4—6岁幼儿同伴交往能力量表的编制

本研究在综合国内外有关幼儿同伴交往研究的基础上 ,结合教师对幼儿交往行为描述的开放式问卷 ,编制了适合我国幼儿特点的《4— 6岁幼儿同伴交往能力量表》。经过预测后修订组成正式量表 ,共计 2 4个项目 ,施测于南京市 11所幼儿园的 4— 6岁 5 43名幼儿。因素分析结果验证了本量表 4个因素的存在 ,即 :社交主动性、语言和非语言交往能力、社交障碍、亲社会行为 ,从而验证了最初的结构预想。本研究着重考察了该量表的信度和效度 ,其中总量表与各分量表的同质性信度在 0 .80 31— 0 .92 85之间。对量表内容效度和结构效度检验也取得令人满意的结果。     

FROM TEXT TO GESTURE ONLINE: A microethnographic analysis of nonverbal communication in the Second Life virtual environment

A transition from text-based computer-mediated communication (CMC) to online interaction that includes both textual and nonverbal discourse represents a new development in online communication and a significant challenge to prevailing models for the analysis of CMC. This paper presents results of a six-month-long ethnographic research of nonverbal communication (NVC) in the Second Life (SL) virtual environment. A set of 108 SL locations selected in a non-structured manner provided a wide range of communicative contexts for the analysis of naturally occurring user interaction. The study was focused on the analysis of proxemic and kinesic cues. The results have pointed to a significant difference between user-defined and predefined nonverbal cues, indicating that user-defined NVC has stronger potential to enhance online interaction.     

Social process theory of emotion: A dynamic systems approach

In this paper we apply a dynamic systems perspective to infant emotional development. We propose that emotions are not states but self-organizing dynamic processes intimately tied to the flow of an individual's activity in a context. We review data on the relationship between emotional actions and the social context, in particular the development of smiling and laughter. These data are more adequately explained by our perspective than by other theories of emotional development. We provide a model for how emotional processes in early infancy become embedded into sociocultural systems, and suggest new avenues of research on emotional development.     

Brief Report: Thin Slices of Racial Bias

The present work examined the detection of racial bias through thin slices of nonverbal behavior. Thirty Black and 30 White American judges rated the nonverbal behavior displayed by White individuals from 20-seconds of silent videotape of an interaction with either a Black or a White confederate. Correlations between judges nonverbal ratings and targets scores on a response latency measure of racial bias (i.e., Implicit Association Test, IAT) as well as on a self-report racial bias measure (i.e., Affective Prejudice Scale) were obtained. Results revealed that relative to White judges, Black judges nonverbal behavioral ratings were better predictors of both White individuals IAT and explicit racial bias scores, but only if those targets were engaged in an interracial dyad. The results are consistent with recent research finding that subtle forms of racial bias leak through nonverbal behavior, as well as with work noting the predictive accuracy of judgments made from thin-slices of nonverbal behavior.Jennifer A. Richeson and J. Nicole Shelton. Jennifer A. Richeson, Dartmouth College; J. Nicole Shelton, Princeton University. This research was supported by a Rockefeller Center Faculty Fellowship from Dartmouth College awarded to JR, as well as a research grant from Princeton University awarded to JNS. We thank Sue Paik, Lisa Pugh, Kurt Peters, and Leigh Poretzky for help with data collection and stimulus preparation.     

The Social Psychophysics of Cooperation: Nonverbal Communication in a Public Goods Game

An experiment was conducted to test the hypothesis that cooperation in a social dilemma context could be facilitated by inducing participants to emit social psychophysical cues, information in the perceptual array that affords meaningful and consequential social inferences. In particular, participants were asked to engage in mutual eye gaze, to touch one another gently, to communicate in a virtual chat room, or to tap out rhythms in synchrony. All but the last of these manipulations increased contributions to a public good in all-male but not all-female groups. These results suggest the inference systems that are engaged when individuals make decisions about whether or not to cooperate in a group context are responsive to relatively low level nonverbal behavioral cues.     

Recognition of Nonverbal Communication of Affect Following Traumatic Brain Injury

Recognition of facial expressions and vocal prosody was examined using the Diagnostic Assessment of Nonverbal Accuracy 2 (DANVA-2) and the Carolina Older Adult Test of Nonverbal Communication (COAT-NC) for 24 individuals with traumatic brain injury (TBI) and 24 matched controls. Results demonstrated that participants without TBI scored significantly higher than participants with TBI when presented with adult photo and voice stimuli. No significant group difference was noted with child photo and voice stimuli. Both groups scored significantly higher on photo subtests than on voice subtests for child and younger adult stimuli. For older adult stimuli, both groups scored significantly higher on the voice subtest than on the photo subtest. For the subjects with TBI, a significant relationship was found between scores on the voice subtests and a functional measure of cognition and communication.     

Status Roles and Recall of Nonverbal Cues

In two experiments, interpersonal status was experimentally manipulated by assigning one dyad member to be the owner of a mock art gallery and the other to be the owner's assistant. Without forewarning, participants were asked immediately following the interaction to recall their partner's hand gestures, self-touch, gazing, smiling, and nodding. Accuracy of recall was determined by comparing these ratings to their partners' behavior as coded from the videotape. In both experiments, assistants were more accurate at recalling the amount of owners' self-touch than vice versa, but there was little evidence of an accuracy difference in recall of the other nonverbal cues. When accuracy was defined as the correlation between a participant's ratings of the partner's behaviors and the partner's actual behaviors, there was evidence that assistants were more accurate than owners when a combined p-value was calculated across both studies.     

Associations Between Social Anxiety and Nonverbal Processing Skill in Preadolescent Boys and Girls

This study was designed to investigate the potential association between social anxiety and children's ability to decode nonverbal emotional cues. Participants were 62 children between 8 and 10 years of age, who completed self-report measures of social anxiety, depressive symptomatology, and nonspecific anxious symptomatology, as well as nonverbal decoding tasks assessing accuracy at identifying emotion in facial expressions and vocal tones. Data were analyzed with multiple regression analyses controlling for generalized cognitive ability, and nonspecific anxious and depressive symptomatology. Results provided partial support for the hypothesis that social anxiety would relate to nonverbal decoding accuracy. Difficulty identifying emotions conveyed in children's and adults' voices was associated with general social avoidance and distress. At higher levels of social anxiety, children more frequently mislabeled fearful voices as sad. Possible explanations for the obtained results are explored.     

The Role of Joint Attention in Later Development Among Preterm Children: Linkages Between Early and Middle Childhood

Joint attention is a hallmark of human cognition. It refers to the capacity to coordinate attention to objects and events with attention to other people. Infants display considerable individual differences in this capacity. This longitudinal study of 13‐month‐old preterms was conducted to examine the hypothesis that two different types of joint‐attention skills assessed in an infant–tester paradigm are related to verbal and nonverbal IQ measures through middle childhood. Data are reported separately for the children's tendency to initiate such skills and to respond to an experimenter's offers to share in such behaviours. The results provide support for the hypothesis that the initiation of joint attention makes a unique contribution to later nonverbal IQ apart from variance associated with biomedical risk status and infant development. The results of this study have implications for the conceptualisation of joint‐attention skills, as well as for understanding the relation between joint attention and later cognition.