Child versus adult perception of evaluative messages in verbal, vocal, and visual channels.

Bugental, Daphne E.; Kaswan, Jaques; Love, Leonore R.; Fox, Michael N.

doi:10.1037/h0029166

Cited by 80 publications

(46 citation statements)

References 10 publications

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“…Bugental, Kaswan, the preschool and grade-school ages. A Love, and Fox (1970) also reported that similar developmental trend has been noted video (but not audio) cues had less impact for the ability to decode vocal cues among on young children (relative to adults), pars' to 12-year-old children (Dimitrovsky, ticularly in decoding women's positive af-1964). Recently, Rosenthal, Hall, DiMatteo, fects.…”

mentioning

confidence: 74%

Developmental changes in decoding discrepant and nondiscrepant nonverbal cues.

Zuckerman¹,

Blanck²,

DePaulo³

et al. 1980

Developmental Psychology

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In this study we examined developmental changes in responses to consistent and discrepant video and audio nonverbal cues. A videotaped Nonverbal Discrepancy Test was administered to children aged 9-15 years. The discrepancy test measures (a) decoding accuracy-the extent to which subjects are able to identify affects (positivity and dominance) from visual (facial and body) cues and audio (content-filtered and random-spliced) cues-and (b) video primacy-the extent to which subjects are more influenced by video (face or body) than by audio cues. It was found that older children were more accurate at decoding affects than were younger children, particularly dominance-submission cues. Video primacy increased with age for facial cues (but not for body cues) and for cues of positivity (but not for cues of dominance). Relative to males younger female subjects showed more video primacy and older female subjects showed less video primacy, particularly for cues of dominance-submission. Relative to younger children older children showed less video primacy in decoding extremely discrepant audio and video cues than in decoding moderately discrepant audio and video cues. The development of nonverbal sensitivity to video and audio cues is discussed.When do children develop the ability to and vocal cues and therefore provided an decode (interpret) nonverbal cues? A re view opportunity to compare sensitivity to difby Charlesworth and Kreutzer (1973) indi-ferent nonverbal channels. It was found that cated that the ability to understand facial younger subjects showed a relative adexpressions appears during the first year of vantage in decoding tone of voice as oplife and increases in a linear fashion during posed to video cues. Bugental, Kaswan, the preschool and grade-school ages. A Love, and Fox (1970) also reported that similar developmental trend has been noted video (but not audio) cues had less impact for the ability to decode vocal cues among on young children (relative to adults), pars' to 12-year-old children (Dimitrovsky, ticularly in decoding women 's positive af-1964). Recently, Rosenthal, Hall, DiMatteo, fects. It is possible, then, that the ability Rogers, and Archer (1979) found that age to understand vocal intonations develops had a linear effect on decoding accuracy prior to sensitivity to other nonverbal chanuntil accuracy starts to level off between nels, but this sensitivity decreases to some ages 20 and 30. extent during socialization (cf. Rosenthal et The research by . That is, older children may either focused on the ability to decode facial, body, pay less attention to audio cues or discount the information they gain from these cues in favor of the information they gain from

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mentioning

confidence: 74%

Developmental changes in decoding discrepant and nondiscrepant nonverbal cues.

Zuckerman¹,

Blanck²,

DePaulo³

et al. 1980

Developmental Psychology

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“…Furthermore, children tend to discount the positive implications of a smile if there are cues suggesting that the expressed affect might not be sincere (Bugental, Kaswan, Love, & Fox, 1970). Thus, there is some evidence that even relatively young children are able to make distinctions between different types of smiles.…”

Section: Introductionmentioning

confidence: 92%

Children’s and adolescents’ perception of the authenticity of smiles

Thibault

Gosselin

Brunel

et al. 2009

Journal of Experimental Child Psychology

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“…In general, the vast majority of studies have concentrated on verbal prosody, while only recently an interest in audiovisual prosody seems to emerge. When looking at emotion, on the other hand, it appears that visual cues (in particular facial expressions) are judged to be more important than auditory cues such as voice information (e.g., Bugenthal, Kaswan, Love, & Fox, 1970;Hess, Kappas, & Scherer, 1988;Mehrabian & Ferris, 1967;Walker & Grolnick, 1983), and it may be noted that emotion research initially focussed on facial perception (see, for instance, the work of Paul Ekman and colleagues, e.g., Ekman, 1999). Interestingly, various more recent studies have shown that both modalities inXuence emotion perception of incongruent stimuli, where the visual channel may oVer one emotion ('happy') and the auditory channel another ('sad') (e.g., de Gelder & Vroomen, 2000;Massaro & Egan, 1996).…”

mentioning

confidence: 98%

Audiovisual prosody and feeling of knowing

Swerts

Krahmer

2005

Journal of Memory and Language

125

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This paper describes two experiments on the role of audiovisual prosody for signalling and detecting meta-cognitive information in question answering. The Wrst study consists of an experiment, in which participants are asked factual questions in a conversational setting, while they are being Wlmed. Statistical analyses bring to light that the speakers' Feeling of Knowing (FOK) is cued by a number of visual and verbal properties. It appears that answers tend to have a higher number of marked auditory and visual cues, including divergences from the neutral facial expression, when the FOK score is low, while the reverse is true for non-answers. The second study is a perception experiment, in which a selection of the utterances from the Wrst study is presented to participants in one of three conditions: vision only, sound only, or vision + sound. Results reveal that human observers can reliably distinguish high FOK responses from low FOK responses in all three conditions, but that answers are easier than non-answers, and that a bimodal presentation of the stimuli is easier than the unimodal counterparts. 

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Child versus adult perception of evaluative messages in verbal, vocal, and visual channels.

Cited by 80 publications

References 10 publications

Developmental changes in decoding discrepant and nondiscrepant nonverbal cues.

Developmental changes in decoding discrepant and nondiscrepant nonverbal cues.

Children’s and adolescents’ perception of the authenticity of smiles

Audiovisual prosody and feeling of knowing

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