Michael Martin is an Associate Professor in the Department of Human and Family Resources, Northern Illinois University, DeKalb, Illinois 60115. Research interests include child maltreatment and family violence.     

Using Thin Slices for Behavioral Coding

This study investigated whether brief segments of nonverbal behavior or “thin slices” would be representative of behavior across a longer interaction. It was hypothesized that behavioral slices would correlate with behavior across a full 15-minute interaction. Five commonly investigated nonverbal behaviors were coded: gazing, gestures, nods, smiles, and self-touch. The findings showed moderate to high positive correlations between the thin slices (1-minute slice, total of two 1-minute slices, total of three 1-minute slices) and the full interaction for all five behaviors. In regards to behavioral coding, the thin-slice methodology proposed could save nonverbal researchers considerable time, energy, and money by decreasing resources dedicated to coding behavior in some types of interactions. Such results suggest that thin slices could represent an individual’s behavior across a longer length of time. Nora A. Murphy is now at the Department of Psychology, Brandeis University, Waltham, MA. The data was collected at Northeastern University and the research was supported by National Science Foundation grant SBR 97 09032 awarded to Judith A. Hall.     

Important Risk Factors in Home-Removal Decisions: Social Caseworker Perceptions

The current study identified factors that played a significant role in decisions to separate a child from his/her primary caretakers for 51 social service caseworkers. Participants rated and ranked the importance of 35 child risk/well-being factors used in recent child separation dispositions. Results indicated that boundary setting with a perpetrator of abuse and parental motivation played a significant role in decision-making. These preliminary findings suggest the need to prioritize services aimed at the promotion of the non-maltreating parent’s limit setting with the perpetrator of abuse, as well as caretaker motivation/cooperation.Virginia M. DeRoma is affiliated with The Citadel, Psychology Department, Capers Hall, 171 Moultrie, 29409, Charleston, SC, USA. Maria Lynn Kessler is affiliated with Oregon Institute of Technology, Klamath Falls, OR, USA. Ryan McDaniel is affiliated with New Hope for Children, Charleston, SC, USA. Cesar M. Soto is affiliated with Municipal Defense of Children and Adolescents, Chorrillos, Peru.Address correspondence to Virginia M. DeRoma, The Citadel, Psychology Department, Capers Hall, 171 Moultrie, Charleston, SC, 29409.     

The Influence Of Family Violence On Youth Attitudes

This study investigated the impact of violence exposure on youth attitudes toward violence and guns. Rural youth were surveyed on their exposure to violence in the home, school, and neighborhood in addition to their attitudes toward guns and violence. Results indicated youth were exposed to an alarming amount of violence in each setting, particularly the school. Findings also demonstrated that attitudes toward violence and guns were significantly influenced by violence in the home and being male. Karen Slovak, is affiliated with the Ohio University, Zanesville; Karen Carlson is affiliated with the Ohio Univerisity, Athens; Linda Helm is affiliated with Miami University, Ohio. Address correspondence to Karen Slovoak, Ph.D., Assistant Professor of Social Work, Ohio University , 1425 Newark Road, OH 43701, Zanesville; e-mail: solvak@muohio.edu     

Parent Involvement Practices in Child Protection: A Matter of Know-How and Attitude

Modern view of child protection services implies that to help young people, simply intervening on their behalf is not sufficient. It suggests that involving parents in the assistance process is essential in order to ensure that they are most likely to play their role as parents to their children in the fullest possible way. Although several articles have dealt with the issue of parent involvement, very few have attempted to document the practices used by practitioners to encourage such involvement. This article presents the findings of a study on child protection practices for involving parents in a child protection context. It is exploratory in nature, and uses a qualitative methodology. The study population is made up of 38 child protection service workers. An analysis of the practitioners’ discourse reveals that the behaviour and attitudes used by them to encourage parent involvement are very diverse. There also appear to be key moments in securing their involvement, that is, making contact, setting objectives and means of action, and applying the case plan. In addition to corroborating earlier studies on the issue of parent involvement, our findings indicate that the majority of the caseworkers interviewed practice an approach that aims to empower clients.Funding of this project was provided by le Fonds Richelieu de recherche sur l’enfance.Marie-Christine Saint-Jacques, Geneviève Lessard, and André Beaudoin are affiliated with School of Social Work, Laval University, Quebec, Canada. Sylvie Drapeau is affiliated with Department of Foundations and Practices in Education, Laval University, Quebec, Canada.