Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined nonverbal communication in relation to Electronic Medical Record (EMR) use during the medical interview. 6 physicians were videotaped during their consultations with 50 different patients at a single setting Veterans Administration Hospital. 3 different office spatial designs were identified and named “open,” “closed” and “blocked.” The “open” arrangement put physicians in a position to establish better eye contact and physical orientation than did the alternative “closed” and “blocked” office configurations. Physicians who accessed the EMR and took “breakpoints” (short periods of no computer use and sustained eye contact with patients) used more nonverbal cues than physicians who tended to talk with their patients while continuously working on the computer. Long pauses in conversational turn taking associated with EMR use may have positively influenced doctor-patient communication. High EMR use interviews were associated with patients asking more questions than they did in low EMR use interviews. Implications for medical education and future research are discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This investigation examined whether alcohol consumption inhibits or encourages nonverbal behavior, and if alcohol and nonverbal behaviors are associated with a dyad’s performance. Forty-two male teams played a cooperative game whereby one person produced clues and a partner guessed the clue category. Several 2 (Alcohol consumption of clue producer: BAC .08 g/dl or sober) x 2 (Game 1 versus Game 3) repeated measure analyses of variance examined the effect of drinking on nonverbal behaviors; regression analyses examined the influence of these variables on game performance. Drinking alcohol largely resulted in the increased use of nonverbal behaviors, and to an extent, greater team success.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined whether a debater’s background nonverbal behavior affected audience perceptions of her and her opponent’s likeability. Students watched one of four versions of a televised debate. In each, while the speaking debater appeared on the main screen, subscreens displayed her nonspeaking opponent’s background nonverbal behavior. In one version, the non-speaking debater displayed a neutral expression during her opponent’s speech, while in the other three she nonverbally displayed occasional disagreement, nearly constant disagreement, or both agreement and disagreement. After viewing the debates, students rated the debaters’ likeability. Analysis indicated that background nonverbal behavior influenced audience perceptions of the nonverbal communicator but not of the speaking debater. These results and their implications are discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The purpose of this study was to investigate the influence of teacher immediacy, teacher credibility, and student nonverbal sensitivity on student motivation and affective learning. 88 students were exposed to one of four conditions that used videotape (teacher immediacy) and written scenarios (credibility) to manipulate the independent variables, and then completed motivation, affective learning, and emotional sensitivity scales. Both teacher immediacy and teacher credibility were separately found to influence student motivation and affective learning.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The purpose of this study was twofold: to investigate the effect of teacher burnout on student state motivation and affective learning and to test the neutralizing effect of teacher nonverbal immediacy. Utilizing a 2 x 2 factorial experimental design, 172 college students were exposed randomly to one of four written scenarios manipulating levels of teacher burnout (high or low) and nonverbal immediacy (high or low). Results of MANOVA indicate that teacher burnout adversely impacts student state motivation and affective learning, and teacher nonverbal immediacy alleviates the negative effect of teacher burnout on students. Students report the highest motivation and affective learning with low burnout and high immediacy teachers, and the lowest motivation and affective learning with high burnout and low immediacy teachers.