Focuses on applications of a widely cited empirical study in the communication field--A. Mehrabian and S. Ferris' 1967 study that inferred that communication is 7% verbal, 38% vocal, and 55% facial. Notes that these applications overlook important limitations which do not warrant formulation of a precise numerical formula. Discusses lessons…

Focuses on the relationship of three student predispositions to their expectations for instructor communication behavior. Examines students' communication apprehension, grade and learning orientation, and humor orientation in relation to students' expectations for teachers' use of verbal and nonverbal immediacy behaviors, clarity behaviors, and…

Conducts an experiment on teacher expectancy effects to investigate the simultaneous effects of student gender, communication channel, and type of material taught (vocabulary and reasoning). Finds that the magnitude of teacher expectation effects was greater when students had access to visual cues, especially when the students were female. (MS)

Finds, contrary to previous research on teacher nonverbal immediacy, that the variable has an inverted-U curvilinear relationship with cognitive, affective, and behavioral learning--in other words, moderately high teacher immediacy is more effective in helping students learn than either excessively high or low immediacy. (SR)

Finds that teachers who perceived their students to be more nonverbally immediate with them in their classrooms expressed more positive affect for the students than did teachers who perceived their students as engaging in less nonverbally immediate behaviors. (SR)

Presents a study in which experimental manipulation of combinations of nonverbal and verbal immediacy allowed researchers to more precisely test these causal links in relation to recall, learning loss, and affective learning. Notes that higher verbal immediacy in the experimental manipulations, when combined with higher and lower nonverbal…

Analyzes research based on data drawn from the cultures of Puerto Rico, Finland, Australia, and the United States. Finds a very positive relationship between immediacy and perceived cognitive learning in each culture studied, but the magnitude of the relationships varied substantially. Discusses implications. (PA)

Presents two studies that replicated and extended J. K. Burgoon and R. C. Koper's research by examining nonverbal behavior patterns, relational message interpretations, and credibility evaluations associated with communication reticence. Challenges the traditional view that reticence produces pronounced performance decrements and discusses…

States that recent research advanced a causal model explaining the teacher immediacy/student learning relationship by positing the mediational effects of students' state motivation to learn. Argues for an alternative model which posits that affective learning is the central causal mediator. Tests the model with 224 students evaluating their…

Investigates the relationship between nonverbal behaviors of immediacy and dominance on teachers' initial impressions of trust toward a supervisor. Notes that supervisor immediacy resulted in higher perceptions of trust than supervisor dominance, and immediacy also rated higher on measures of appropriateness and effectiveness than dominance.…

Finds that interactive television instructors' perceptions of students' nonverbal responses are positively related to their impressions of students, their perceptions of teaching effectiveness and satisfaction, perceptions of teacher-student interpersonal relationships, and preference for teaching in the interactive television classroom; these…

Investigated whether abused and neglected children differ from other children in their nonverbal attachment and communicative behavior. Found that in comparison (1) abused children avoided contact and interaction and (2) abused females exhibited more avoidance than males. (PD)

Finds that students enrolled in conventional classrooms and distributed-learning classrooms (in which students primarily interact with the instructor and other students through computer-mediated communication) did not perceive a significant difference in instructor verbal immediacy, but they did perceive a significant difference in instructor…

Investigates what specific teacher nonverbal immediacy behaviors are most associated with students' evaluations of their teachers. Uses data from Australia, Finland, Puerto Rico, and the United States. Compares the relationship between nonverbal immediacy and teacher evaluation across diverse cultural and linguistic communities as well as…

Hypothesized that college students' learning from a videotaped lecture will be enhanced by the instructors' nonverbal expressiveness. Results support a positive effect for affective learning and suggest that nonverbal expressiveness directly influences attitudes toward the lecturer and the videotaped message. (PD)