Please use this identifier to cite or link to this item:

Effects of nonverbal experiences on interpersonal communication

File Description SizeFormat 
uhm_phd_7210153_uh.pdfVersion for UH users1.84 MBAdobe PDFView/Open
uhm_phd_7210153_r.pdfVersion for non-UH users. Copying/Printing is not permitted1.87 MBAdobe PDFView/Open

Item Summary

Title: Effects of nonverbal experiences on interpersonal communication
Authors: Kunimoto, Elizabeth Nakaeda
Keywords: Nonverbal communication
Issue Date: 1971
Publisher: [Honolulu]
Abstract: Selected nonverbal experiences were investigated for their effects upon interpersonal relationships between peer dyads and teacher-pupil dyads. The independent variable was the type of intervention--proxemic, kinesic, or verbal (control). The dependent variables were pre-test, post-test difference scores on interactional distance and credibility ratings between peer and teacher-pupil dyads. The subjects (Ss) were 325 students from 28 intact sections in the University of Hawaii's course in Interpersonal Speech-Communication. The sections were assigned randomly to the three groups: proxemic (102 Ss), kinesic (112 Ss), and control (111 Ss). The experiment took three consecutive class sessions in the following sequence: (1) pre-test; (2) intervention; and (3) post-test. The instrument was a booklet that measured interactional distance and credibility. Distance was measured in centimeters between stationary dots and mobile, self-adhesive dots representing dyads interacting in source-receiver and receiver-source positions. Credibility was measured by means of a seven-point rating scale. Ss were asked to select three peer members with whom they had the most contact and three with whom they had the least contact. By means of dot placement, they were asked to indicate their interaction with these members and with their classroom teacher in dyads in source-receiver, receiver-source positions and in formal and informal contexts. For each of the treatment groups, pre-test, post-test difference scores on interactional distance and credibility ratings were obtained for peer dyads as well as teacher-pupil dyads. The interventions did not bring about a significant difference in decreased interactional distance among the three groups. However, the increase in credibility was significantly greater (p < .002) for peer' dyads who participated in nonverbal activities over those who took part in verbal activities; there was a slightly greater increase for the proxemic group over the kinesic group. Credibility for teacher-pupil dyads was significantly greater (p < .05) for Ss who experienced nonverbal activities over those who experienced verbal activities. Perceived interactional distance on the pre-test placements from source to receiver correlated with perceived interactional distance from receiver to source at .301, significant at the .005 level of confidence. Perceived credibility based on pre-test scores from source to receiver correlated with those from receiver to source at .430, significant at the .005 level. Among those who selected each other as having more frequent classroom contact, proxemic activities brought about a decrease in perceived interactional distance. Kinesic activities brought about a significant increase in perceived credibility over proxemic activities among those who expressed a mutual relationship. Across Ss, changes in credibility were negatively correlated with interactional distance. The correlation was .208, significant at the .005 level of confidence. Credibility, which defines relationship, is a dynamic variable that can be created or altered. This study, using credibility measures in conjunction with measures of interactional distance, supports the hypothesis that nonverbal experiences improve interpersonal relationships, which in turn provide the context for enhanced human communication.
Description: Typescript.
Thesis (Ph. D.)--University of Hawaii, 1971.
Bibliography: leaves 76-81.
ix, 81 l tables
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Educational Psychology

Please contact if you need this content in an alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.