The Effects of Vocalics and Nonverbal Sensitivity on Compliance A Replication and Extension

An interaction between receiver ability to decode vocalic cues and speaker vocalic patterns in obtaining compliance was investigated in this study. Expectancy theory was offered as an explanation for this interaction. Because changes in vocalic patterns can violate expectations, receivers make consistent interpretations of these vocalic cues, and evaluations of these interpretations may be affected by decoder predispositions toward communication that, in turn, produce differential perceptions of source reward. Respondents were interviewed by trained encoders who used neutral, pleasant, and hostile vocal patterns. Compliance was assessed by asking for a donation of time to communication research. Follow-up surveys measured perceived relational messages, interviewer credibility, vocal pleasantness, and the degree to which the vocalic pattern was expected. The predicted disordinal interaction between decoding ability and voice condition was found. Decoding ability did not correlate with predispositions, nullifying source reward as a factor in the evaluation of vocalic violations. It was suggested that preferences for vocalic patterns influenced evaluations: Good decoders may have preferred affiliative cues and thus complied more with pleasant voices, whereas poor decoders may have preferred assertive patterns and complied more with hostile voices.     

The Effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review

Lack of compliance has both short- and long-term costs and is a leading reason why parents seek mental health services for children. What parents do to help children comply with directives or rules is an important part of child socialization. The current review examines the relationship between a variety of parenting discipline behaviors (i.e., praise, positive nonverbal response, reprimand, negative nonverbal response) and child compliance. Forty-one studies of children ranging in age from 1? to 11?years were reviewed. Reprimand and negative nonverbal responses consistently resulted in greater compliance. Praise and positive nonverbal responses resulted in mixed child outcomes. The findings are discussed based on theory and populations studied. The authors propose a mechanism that may increase children’s sensitivity to both positive and negative behavioral contingencies.     

The Effect of Nonverbal Skills Training on Counselor Trainee Nonverbal Sensitivity and Responsiveness and on Session Impact and Working Alliance Ratings

Counselor trainees (N = 18) were randomly assigned to treatment (nonverbal sensitivity) or control (empathy training) conditions. Trainees saw a recruited client before (first 2 weeks) and after (last 2 weeks) a 15-week counseling methods class. Trainees rated their sensitivity to nonverbal behaviors, counseling self-efficacy, and the extent to which they focused on client nonverbal behavior. Clients filled out the Session Evaluation Questionnaire and Working Alliance Inventory at pre- and posttesting. Trained raters viewed videotapes of the counseling sessions and rated the extent that counselors focused on client nonverbal behavior. As hypothesized, trainees in the treatment condition, when compared with those in the control condition, increased their focus on client nonverbal behaviors. In addition, clients of treatment condition counselors showed significant differences in working alliance ratings. Trainees in both conditions increased their rating of nonverbal sensitivity and self-efficacy from pre- to posttesting. Implications are discussed.     

Child Compliance and Congruity between Verbal and Nonverbal Maternal Communication — A Methodological Note

This paper is a report of a study of congruity between verbal and nonverbal maternal communication with sons during two 30-minute sessions. The instructions to the mothers varied for the two sessions by increasing the time the mother was asked to spend on a brain teaser game and by decreasing the number of play materials available for the sons in the second session. The two sessions were videotaped through a one-way mirror and rated independently for maternal verbal and nonverbal communicaiton and child compliance. Mothers differed for the two sessions in their communication with their sons. The study demonstrated that maternal nonverbal communication, as well as verbal communication, can be reliably measured through use of videotape recording.     

The Simulation Theory,the Theory Theory and Folk Psychological Explanation

Philosophical Studies -     

The Effects of Stress and Gender on Nonverbal Decoding Accuracy in Kinesic and Vocalic Channels

Stress has the potential to impair accurate decoding of others’ communication. This experiment tested the effects of stress, induced through the Stroop Color-Word Test, on the accurate decoding of kinesic and vocalic emotional expressions. Respondents (N =372) viewed or heard 30 emotional expressions interspersed with multichannel color stimuli that were redundant with one another (low stress) or conflicted with one another (high stress). Analyses of accuracy scores across three trials supported three of four hypotheses. Stress debilitated accuracy primarily in the vocalic channel and at the onset of stress. The kinesic facial channel also produced consistently higher accuracy than the vocalic channel, and females achieved higher accuracy than males, but this superiority dissipated by the third trial.     

The Effects of Noise and Speech on Cognitive Task Performance

In the present study, which is based on Loeb's 1986 analysis, we used five levels of noise that varied in intermittency and meaningfulness, crossed with sex of subject and time of day. Memory tasks that differed in their reliance upon long-term, short-term free recall, and sequential short-term memory were used as dependent variables. A total of 160 subjects, 20 per block, participated in the 2 × 2 × 5 (Sexes X Time of Day X Noise Conditions) experimental design. Results support the prediction that white noise enhances performance on tasks with sequential short-term memory demands (anagrams: p < .05; random letter generation: p < .002). We found complex interactions by sex of subject, time of day, and type of noise for those tasks that placed a heavy demand on short-term working memory, i.e., complex sorting (Noise X Sex, p < .05) and random letter generation (Sex X Noise X Time of Day, p < .05). The predicted effects for anagrams were not supported. These results call into question previous generalizations about the effects of noise on performance (Broadbent, 1978; Dornic, Sarnelid, Larson, Svensson, & Fernaeus, 1982; Poulton, 1977), alternative interpretations are presented.     

The Responsiveness of Pure Actuality: Unmediated Agency,Linguistic Potentiality and the Divine Accommodation of Speech Acts

This article builds upon the trinitarian theology of Thomas Weinandy, applying his elaboration of Aquinas' notion of God's pure actuality to the matter of linguistic agency. In particular, the seemingly contradictory claim will be made that God is more responsive to us (properly understood) precisely because he cannot perform the act of response. Rather, God reveals the pure act that is himself through what the article terms notional responses. These are the epistemological accommodations of his pure actuality to finite human persons in the form of speech acts as humans change in their relation to God. In understanding God's communicative agency as such, divine transcendence will be shown to establish divine immanence rather than to stand at odds with it.     

Interrogatives and Contrasts in Explanation Theory

Philosophical Studies -     

Double Forced Compliance and Cognitive Dissonance Theory

Abstract

Festinger and Carlsmith's (1959) experiment has been reexamined by means of the paradigm of double forced compliance. In this paradigm, the dissonance reduction process was observed after the performance of two behaviors instead of only one as in the classical paradigms of this theory. In this experiment, French students first performed a boring task (button-turning) and then described it negatively to their peers. Because these two behaviors were related to dissonance, the total dissonance was expected to be higher among those who performed both behaviors than among those who performed only the first. The hypothesis was confirmed. The participants who described the task negatively after performing it rated it more positively than those who only performed it.     

Effects of Impressions of Amazement and Foolishness on Compliance

Impression management theory maintains that the use of strategic tactics such as self-promotion can influence targets in desired directions. Self-promotion concerns an actor's attempts to establish an image of competence. In this study, a confederate attempted to sell raffle tickets to targets after promoting himself by amazing his targets with his extraordinary calculating skills (high competence), making a fool of himself by exhibiting calculating skills falling far short of pretensions (low competence), or making no impression at all. Amazing targets was achieved by communicating with the experimenter using a concealed communications device. It was found that amazement increased compliance substantially over foolishness and making no impression, while foolishness yielded the same degree of compliance as making no impression. Thus, the utility of self-promotion in influencing others, as predicted by impression management theory, received empirical support.     

The Effects of Age on Second Language Grammar and Speech Production

The current study examined the age of learning effect on second language (L2) acquisition. The research goals of the study were twofold: to test whether there is an independent age effect controlling for other potentially confounding variables, and to clarify the age effect across L2 grammar and speech production domains. The study included 118 Mandarin-speaking immigrants and 24 native English speakers. Grammar knowledge was assessed by a grammaticality judgment task, and speech production was measured by native English speaking raters’ ratings of participants’ foreign accents. Results from the study revealed that the age of learning effect was robust for both L2 domains even after controlling for the influences of other variables, such as length of residence and years of education in the United States. However, the age of learning variable had a stronger impact on speech production than on grammar. The current results support the framework of multiple critical/sensitive periods (Long in Int Rev Appl Linguist 43(4):287–317, 2005; Newport et al. in Language, brain and cognitive development: Essays in honor of Jacques Mehler. MIT Press, Cambridge, MA, 2001; Werker and Tees in Dev Psychobiol 46(3):233–251, 2005).     

Effects of Compliance Techniques on Spontaneous and Asked-For Helping

Abstract

American college students (N = 90) were exposed to either a foot-in-the-door (small request followed by large request) or door-in-the-face (large request followed by small request) compliance manipulation, or to a control situation, prior to an opportunity to provide either spontaneous help or asked-for help. Results showed faster helping in the asked-for condition relative to the spontaneous condition. Moreover, in the spontaneous condition, the door-in-the-face technique produced faster helping than the foot-in-the-door or control manipulations. The findings support prior contentions of distinctions between the two types of helping and imply that they operate under different mechanisms.     

The Effects of Positive Nonverbal Examiner Comments on the Wisc-R Performance of Americans in Lebanon

Thirty American junior and senior high school students living in Lebanon were randomly selected and assigned to one of two treatment groups. Students in the experimental group were individually tested by a psychologist who consistently leaned forward, establishing eye contact while simultaneously smiling and nodding after each examinee response. In the second treatment, the same psychologist sat back and consistently looked down at his scoring sheet while maintaining a bland expression. The groups receiving the positive nonverbal treatment achieved higher WISC-R scaled scores than the neutral nonverbal comment treatment group. The incidence of examinee overelaboration was recorded as an index of anxiety, and a significant difference was observed in the direction of the nonverbal praise procedure. The efficacy of the treatment as a means of reducing anxiety during individually administered examinations was noted and discussed.     

Gender Effects in Information Processing on a Nonverbal Decoding Task

Women typically outperform men on the ability to assess other people??s nonverbal behavior. This difference might occur because women are taught to be more sensitive to emotional and nonverbal cues at a very early age compared to men. As a consequence, women might use a more favorable cognitive processing style than men during nonverbal decoding. The present study investigated whether this gender difference is due to the use of different cognitive information processing styles (global or local). Participants (N?=?137) were Swiss undergraduate students that were randomly assigned to either a global (focusing on the whole) or a local (focusing on details) priming of information processing style, or to a control group. They then performed a nonverbal decoding task. Results showed that compared to the control group, local priming had beneficial and global priming detrimental effects for nonverbal decoding accuracy. This was due to an improved performance in men after the local priming; women??s performance was not significantly affected by the local priming. Global priming increased nonverbal decoding accuracy in men and decreased performance in women. We conclude that women already use the more beneficial local processing style by default and that men??s performance can be boosted when providing them a processing strategy.     

The Effects of Nonverbal Immediacy and Verbal Person Centeredness in the Emotional Support Process

This study explores the combined influence of nonverbal immediacy and verbal person centeredness in the emotional support process. Three complementary models were tested in an experiment with 216 participants who disclosed an emotionally upsetting event to a confederate trained to display different levels of nonverbal immediacy and person centeredness. Participants subsequently completed a set of instruments measuring the perceived comforting quality of the confederate. Results suggested that nonverbal immediacy and person centeredness influence perceptions of what makes for good comforting. The data supported 2 of the advanced models but failed to provide support for a nonverbal primacy effect on perceived comforting quality.