Literaturnachweis - Detailanzeige
| Autor/inn/en | Feldman, Robert S.; Coats, Erik |
|---|---|
| Titel | Socialization Processes in Encoding and Decoding: Learning Effective Nonverbal Behavior. |
| Quelle | (1993), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Anger; Audience Response; Child Behavior; Children; Communication Skills; Elementary Education; Elementary School Students; Emotional Response; Encoding (Psychology); Facial Expressions; Happiness; Nonverbal Communication; Socialization; Television Viewing |
| Abstract | This study examined the relationship of nonverbal encoding and decoding skills to the level of exposure to television. Subjects were children in second through sixth grade. Three nonverbal skills (decoding, spontaneous encoding, and posed encoding) were assessed for each of five emotions: anger, disgust, fear or surprise, happiness, and sadness. In the decoding task, subjects identified which of the five emotions were being expressed in 20 videotaped facial expressions. Spontaneous encoding ability was assessed by having subjects view movie clips selected and pretested to elicit one of the five emotions. While subjects watched these clips, their nonverbal reactions were videotaped and later shown to judges who identified which emotion was being expressed in each display. Posed encoding ability was collected by having subjects use facial expressions to express each of the five emotions. Subjects also kept a one-week television viewing log. Analysis showed that level of exposure to television was associated with nonverbal behavioral skills. Subjects who watched television at high levels were significantly more accurate when encoding and decoding emotions that appear frequently on television shows than for emotions that appear infrequently. These results support the hypothesis that television viewing is associated with the ability to decode and encode certain emotions. (Contains 24 references.) (MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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