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Are cues to deception similar from culture to culture? The present study identifies some of those cues in previous studies in the United States, and tests Jordanian beliefs about cues associated with deception. Jordanian college students were asked to indicate their beliefs about
cues associated with deception on a 20-item Likert type scale. Results showed that Jordanian students identified ten behaviors to be significantly related to their beliefs about liars. These cues are discussed in terms of cultural differences from the United States and cultural values in Jordan.

In this article, we argue that nonverbal cues act much like other behaviors in triggering attribution making in couples' interactions. In a test of this contention with 60 couples, we found that negative behaviors were more likely than positive nonverbal cues to be noticed, satisfaction was related to attributions for positive behaviors, mutual attributions for the same behaviors differed significantly, and self-other attributional differences were enhanced by relational satisfaction. These results extend previous applications of attribution theory by providing some validation for the use of attribution theories with nonverbal behaviors and by showing that attribution making occurs in a way that reflects the mutually occurring, dyadic level of interpersonal communication.

This prospective, longitudinal study examined a sample of sexually abused and comparison girls to determine (a) whether there were patterns of behavior that differed between the groups and (b) whether nonverbal behaviors assessed at the initial visit (n = 147; M = 11.11 years; SD = 3.02) might predict sexual attitudes and behaviors at a later point in development (n = 144; M = 18.52 years; SD = 3.52). At the initial assessment, nonverbal behaviors during an interaction with an unknown male interviewer were factor analyzed revealing 3 factors: wary (e.g., pouting), affiliative (e.g., chin resting on hand), and coy (e.g., tongue show). Abused girls scored higher on the coy factor that was related to earlier age at first voluntary intercourse later in development (approximately 7 years later). High scores on the affiliative factor were related to higher sexual permissiveness and less negative attitudes toward sex. Results indicate that sexually abused girls showed early maladaptive patterns in interpersonal interactions, which were subsequently related to risky sexual attitudes and behaviors.

Interviewing candidates poses various challenges when the candidate and the assessor come from different cultural backgrounds. A subset of these challenges derives from cultural differences in producing and interpreting nonverbal behaviors. The present study analyzed the nonverbal behaviors of 379 British and 313 Asian candidates who completed personality assessments and video-interviews for graduate positions in a financial institution. Interviewees produced significantly different types and rates of facial expressions across cultures; British candidates changed their facial expressions more often, and Asian candidates exhibited more positive emotions. The relationships between personality traits and nonverbal behaviors also varied across cultures, indicating that personality is expressed differently. Furthermore, muted videos of 304 candidates were rated by 3 British/Irish assessors based in London (UK) or Loughrea (Ireland) and 3 Chinese assessors based in Shanghai (China) on job fit, attractiveness, and personality. Candidates received higher ratings on job fit and attractiveness from assessors from their own culture. Overall, Candidates were assessed somewhat accurately (average r = 0.23). Candidates were judged more accurately in the London/Loughrea office condition. British candidates were judged more accurately than Asian candidates in the London/Loughrea condition. The implications of these findings for the fair and accurate selection of employees in cross-cultural settings are discussed.

"The APA Handbook of Nonverbal Communication provides scholarly reviews of state-of-the-art knowledge in the areas of nonverbal communication and nonverbal behaviors. It includes an entire section devoted to new and improved methodologies and technologies that allow for the recording, capture, and analysis of nonverbal behaviors. The primary audience for the book is researchers in the area, as well as by students in graduate-level classes on nonverbal communication or behavior. The handbook is organized around four broad themes, each of which led to a different section in this volume: The first concerns the history of the field and includes two chapters providing an overview and history of the area, all written by senior researchers with many years of experience. The second concerns the factors of influence of nonverbal communication and encompasses the main theoretical and conceptual frameworks within which research on nonverbal communication occurs. The third theme presents the separate sources of nonverbal communication and behavior and includes chapters on the physical environment, appearance and physiognomy, olfactics and odor, facial expressions, voice, gesture, eye behavior and gaze, and postures, gait, proxemics, and haptics. This section also includes a chapter on nonverbal communication in nonhuman primates. Finally, the fourth theme concerns advances in research methodologies, and includes chapters on the methods for measuring and analyzing facial expressions, voice, gesture, eye behavior, olfactics, body movements, and nonverbal sensitivity"--Publicity materials. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.

Observational data on nonverbal behaviors in small groups are analyzed to assess whether such behaviors significantly change within or across group meetings Results show that kinesic limb movements (arm placements on the lap with palms up or palms down), posture (sitting upright or leaning back), eye shifts toward or away from direct eye contact, and body orientation (angle) relative to another interactant significantly changed across five group sessions. Discussion focuses on relating results of nonverbal behavioral changes to patterns reported for distributions of verbal interaction behavior.

The nonverbal communication behavior of Black people continues to take new forms as time progresses. In Kochman's 1972 book, Rappin' and Stylin' Out: Communication in Urban Black America, Benjamin Cooke introduced an initial classification and code of nonverbal behaviors among people of African descent. In this study, students react to Cooke's study conducted in the late 1960s by commenting on Cooke's initial findings in comparison to nonverbal behaviors practiced among Black people as of late. Respondents suggest that while differences and variations exist between the expression of nonverbal behaviors exhibited by the original group studied and people recently observed, there yet remains a similarity in the cultural significance and motivation behind the displays.

The Sourcebook of Nonverbal Measures provides a comprehensive discussion of research choices for investigating nonverbal phenomena. The volume presents many of the primary means by which researchers assess nonverbal cues. Editor Valerie Manusov has collected both well-established and new measures used in researching nonverbal behaviors, illustrating the broad spectrum of measures appropriate for use in research, and providing a critical resource for future studies.With chapters written by the creators of the research measures, this volume represents work across disciplines, and provides first-

Abstract
This study investigates the nonverbal behaviors used in two interconnected relational practices in Korean: "doing deference" towards status superiors and "performing intimacy" towards status equals. We extracted 154 interactions from Korean televised dramas that represented these two relational practices, and annotated the data for various nonverbal behaviors, including body position and orientation, facial expressions, manual gestures, and touching. Our analyses showed that the protagonists in the dramas altered their nonverbal behavior between the two relational practices according to all of the categories that we annotated. Doing deference featured erect but constrained body positions, direct bodily orientation towards the status superior, and suppression of gestures and touching. These behaviors display decreased animatedness and freedom, as well as increased effort, and increased submissiveness. In contrast, performing intimacy displayed more relaxed and reciprocal body positioning, as well as frequent gestures and touching behaviors. The results call into question analyses of politeness phenomena that solely focus on verbal elements in previous descriptions of Korean deference. Ultimately, our results demonstrate the need for more multimodal studies in politeness research.

Traditionally, conflict theory and research has focused almost exclusively on verbal behavior to understand strategic processes. Research on various nonverbal cues in conflict interaction is limited to investigations of narrowly defined variable sets and/or atheoretic descriptions of nonverbal behaviors, with little attention to the underlying reasons for the behavioral choices made by disputants. This paper proposes an attribution‐based model of conflict escalation as a consequence of non‐verbal status displays. The lack of research on the role of nonverbal communication in conflict escalation and the limitations of current models of nonverbal immediacy exchange are cited as a justification for the proposed model. Implications of the model are summarized in the form of several propositions.