信息传播中的非语言符号

非语言符号是以语言为基础，单独表达一种信息的符号。可分为视觉符号与听觉符号、主观表达符号与客观表达符号。非语言符号具有语义指代和暗示的功能，起着暗示思维的作用。与语言符号相比。非语言符号具有普遍性、形象性、多维性。从符号的社会功能来看，非语言符号所传递的是外流信息，其信息具有内容的真实性、传递的连续性、通道的复杂性等特点。     

非语言符号的教学功能

在教学过程中，教师对于信息的传递通常以语言和非语言两种方式进行。一般说来，人们比较注意语言的传递，因为它百接，易于表达、思考和分析，而往往忽略非语言符号的作用。所谓非语言符号是指语言、文字以外的可以通过视觉、听觉、触觉、嗅觉等感觉到的姿势、声音、表情、气味、颜色、画面等概念的总称。实践表明，教师如能在教学中恰当地运用非语言符号，会促进课堂教学的高效进行。     

教态初探

教态初探江苏通州市十总中学张圣如教育传播学认为“传播符号系统是由语言符号和非言语符号构成的双重系统，教师的讲述及文字教材属语言符号系统，传递语言信息。师生的体态语、时间关系及造型艺术品等属于非言语系统，传递非言语信息。这双重符号系统缺一不可”（《教育...     

教师的体态语言与学生的情感沟通

语言是人类交际的工具,在教学上,一谈语言,人们似乎只能想到口头语言、书面语言,然而却忽视了非语言信息的传递在人际交往中的作用和运用。事实上,在日常生活中或是在课堂上,人们除了用书面语言、口头语言进行信息传递之外,也无时无刻不在运用着大量的非语言信息进行交往,这种非语言信息就是体态语言。     

论态势语在课堂言语交际中的功能及原则

教育传播学认为,传播符号系统是由语言符号和非语言符号构成的双重系统,教师的讲述及文字教材属语言符号系统,传递语言信息。教师的态势语则属于非语言信息。这双重符号系统在教学中缺一不可。七十年代中期以来,国外就开始重视态势语在课堂言语交际中的运用,积极向中小学教师开设这方面的指导课程,举办训练班。本文结合平时的教学实践,试谈态势语在课堂言语交际     

以一堂生物拓展课为例谈教学交往的困境

教学交往是指课堂教学情境中教师与学生、学生与学生之间相互影响和相互作用的过程,是一个以符号(语言符号和非语言符号)为媒介的进行信息传递、思想交流、感情沟通的过程。教学交往包含着两个关系的活动主体即教师和学生,在课堂上,主体通过符号发     

跨文化交际中的非言语符号

人类的交际是以一定的符号为手段在一定的规则指导下进行的,因此交际就是符号活动。非言语符号在交际中传递比语言符号大得多的信息。但非言语符号中的能指和所指之间的关系是任意的,又是约定俗成的。在跨文化交际中了解非言语符号承载的不同的文化信息,认识它们的约定俗成性,对促成有效跨文化交际具有很大的意义。     

跨文化交际中的非言语符号

人类的交际是以一定的符号为手段在一定的规则指导下进行的,因此交际就是符号活动.非言语符号在交际中传递比语言符号大得多的信息.但非言语符号中的能指和所指之间的关系是任意的,又是约定俗成的.在跨文化交际中了解非言语符号承载的不同的文化信息,认识它们的约定俗成性,对促成有效跨文化交际具有很大的意义.     

以一堂生物拓展课为例谈教学交往的困境

教学交往是指课堂教学情境中教师与学生、学生与学生之间相互影响和相互作用的过程,是一个以符号（语言符号和非语言符号）为媒介的进行信息传递、思想交流、感情沟通的过程。教学交往包含着两个关系的活动主体即教师和学生,在课堂上,主体通过符号发生关系,并产生教育效果。语言交往是课堂教学交往的重要组成部分,也是常用的教学交往手段。     

非语言交际行为在英语教学中的运用

自从有了人类,就开始了人与自然界及人与人之间的交际活动。人类的交际分为语言交际和非语言交际,两者都是传递和交换信息的过程。在语言符号产生以前,非语言符号曾经是人类最重要的交际工具。时至今日,它的存在,不仅是对语言交际的必要补充,     

Silence in Intercultural communication

In communication,most of people’s attention focuses on verbal communication,nonverbal language as a means of exchange is often ignored.However,nonverbal language continues sending signals,and most of these signals are sent to conversational partners unconsciously.So correct understanding of these signals will help people improve effectiveness of communication.This article will focus on silence,a major part of nonverbal communication,exploring its communicative functions and cultural differences.     

Visual processing of verbal and nonverbal stimuli in adolescents with reading disabilities

This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading.     

浅谈国际商务交际中的非语言行为交际

语言是社会交际的工具,是人类文化的载体。非言语行为交际为语言交际起到必要的补充作用。人们在交际中,往往只注重语言交际,而忽略非言语行为交际作为信息传递途径的重要地位。列举很多非语言行为在不同文化中存在差异的例子,讨论非语言行为交际及其在国际商务交际中的重要性,提醒人们重视非语言行为交际在国际商务交际中的作用。     

浅谈国际商务交际中的非语言行为交际

语言是社会交际的工具，是人类文化的载体。非言语行为交际为语言交际起到必要的补充作用。人们在交际中，往往只注重语言交际，而忽略非言语行为交际作为信息传递途径的重要地位。列举很多非语言行为在不同文化中存在差异的例子，讨论非语言行为交际及其在国际商务交际中的重要性，提醒人们重视非语言行为交际在国际商务交际中的作用。     

论报纸版面的感觉重组功能

为降低文字语言的抽象度,提高报刊信息的易受性和可读性,报纸编辑可充分发掘版面元素等非语言符号及标题文字等语言符号的感觉重组功能,引导受众对报刊信息进行从抽象到具象、从复杂到单一、从感知到体验、从熟悉到陌生的感觉转换,从而实现最佳传播效果。     

非言语行为在教学中的应用研究

人类的交际分言语交际和非言语交际。然而,在大多情况下,人们更倾向于相信非言语交际行为所传递的信息。而在课堂教学环境中,教师的非言语行为直接影响学生对讲授内容的理解。因此,有必要了解影响教学效果的主要非言语行为及其作用,以便在教学活动中有的放矢,取得事半功倍的教学效果。文章首先论述了非言语交际的定义、分类与功能;继而探讨了外语课堂教学中非言语行为的作用,在此基础上,提出提高学生非言语交际能力的方法。     

Longitudinal genetic study of verbal and nonverbal IQ from early childhood to young adulthood

In a longitudinal genetic study we explored which factors underlie stability in verbal and nonverbal abilities, and the extent to which the association between these abilities becomes stronger as children grow older. Measures of verbal and nonverbal IQ were collected in Dutch twin pairs at age 5, 7, 10, 12 and 18 years. The stability of both verbal and nonverbal abilities was high, with correlations over time varying from .47 for the 13-year time interval up to .80 for shorter time intervals. Structural equation modeling showed increasing heritability with age, from 48% (verbal) and 64% (nonverbal) at age 5 to 84% and 74% at age 18. Genetic influences seemed to be the driving force behind stability. Stability in nonverbal ability was entirely explained by genes. Continuity in verbal abilities was explained by genetic and shared environmental effects. The overlap between verbal and nonverbal abilities was fully accounted for by genes influencing both abilities. The genetic correlation between verbal and nonverbal IQ increased from .62 in early childhood to .73 in young adulthood.     

Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children

In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic.     

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal,quantitative, and nonverbal tests

Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc.     

Hemispheric processing and cognitive styles in learning-disabled and normal children.

A paradigm of specialized brain hemisphere processing abilities was used to test cognitive skills and cognitive style in "learning-disabled" (LD) and "normal" children. Results indicate that (1) verbal ability is not a unitary factor, and LD children are deficient in only some aspects of verbal ability; (2) the LD group perform as well as the control group on right-hemisphere tests; (3) LD boys are more field sensitive (field dependent) than the control boys; (4) LD children may be attempting to use a nonverbal information processing mode to deal with academic tasks. The need for information on nonverbal processing skills in order to aid verbal processing is discussed.