Nonverbal communication

Eye fixations of the face are normally directed towards either the eyes or the
mouth, however the proportions of gaze to either of these regions are dependent on
context. Previous studies of gaze behavior demonstrate a tendency to stare into a target’s
eyes, however no studies investigate the differences between when participants believe
they are engaging in a live interaction compared to knowingly watching a pre-recorded
video, a distinction that may contribute to studies of memory encoding. This study
examined differences in fixation behavior for when participants falsely believed they
were engaging in a real-time interaction over the internet (“Real-time stimulus”)
compared to when they knew they were watching a pre-recorded video (“Pre-recorded
stimulus”). Results indicated that participants fixated significantly longer towards the
eyes for the pre-recorded stimulus than for the real-time stimulus, suggesting that
previous studies which utilize pre-recorded videos may lack ecological validity.

In this study, we investigated what informational aspects of faces could account
for the ability to match an individual’s face to their voice, using only static images. In
each of the first six experiments, we simultaneously presented one voice recording along
with two manipulated images of faces (e.g. top half of the face, bottom half of the face,
etc.), a target face and distractor face. The participant’s task was to choose which of the
images they thought belonged to the same individual as the voice recording. The voices
remained un-manipulated. In Experiment 7 we used eye tracking in order to determine
which informational aspects of the model’s faces people are fixating while performing
the matching task, as compared to where they fixate when there are no immediate task
demands. We presented a voice recording followed by two static images, a target and
distractor face. The participant’s task was to choose which of the images they thought
belonged to the same individual as the voice recording, while we tracked their total
fixation duration. In the no-task, passive viewing condition, we presented a male’s voice
recording followed sequentially by two static images of female models, or vice versa, counterbalanced across participants. Participant’s results revealed significantly better
than chance performance in the matching task when the images presented were the
bottom half of the face, the top half of the face, the images inverted upside down, when
presented with a low pass filtered image of the face, and when the inner face was
completely blurred out. In Experiment 7 we found that when completing the matching
task, the time spent looking at the outer area of the face increased, as compared to when
the images and voice recordings were passively viewed. When the images were passively
viewed, the time spend looking at the inner area of the face increased. We concluded that
the inner facial features (i.e. eyes, nose, and mouth) are not necessary informational
aspects of the face which allow for the matching ability. The ability likely relies on global
features such as the face shape and size.

Research in second language acquisition reveals that adults have difficulty
learning the grammatical aspects of a foreign language. The present study investigated
the efficacy of three teaching methods that were predicted to help adults better learn the
grammar of a foreign language. First, lessons were presented in small pieces that
gradually increased to full sentences. Second, lesson trials were blocked such that
multiple examples of sentences with the same object or verb were presented
consecutively. Third, participants were instructed to gesture the actions of the verbs
within sentences. All three methods were predicted to increase the likelihood of learning
the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an
adventure videogame designed for the learning of French vocabulary and grammar of
French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.

Synchronization research reveals that those who are able to coordinate behavior in time are more likely to feel positively towards one another. Unlike previous research that has taken a linear approach, I examine the dynamical nature of individuals' emotional coordination by investigating the overlap in their moment-to-moment emotional responses to positive and negative events in the form of film clips. By using the mouse program, I develop a new relationship paradigm and find that this measure is able to capture the nuances of emotional responses, and, more importantly, it is able to distinguish between relationship partners versus pairs of strangers. However, I am unable to determine that emotional coordination, as determined by smaller differences in mouse program data between partners, is related to relationship quality, as measured by their level of liking and loving (for romantic partners only) towards each other and their future expectancy of the relationship.