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Posts Tagged ‘Verbal’

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This book provides a critical review of the questions as well as the data pertaining to the contribution of the right “non-dominant” hemisphere to verbal communication. Three main sources of observation are reviewed: experiments with normal subjects, with split-brain subjects, and with brain-damaged subjects. The first three chapters present (1) a historical introduction, (2) a critical review of the advantages and limits of the different methodologies used, and (3)… More >>

Right Hemisphere and Verbal Communication

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This digital document is an article from Journal of Medical Speech – Language Pathology, published by Delmar Learning on December 1, 2003. The length of the article is 5974 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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Title: … More >>

Specificity of the right hemisphere’s contribution to verbal communication: the cognitive resources hypothesis.: An article from: Journal of Medical Speech – Language Pathology

Autism And Communication

Children with autism commonly have to deal with problems amongst verbal communication. This is typically due to the frequent speech and gobbledygook problems associated with the disorder. Though the actual reason who such problems are faced by autistic children is unknown, many experts believe which properties are the result of several conditions occurring before, during, or once the child’s birth such a hold had an impact on the development of the brain. The inability to ideally communicate verbally can make interpretation and interaction with the child’s world significantly larger number of difficult.

The communication problems experienced vary from child to child, depending on the individual’s social and intellectual development. While some may not be able to speak at all, others may maintain extensive vocabularies and can express themselves regarding complex topics. However, most children with autism experience some form of communication difficulty usually with the appropriate use of the language, for example difficulty with intonation, rhythm, and word and sentence meaning. Autistic children who are able to speak may say things without true information, expression, or content.

They are only words with no meaning to the situation. Others will use echolalia, where they simply repeat what they have heard, even if they have been asked a question. And yet other autistic children will use delayed echolalia, using the question previously posed in order to ask for what they want. For example, a child who had earlier been asked “are you hungry?” may say “are you hungry” at a later time to express his or her hunger. Many autistic children will have a stock of phrases that they use in specific conditions.

For example, a child may introduce him or herself at the beginning of every conversation. Some autistic children learn scripts from television shows, commercials, books, or other recorded dialogs. Autistic children able to speak can frequently speak extensively about a topic without the ability to actually converse with others. They may also make up a voice to use other than their own such as a robot voice, a deep voice, a squeaky voice or another similar type of alteration. It is possible to help an autistic child to better his or her verbal communication skills with improvements made through the use of appropriate treatments. Autism And Communication

The first step is to consult a speech and language pathologist in order to have your child’s communication skills evaluated. Specific treatments suitable for your child may be recommended during this evaluation. No single method of communication treatment has been universally found to improve all autistic children, but starting early increases the chances of significant improvements. Try to target your child’s specific communication strengths and weaknesses. Different forms of goal orientated therapy for useful communications are the most successful techniques, though not guaranteed to work for all children.

Periodic in-depth evaluations from a specialist are recommended for perfecting and altering the therapy to best work for your child’s unique needs. Many parents find that consulting physical and occupational therapists can also be very helpful for helping to reduce unwanted behaviors during communication, which are common hindrances to the development of skills. Find out what your child best responds to: a structured behavior modification program, an in-home therapy program, or another type of therapy that utilizes reality-based situations as a foundation for the therapy.

It may surprise you to discover that music therapy and sensory integration therapies may have a large impact on your child’s ability to use verbal communication. This is because stimulation of the senses often helps to improve the child’s ability to respond to sensory information, and therefore helps him or her recognize what he or she is hearing through verbal communication and seeing through non-verbal communication.

The goal is to help improve the effectiveness of sensory understanding. Medications may also improve an autistic child’s attention span, which in turn can help to improve verbal communication in your child. However, with long-term medication use there is the possibility of undesirable side effects. To be certain that your child is at his or her fullest potential, mineral and vitamin supplements, as well as a tailored diet, psychotherapy, and overcoming sleep challenges may greatly assist in focus and attention, which should help improve verbal communication. Don’t let your child suffer anymore! Lead your child out of his world through Autism And Communication program now!

Children with autism commonly face problems with verbal communication. This is usually due to the frequent speech and language problems associated with the disorder. Though the actual reason that these problems are faced by autistic children is unknown, many experts believe that they are the result of several conditions occurring before, during, or after the child’s birth that have had an impact on the development of the brain. The inability to properly communicate verbally can make interpretation and interaction with the child’s world much more difficult.

The communication problems experienced vary from child to child, depending on the individual’s social and intellectual development. While some may not be able to speak at all, others may maintain extensive vocabularies and can express themselves regarding complex topics. However, most children with autism experience some form of communication difficulty usually with the appropriate use of the language, for example difficulty with intonation, rhythm, and word and sentence meaning.

Autistic children who are able to speak may say things without true information, expression, or content. They are only words with no meaning to the situation. Others will use echolalia, where they simply repeat what they have heard, even if they have been asked a question. And yet other autistic children will use delayed echolalia, using the question previously posed in order to ask for what they want. For example, a child who had earlier been asked “are you hungry?” may say “are you hungry” at a later time to express his or her hunger.

Many autistic children will have a stock of phrases that they use in specific conditions. For example, a child may introduce him or herself at the beginning of every conversation. Some autistic children learn scripts from television shows, commercials, books, or other recorded dialogues.

Autistic children able to speak can frequently speak extensively about a topic without the ability to actually converse with others. They may also make up a voice to use other than their own such as a robot voice, a deep voice, a squeaky voice or another similar type of alteration.

It is possible to help an autistic child to better his or her verbal communication skills with improvements made through the use of appropriate treatments.

The first step is to consult a speech and language pathologist in order to have your child’s communication skills evaluated. Specific treatments suitable for your child may be recommended during this evaluation.

No single method of communication treatment has been universally found to improve all autistic children, but starting early increases the chances of significant improvements. Try to target your child’s specific communication strengths and weaknesses. Different forms of goal orientated therapy for useful communications are the most successful techniques, though not guaranteed to work for all children. Periodic in-depth evaluations from a specialist are recommended for perfecting and altering the therapy to best work for your child’s unique needs.

Many parents find that consulting physical and occupational therapists can also be very helpful for helping to reduce unwanted behaviors during communication, which are common hindrances to the development of skills.

Find out what your child best responds to: a structured behavior modification program, an in-home therapy program, or another type of therapy that utilizes reality-based situations as a foundation for the therapy.

It may surprise you to discover that music therapy and sensory integration therapies may have a large impact on your child’s ability to use verbal communication. This is because stimulation of the senses often helps to improve the child’s ability to respond to sensory information, and therefore helps him or her recognize what he or she is hearing through verbal communication and seeing through non-verbal communication. The goal is to help improve the effectiveness of sensory understanding.

Medications may also improve an autistic child’s attention span, which in turn can help to improve verbal communication in your child. However, with long-term medication use there is the possibility of undesirable side effects.

To be certain that your child is at his or her fullest potential, mineral and vitamin supplements, as well as a tailored diet, psychotherapy, and overcoming sleep challenges may greatly assist in focus and attention, which should help improve verbal communication.

Product Description
This is a HUMAN RESOURCES RESEARCH ORGANIZATION ALEXANDRIA VA report procured by the Pentagon and made available for public release. It has been reproduced in the best form available to the Pentagon. It is not spiral-bound, but rather assembled with Velobinding in a soft, white linen cover. The Storming Media report number is A637833. The abstract provided by the Pentagon follows: An analysis of interpersonal communication was performed in terms of the operant parad… More >>

Behavioral Determinants of Accurate Verbal Communication: An Operant Behavior-Analytic Approach

Practically everything we do in life involves some form of communication, so it’s important to improve those skills as it can have a very positive impact on your day to day life.  Having confidence in verbal communication is particularly important.  People make judgements about each other based not only on how we behave but also on what we say.  The words we use and how we say them are a vital part of communication skills.  If you feel that your vocabulary is lacking, there is no better way to improve that than reading good quality books and publications. Not only will it expand your vocabulary but it will also assist you in expressing ideas and opinions, all of which will increase your verbal confidence.

Confidence in verbal communication involves expressing your thoughts and opinions and knowing you have the right to do so.  Again, the needs of others are considered.  In this context, assertive communication does not mean using bullying or obnoxious language to insult or belittle other people in order to get them to do what you want.  It is only people without any true personal confidence or personal power who use language in this way.  Truly confident people use language effectively but with an awareness of how their words can impact on others.  Verbal confidence means expressing your needs, feelings and wishes in a non-judgemental and non-threatening way and it also means not de-valuing your words by linking them with hesitancy or contradiction or uncertainty.  Confident people always express themselves clearly which is extremely beneficial to others as they give clear and concise information about their needs and wishes.  It is often when people are confused or have misunderstood something during a discussion or conversation that frustration and anger comes to the fore.  With clear communication, conflicts rarely occur.

So how do you develop confidence in verbal communication?  Well, assertive communication often involves the use of the word “I” and is followed by your opinion, thought or feeling.  It shows also that you are taking responsibility for those thoughts and feelings, rather than implying someone else is behind them.  It can be hard for a person lacking confidence to assert themselves in this way and to make requests, especially if they feel that they do not deserve to have their needs met.  This is very common in many people and hinders them in asking for help.  Another difficult situation is if you are required to confront someone about something.  Confrontation is all too often a daunting prospect as most people assume it always involves arguments and unpleasantness.  Yet in confident communication, this doesn’t have to be the case.  By using confident and assertive language, you can calmly state your case, taking responsibility for your opinions and thoughts and then allow the other person the chance to do the same.  This is the most effective way to deal with disagreements and disputes.  Confident communicators are always aware that everyone involved must have a chance to speak.

Along with voicing opinions and requesting, confidence in verbal communication also requires being able to say “no”.  Refusals are often seen as negative, yet they are essential.  A confident person will not overburden themselves by accepting a project or extra workload they know they will struggle to accomplish.  Women especially find it difficult to say no, feeling that they should be eternally helpful and caring.  Yet, the confident communicator will know that it is far better to be honest and refuse someone’s request than initially accept only to fail later on to complete the task and therefore disappoint and frustrate others.  When refusing a request, it is best to keep your answer simple and give a quick explanation.  Your honesty will be appreciated and respected.  Do not feel you have to apologise for refusing a request or disagreeing with someone.  Remember that verbal confidence requires respect – not only for other people but also respect for yourself.

Product Description
Human communication is an involvement of vocalizations and movement. This book explores some aspects of human interaction, which may be known as nonverbal behavior or communication. Authors from three continents have contributed articles, which describe research in language and nonverbal communication in cross-cultural ways. Speech acts and nonverbal acts, as two modes of communication, are inextricably related. These behaviors are seen as organizers of socia… More >>

Relationship of Verbal and Non-Verbal Communication

    NON VERBAL COMMUNICATION

      Communication in general is a process of sending and receiving messages that enables humans to share knowledge, attitudes and skills. Although we usually identify communication with speech, communication is composed of two dimensions -verbal and non-verbal.

     Non –verbal communication is behavior other than spoken or written communication that creates or represents meaning. In other words, it includes facial expression, body movements, and gestures. Non verbal communication is talking without speaking a word. It is very effective, may be even more so than speech. Remember the saying “Actions speak louder than words”. Everything communicates including material objects, physical space and time systems. Even silence speaks. Commonly, non verbal communication is learned shortly after birth and practiced and refined throughout a person’s lifetime. Children first learn nonverbal expressions by watching and imitating much as they learn verbal skills. It is surprised to know that not only human beings respond to this kind of communication. The pets, especially a dog, it may follow directions and respond to hand and body movements more than words. Dogs will even get confused by the word, “Sit” but it is comfortable with the hand direction for “stay”. Research says that the birds and animals share their emotions with the use of facial expressions, body language, and tone. Birds, especially nightingale expresses its joy and sadness by their tone. When they sing in a high pitch it indicates that it is sad. The young ones when they feel hungry, it gives a certain kind of sound, and the mother understood that it needs food.

     Humans use non-verbal communication because: Words have limitations; numerous areas where non verbal communication is more effective than verbal (which explain the shape, directions, personalities are expressed non- verbally).

Non verbal signals are powerful: non verbal cues primarily express inner feelings. (Verbal messages deal basically with outside world). Non verbal message are likely to be more genuine because non verbal behavior cannot be controlled as early as spoken words. Non verbal signals can express feelings inappropriate to state: social etiquette limits what can be said, but nonverbal cues can communicate thoughts.

     A simple separate communication channel is necessary to help and send complex messages. A speaker can add enormously to the complexity of the verbal message through simple nonverbal signals.

     Researches in communication suggest that many more feelings and intentions are sent and received nonverbally than verbally. Mehrabian and Wienerfollowing suggested that only 7% of message is sent through words, with remaining 93% sent through nonverbal expressions.

Non verbal communication in the classroom:

     Non verbal communication is also a critical aspect of interpersonal communication in the class room.  Balzer reported that approximately 75% of classroom behavior was nonverbal. Many of the cues students use to make judgments about teachers competence or characters are obtained by observing the teachers non verbal behavior.

     Non verbal communication in the class room occurs with distance, physical environment, facial expression, vocal cues, body movements and gestures, touch, time, physical attractiveness and dress. Next, we will focus on different kinds of non-verbal communication and uses of nonverbal communication. There is also one kind of nonverbal communication that is called the “Universal Gesture”.

     There are two main types of nonverbal communication.

Body language. Gestures.

     Body language is the body movements that depend on a person’s attitude or feelings. It is an integral part of oral communication. Body language includes the way people walk, how they stand, and their facial features. In other words any kind of meaning that is shown by a person’s body attitude or movements. According to the social anthropologist, Edward T.Hall, in a normal conversation between two persons, less than 35% of the social meanings are actually transmitted by words. At least 65% of it is conveyed through the body (non- verbal channel).

     Like any spoken language, body language has words, sentences and punctuation. Each gesture is like a single word and one word may have several different meanings. For example when we are not able to find an exact word for something we want to say, we may use some kind of facial or physical gestures. Body language shows the feelings and emotions of the person. For example, when a boy is sad he may drop his head and walk slowly or a girl is happy, she might run and jump or stand up straight and put her hands in the air. People need not to say anything to show how they feel about things. The color of people’s skin may even show how they feel. For example, if people with light colored skin get embarrassed, their skin may turn red, or if they are worried, they might get pale. Body language can be voluntary (on Purpose) or involuntary. An interesting fact is that blind children will smile when happy even though they have never seen a smile. It is estimated that there are 200.000 physical signs capable of stimulating meaning in another person. For example there are 23 distinct eyebrow movements, each stimulating different meaning. People communicate by the way they talk, stand and sit. We tend to be more relaxed with friends or when addressing those of lower status. The variety of ways in which the teacher and the students walk, stand or sit can affect interpersonal perception.

     Body postures and movements are frequently indicators of self-confidence, energy, fatigue or status. In the class room, students keen to receive body message of enthusiasm or boredom about the subject matter.

We should take care of non-verbal cues that we pass on to our listeners or receive from our speaker during any formal situation because a wrong gesture or facial expression can lead to miscommunication and confusion. Different non-verbal cues may suggest different meanings. We may annoy or displeasure a colleague, irritate a teacher or supervisor or even lose a business deal.

     Body language includes facial expressions, gestures and body movements, eye contact distance, space, time and mannerism.

Eye contact:

     The most dominant and reliable features of the face, the eyes provides a constant channel of communication. They can be shifty and evasive, convey hate, fear and guilt; or express confidence, love and support. Our eyes are usually a mirror of our truest and innermost feelings. That is why we normally distrust people who do not maintain eye contact while saying something where as we believe those who look directly at us. Since the eyes are the most accurate predictor of our feelings and attitudes, we should know how to use good or positive eye contact. Good or positive eye contact improves the effectiveness of a verbal message during oral interaction. The frequency and duration of eye contact varies from culture to culture. Eye contact is important because insufficient or excessive eye contact can create communication barriers. In relationships, it serves to show intimacy, attention and influence. Little eye contact may also be viewed negatively, because it may convey a lack of interest, inattention, or even mistrust.

     Researchers show that a speaker who looks at an audience is perceived as

     Much more

Favorable Confident Credible Qualified Honest

And less

Formal Nervous

Eye behavior in the class room:

            Eye behavior seems to be particular importance and is generally used to indicate whether one is open to communication. When a teacher asks the class a question, students who think they know the answer will generally look at the teacher, while students do not will generally look at the teacher, while students who do not will usually try to avoid eye contact.

     Exline (1971) reports that, in responses to questionnaire, college students said they thought that they would be more comfortable with another two, when speaking, listening, and sharing mutual silence, looked at them 50% of time as opposed to 100% of the time or not at all. Only very self confident, knowledgeable and attentive students will prefer 100% of eye contact.

     Eye contact is often used to control an interpersonal interaction. When people do not wish to be interrupted; they will often glance away and continue talking. When they wish the other person to speak, they will pause, making direct eye contact. Teachers often use eye contact in the class room to decide who is prepared to answer a question, or who was completed a homework assignment.

Facial expression:

     Facial expressions refer to the use of eyes, eye brows, forehead and mouth for expression. It is another dimension of body language.  Some facial expressions are readily visible, while others are fleeting. Both types can positively or negatively reinforce the spoken word and convey cues concerning emotions and attitude. Facial expressions may be unintentional or intentional. The facial expression for fear is an example of an involuntary gesture-people generally does not think of how to move facial muscles when truly frightened. Facial expressions can be voluntary, as when an individual wants deliberately to hide feelings for different reasons.  Often people try to hide feelings and emotions behind masks. The frown, jutting chin, raise eye brow, open mouth, and sneer are facial expressions that can betray and ultimately broadcast deception. All humans are capable of faking a happy or sad face or frown. Facial expressions carry meaning that is determined by situations and relationships. It shows how we feel; normally our face easily reveals our emotions. A good smile gives very positive signals and helps to make the atmosphere friendly. For instance, in American culture the smile is typically an expression of pleasure. A woman’s smile at a police officer does not carry the same meaning as the smile she gives to a young child. A smile may show affection, convey politeness, or disguise true feelings.

Facial expression in the class room:

            All people and especially teachers and students use facial expressions to form impressions of another. A smile can be a useful tool in reinforcing desired student behavior. A teacher can also use student’s facial expressions as valuable source of feedback. For example, while delivering a lecture, a teacher should use student’s expressions to determine whether to continue or speed up or to modify his presentation.

Gestures:

     A gesture is a visible bodily action that may implicit meaning. Cognitively, gestures operate to clarify, contradict or replace verbal messages. Gestures also serve an important function with regard to regulating the flow of conversation. For example, if a student is talking in class, single nods of the head from the teacher will likely cause that student to continue and perhaps elaborate. They are communication like facial expressions, hand signals, eye gazing and body postures. Examples include smiles, handshakes, waving and raising certain fingers to say something. Hand motions alone convey many meanings. “Come here”, “go away”, “its o.k.” and “that’s experience” are few gestures. For instance one might smile and wave hands when he saw his friend at a noisy carnival. Another great example is in cricket when the batsman hits six, the umpire signals his hands up. There are three main uses of non-verbal communication. People often use all of them every day. The first use is for “Greetings. Greetings include waves, handshakes hugs and salutes.  The salute is used in the armed forces when you see a person higher rank than you. The next use is for specific communication. For example, workers may use signals at their jobs. One important use is in construction when aa worker signals to a crane operator to keep everyone safe. These signals are very specific and tell the operator to move left, right, or raise and lower the hook. Another important use is sign language. This form of communication is used for people who have hearing problems. They use hand signals and lip reading to communicate very specific meanings. The third use is involuntary non verbal communication. These are movements and attitudes that show how people feel. Most times, people don’t even know they are communicating when they make these actions, because these actions are automatic. For example, a slumped posture may mean that the person is sad. A stern look may shoe that the person is in a serious mood. When people rub their eyes, it can shoe they are tired. All of these examples show how people feel.

     Expressions and gestures are not the same around the world. Some gestures like the “thumbs up” which is a positive gesture in the United States may mean something very different in other cultures. In Nigeria, the thumbs up gesture are a rude insult. In Australia it is an obscene insult. Another funny example is spinning your finger around your ear. This is known as the “you are crazy” sign in America and in some other nation. But in Argentina, it means “you have a phone call”. Another gesture that can be taken completely differently depending upon where you live is nodding the head. In most parts of the world, it is a positive or “Yes” gesture. In Bulgaria, and parts of Greece and Middle East, it means “No”. It is important that government leaders know about these things. Other examples of involuntary communication are rubbing hands together to show anticipation, tapping or drumming fingers when impatient, biting nails if nervous, and putting a hand or finger to one’s cheek if thinking deeply.

            Body language and gesture meanings do not always stay the same. Sometimes meanings change over time, or meanings change when cultures mix together. Not all gestures and body language are positive communication. One example of this is gang symbols. These are non verbal communications that may tell something about whether or not someone is in a gang or lives in a certain area where some gangs are. For example, the way a person wears their shirt or how a cap is worn may tell others that the person is in a certain gang. The color of their clothes may mean something as well. Another communication that is used by gangs is special hand signs. These signs are used by one person to show another person that they are in a certain gang. These signs can be a threat sign to someone in a different or enemy gang. Hopefully you can see how important non verbal communication is. Some sources say that it may be 78% of communication between people. In other words, non verbal communication may be the most important part of communicating with other people.

NON VERBAL FORM

NON-VERBAL CUE

WHAT DOES IT SUGGEST?

Eye contact

Sustained eye contact Brief eye contact Avoiding eye contact

Trust, Admiration, confidence.

Stress , Nervousness

Fear, Shyness, Lack of sincerity, (Mark of respect in some cultures.)

Facial expression

Raising eye brows Lowering eye brows Furrowed forehead Wide open eyes Open mouth Swallowing

Surprise, question, curiosity

Acceptance, submission

Anger, frustration, displeasure.

Surprise, astonishment

Shock

Nervousness

Gestures

Frowning

Anger, displeasure

Posture and body movements

Leaning towards a speaker / listener Pulling away/ leaning back

Interest

Fear, disgust, anger, distrust.

Heath officer gets verbal reprimand
HEATH — A Heath Police Department patrolwoman was given a verbal reprimand for filing an inaccurate report about an Oct. 10 traffic crash on Hebron Road.

Read more on Newark Advocate

Product Description
Human communication is an involvement of vocalizations and movement. This book explores some aspects of human interaction, which may be known as nonverbal behavior or communication. Authors from three continents have contributed articles, which describe research in language and nonverbal communication in cross-cultural ways. Speech acts and nonverbal acts, as two modes of communication, are inextricably related. These behaviors are seen as organizers of socia… More >>

Relationship of Verbal and Non-Verbal Communication