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1.
DELTON W. YOUNG 《Counselor Education & Supervision》1985,24(4):360-364
The demand for naturalistic, fine-grained methods in counselor training and counseling process research has supported use of the videotape-assisted recall (VAR) method. By reviewing videotapes of counseling sessions, clients can, for example, provide ratings of specific counselor behaviors or of their own moment-to-moment experience. The reliability of ratings made with VAR is not well established. This article includes reliability data from a test-retest procedure. Twelve participants met individually with a counselor for 20 minutes each to discuss a “minor but real personal concern,” and the interviews were videotaped. The videotape recall was conducted twice. Participants made ratings of two types of recalled affect at times of occurrence of each of six counselor nonverbal gestures. Stimulus order was disguised from the first recall to the second. Reliabilities of ratings ranged from .508 to .822. 相似文献
2.
This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self-observation of edited videotapes of appropriate-only behavior (entitled self-as-a-model), (b) self-observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self-as-a-model technique (self-observation of appropriate-only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self-as-a-model, five were completely extinguished after only three practice sessions. 相似文献
3.
Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process. The investigation displays the high-to-low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors. 相似文献
4.
To investigate social exclusion, 146 dyads of close friends (N = 292, ages 10, 12, and 14) were observed as they played a board game with a same-gender confederate actor, trained to be a difficult play partner. Verbalizations and gestures were coded for verbal and nonverbal social exclusion, verbal aggression, and verbal assertion. The results indicated few developmental differences. For verbal responses in the presence of the actor, boys were more socially exclusive and verbally aggressive than were girls. Girls engaged in more nonverbal social exclusion in the presence of the actor than did boys. Girls' socially exclusive behaviors were unrelated to other negative behaviors and more strongly related between friends in the actor's absence. 相似文献
5.
MICHAEL K. GARDNER THOMAS B. WHITE TED PACKARD BRUCE E. WAMPOLD 《Counselor Education & Supervision》1988,28(1):43-52
This study examined two verbal process variables in counseling: (a) accuracy of counselor recall statements, and (b) relevance of counselor recall statements. 相似文献
6.
HAROLD L. HACKNEY 《Counselor Education & Supervision》1971,11(2):102-109
This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre-practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self-image. Acquisition of these skills and attitudes in a pre-practicum permits a consultation-professional model for practicum that focuses upon the accumulation of experience rather than skills. 相似文献
7.
Strong (1968) proposed that counseling can be viewed as a two-phase process. During the first phase, counselors use various techniques to enhance client perceptions of counselor expertness, trustworthiness, and attractiveness. These perceptions result in influence-power and have an effect on outcome. According to Strong, clients use reputational, behavioral, and evidential cues to assess counselor credibility and attractiveness. Previous research has indicated, however, that counselor attire is not used as an evidential cue when counselors display expert verbal and nonverbal behavior. It was hypothesized that counselor attire is an evidential cue for expertness, trustworthiness, and attractiveness of the inexperienced neophyte counselor-in-training. To test this hypothesis college students participated in group counseling sessions with either a formally or informally attired neophyte counselor. It was found that the informally attired counselor was perceived as more expert, trustworthy, and helpful. 相似文献
8.
Nathlie A. Badian 《Annals of dyslexia》1992,42(1):159-178
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more
likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to
examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV
and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by
their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy,
however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were
dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers
or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere
dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school
failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile. 相似文献
9.
The purpose of this study was to assess the contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. One hundred and three children from grades 1, 2, and 3 were administered a measure of phonological awareness, four measures of working memory, four measures of academic achievement, and a measure of verbal intelligence. Separate multiple regression analyses controlling for the effects of age, sex and verbal intelligence showed that tests of verbal memory and of direct recall significantly predicted reading and spelling achievement whereas tests of backward recall significantly predicted only pseudoword identification. Phonological awareness was also found to relate significantly to reading and spelling achievement even when working memory was partialled out. Thus, phonological awareness and measures of working memory predicted specific and significant amounts of variance in reading and spelling achievement. Further, none of these measures were specifically related to arithmetic achievement. The specific roles of phonological awareness and working memory in reading development are examined in the discussion. 相似文献
10.
Previous research has shown that pictures can be effective in enhancing text memory. For example, Waddill and McDaniel (1992) found that pictures depicting detail information in an expository text effectively enhanced recall of those details and pictures depicting relational information effectively enhanced recall of those relations. However, the research on picture enhancement effects raises the question of whether the mnemonic value of pictures is simply a by‐product of having drawn attention to parts of the text through selective repetition of text content. The present study addressed the question by comparing the relative effectiveness of pictures versus simple verbal captions in promoting text memory. The results replicated the Waddill and McDaniel (1992) pictorial enhancement effect. However, the results showed that repeating the targeted information in a verbal caption was as effective as providing a pictorial illustration, thus suggesting that repetition of text content rather than nonverbal pictorial illustrations produced the effect. The findings generalized across three texts that differed in the amount of spatial content they conveyed. 相似文献
11.
《Journal of educational and psychological consultation》2013,23(2):133-149
The verbal and nonverbal communication behaviors of consultants and consultees were examined in this study. The problem identification interviews (Bergan, 1977) of two consultants and 20 consultees were videotaped as they discussed school problems being experienced by the consultees. A modified version of the Message Process category of Bergan's (1977) Consultation Analysis Record was employed to measure verbal behavior. Nonverbal behaviors (Facial, Voice, and Body) were assessed as either positive, negative, or neutral following the coding scheme employed by Gottman, Markman, and Notarious (1977). Consultant and consultee verbal and nonverbal behaviors were coded each 10 sec using a system of momentary time sampling. Preliminary mapping of consultation communication behaviors are presented. A more complex behavior code is suggested to better understand the nature of communication interactions during consultation sessions. Limitations of the' current study are examined and results are discussed in terms of implications for consultation practice and future research. 相似文献
12.
《The Journal of educational research》2012,105(3):142-144
AbstractThe verbal and nonverbal behaviors of sixth grade children tutoring third grade children were analyzed. Results showed that when the tutee was doing well there was a greater proportion of positively toned affective statements made by the tutor, and when the tutee was doing poorly there were more negatively toned affective statements. Similarly, the nonverbal behavior of tutors tended to reflect the performance of the tutee. The relationship between verbal and nonverbal behavior was examined. 相似文献
13.
《The Journal of educational research》2012,105(4):164-168
AbstractThe Lorge-Thorndike Intelligence Tests, verbal and nonverbal, were administered to 115 eighth-grade boys and 150 eighth-grade girls who had taken the tests in grade three or four. Estimated true changes in IQ from grades three and four to grade eight were calculated. It was found that 1) estimated true (E.T.) nonverbal changes were more than three times as great as (E.T.) verbal changes for both boys and girls, 2) both verbal and nonverbal IQ scores tended to rise, 3) grades three, four, and eight verbal IQ scores correlated more highly with each other than did grades three, four, and eight nonverbal IQ scores, and 4) there was no significant product moment correlation between (E.T.) verbal and (E.T.) nonverbal IQ change scores. 相似文献
14.
The relationship between state anxiety and free recall was examined in 74 elderly community‐dwelling adults who had completed a memory improvement program. State anxiety (as measured by the state version of the State Trait Anxiety Inventory) was a significant predictor of recall performance after accounting for age, vocabulary, and study time. State anxiety and age were negatively associated with performance scores, whereas study time and vocabulary were both positively correlated. The evidence suggests that state anxiety should be considered a potential source of variation in verbal learning studies with older adults. The implications of these findings for future research are discussed. 相似文献
15.
The present study considers the design and implementation of immediacy behaviors for an animated agent and the influence of such an agent on viewers. Immediacy, a widely studied construct in human communication research, is defined as the verbal and nonverbal communication behaviors that enhance physical and psychological closeness between people. In this study, the use of animated agent immediacy with new technology, a handheld computer, was studied as a form of affective computing. The purpose of the study was first to find out whether users perceive the communication behaviors of the agent that were intended to enhance immediacy, second, what effects animated agent immediacy has on evaluations of a news service, and third whether affective learning or recall of news content is related to agent immediacy. The results revealed that communication behaviors that enhance immediacy were perceived by the users. Those behaviors were also related to their perception of immediacy. However, the animated agent immediacy did not have a significant effect on evaluation of the news service. Additionally, agent immediacy had no effect on affective or cognitive learning from the news. The results show that it is possible to construct immediacy behaviors for the animated agents, but in this context the influences differed from those reported in human‐to‐human communication. The possibilities for and consequences of agent immediacy are also discussed, as are the reasons why the effects of immediacy on evaluations and learning were not found in the present study. 相似文献
16.
The aim of the current study was to further explore the connection between verbal short-term recall and phonological processing for two purposes: (a) To investigate the basis of short-term memory deficits for children with reading disability, and (b) To further explore the origin of developmental verbal memory span increases.Using a variety of memory and phonological tasks, reading group comparisons were conducted testing third-grade good readers and poor readers, and developmental changes were studied with pre-kindergarten, first-grade and third-grade children. The main finding was that a strong relationship was observed between efficiency of phonological processes and capacity of verbal memory supporting the hypothesis that reducing phonological processing requirements in verbal short-term memory increases available resources for storage. No such relationship was found between phonological processing and nonverbal memory. This conclusion was supported by two findings: (a) The verbal short-term memory deficits in poor readers significantly correspond with less accurate phonological processing, and (b) Developmental increases in verbal STM are accompanied by more accurate and rapid execution of phonological tasks. 相似文献
17.
非言语行为在教学中的应用研究 总被引：5，自引：0，他引：5
人类的交际分言语交际和非言语交际。然而,在大多情况下,人们更倾向于相信非言语交际行为所传递的信息。而在课堂教学环境中,教师的非言语行为直接影响学生对讲授内容的理解。因此,有必要了解影响教学效果的主要非言语行为及其作用,以便在教学活动中有的放矢,取得事半功倍的教学效果。文章首先论述了非言语交际的定义、分类与功能;继而探讨了外语课堂教学中非言语行为的作用,在此基础上,提出提高学生非言语交际能力的方法。 相似文献
18.
The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications. 相似文献
19.
《International Journal of Educational Research》2001,35(4):373-389
This chapter presents and discusses the results of the study. The results are presented in three sections: results of the correlational analysis, results of the regression analysis, and results of the path analysis. In general the results suggest that family background is indirectly linked to GPA by virtue of its direct effect on study behaviors, verbal ability, and nonverbal ability. Similarly, the link between study behaviors and GPA is mediated through verbal ability and nonverbal ability. Family background and study behaviours consistently predicted nonverbal ability, verbal ability, and GPA, even after the effects of the other cognitive variables had been removed. 相似文献
20.
STEPHEN A. ROLL MAUREEN A. CROWLEY LAWRENCE E. RAPPL 《Counselor Education & Supervision》1985,24(3):234-243
The purpose of this audiovisual counseling study was to determine if variations in counselor nonverbal behavior result in enhanced or debilitated perceptions of counselor expertness, attractiveness, trustworthiness, and helpfulness. Three groups of participants rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of a counselor emitting nonverbal behavior at a high, moderate, or low frequency. In addition, a fourth group rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of the counselor role. Results indicate that: (a) low frequency counselor nonverbal behavior results in debilitated perceptions of counselors; (b) the counselor role is perceived as moderately expert, attractive, trustworthy, and helpful; and (c) compared with the counselor role, high frequency counselor nonverbal behavior does not enhance the perceived expertness, attractiveness, trustworthiness, and helpfulness of counselors. Implications for counseling practice, theory, and research are discussed. 相似文献