Training students to decode verbal and nonverbal cues: Effects on confidence and performance.

Abstract

A study was conducted to investigate the effectiveness of using previous research findings as a means of teaching students how to interpret verbal and nonverbal behaviors. Students were pretested and then randomly assigned to 1 of 3 conditions: no training, receiving an informational lecture about verbal and nonverbal cues, or receiving practice in identifying relevant cues in videotaped interactions. Results indicated that only the group that received practice significantly improved its ability to correctly interpret verbal and nonverbal behavior. Information alone produced no improvement in performance, but it significantly increased subjects' confidence in the accuracy of their performance. Some interesting gender differences were also uncovered. Although pretest scores indicated that women earned higher accuracy scores than men, men were much more confident that they had performed well.

Gender Stereotypes in Advertising on Children's Television in the 1990s: A Cross-National Analysis

“…They were told that the purpose of the study was to find out about the kinds of commercials children in different countries see and to describe how children are portrayed in those commercials. To ensure that they could interpret the verbal and nonverbal information contained in the advertisements, instruction was provided (Costanzo 1992). Instruction included familiarization with the definitions of the variables to be coded, the coding sheet, and the video equipment.…”

Gender Differences in Social Dominance Orientation: The Role of Cognitive Complexity

“…For example, Esses et al (1998) found that although attitudes toward immigrants in Canada were related to SDO, those attitudes were mediated by individual differences in zero-sum cognitive processing. Further, SDO is negatively related to education levels (Sidanius and Pratto 1999) and positively related to need for cognitive closure (Cornelis and Van Hiel 2006). SDO is also related to a particularly useful form of cognitive complexity, attributional complexity.…”

Nonverbal Sensitivity in Medical Students: Implications for Clinical Interactions

“…Although there is much remaining to be learned about how interpersonal sensitivity is best taught, the evidence from nonclinical studies suggests that short-term interventions can be effective. 36,54,55 Our evidence suggests that interpersonal sensitivity is a physician skill linked to a variety of positive indicators ranging from self-awareness to performance and patient satisfaction. We believe that there is a place for this topic in the medical school curriculum.…”