A study was conducted to identify codes of nonverbal behavior which could be used by interviewers in a standard field interview t o systematically assess deception and emotional states of respondents. Ten male and 10 female subjects were interviewed on topics that had been pretested to arouse in them pleasant involvement, passivity, and unpleasant involvement. Subjects were also instructed to lie to the interviewer on issues of importance to them. Eye contact was measured by observation through a one-way mirror. Smiles, gestures, self-manipulations and postural shifts were scored from videotapes of the interview. The most distinctive patterns of nonverbal cues occurred with unpleasant-involvement and deception questions. The former state was characterized by increases in smiling, self-manipulations, and postural shifts. Deception responses were marked by decreases in smiling and increases in self-manipulations and postural shifts. Results also suggested that eye contact functioned as an intensifier of affect.
This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning.
More effective use of mixed-methods evaluation designs employing quantitative and qualitative methods requires clarification of important design and analysis issues. Design needs include assessments of the relative costs and benefits of alternative mixed-methods designs, which can be differentiated by the independence of the different methods and their sequential or concurrent implementation. The evaluation reported herein illustrates an independent, concurrent mixed-method design and highlights its significant triangulation benefits. Strategies for analyzing quantitative and qualitative results are further needed. Underlying this analysis challenge is the issue of cross-paradigm triangulation. A comment on this issue is provided, in conjunction with several triangulation analysis strategies.
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