NONVERBAL LEARNING

Nonverbal Cues

Most of my [design] work really involves geometry--simple geometric structures to perform a function. So I'll start with a geometric pattern in my mind . . . . --Lyndon Burch, inventor (Petroski 1992:178)


Process. 1. The act of gaining knowledge or skills apart from language, speech, or words. 2. The extralinguistic transmission of cultural knowledge, practices, and lore.

Usage: A great deal of knowledge--from using computers to sailing a boat--is gained by watching, imitating, or practicing the body movements of someone who knows. In diverse "nonverbal apprenticeships" the only vocal input may be, "Watch me." (English "apprentice" comes from the 7,000-year-old Indo-European root word ghend-, to grasp with the hands, seize, take.)

Fundamental knowledge. Through a panoply of voiceless messages from Nonverbal World, we gain fundamental knowledge and experience about the business of life and living. Today, even the most technical knowledge may be transmitted through nonverbal apprenticeships, in which students watch and do rather than read a manual.

Nonverbal directions. In airports, shopping malls, and theme parks, and on the highway systems linking them, international graphic symbols--nonverbally, and in a pictorial format--are used to show people where they are and where they need to go (see ISOTYPE).

Nonverbal narratives. 1. "Early pictorial narratives. With Spanish Levantine rock art (dating to 11,000 B.P. [before present]), ancient sign artifacts begin to show a quantum leap both in complexity and information content in scenes representing hunters, singly and in groups, associated weapons, clothing, gender signals, social behaviors, and complicated juxtapositionings of human beings with one another and with prey animals. Thus begins pictographic narration--story telling, dramatization--showing consequences of actions, portraying life-and-death encounters" (Givens 1982:162). 2. "Semiotic principles of the narrative, the use of signs to chronicle events from beginning to end, and to relate causes with outcomes, become a strong theme in human recordings from this period forward" (Givens 1982:162).

Practice I. 1. Some nonverbal learning involves the practice-makes-perfect principle of repetition, e.g., of repeating a golf swing, a baseball pitch, or a balance-beam routine. Repeated swinging, throwing, and jumping target the cerebellum rather than speech areas of the cortex. 2. "The process that improves motor performance through practice is called motor learning" (Lisberger 1988:242). 3. "The vestibulo-ocular reflex (VOR) is a simple movement that has been used to investigate the neural basis for motor learning [hypothetically guided by output from the cerebellar cortex of the flocculus, through VOR brain-stem pathways] in monkeys" (Lisberger 1988:242).

Practice II. 1. "Motor learning can be defined as a set of neural processes associated with practice that lead to changes in performance and capabilities" (Flash 1997:1612). 2. "The picture of motor learning that emerges from the book [Bloedel, Ebner, and Wise 1996] is one of a highly distributed system, comprising several brain structures and interconnected neural networks" [including "cortical regions, the cerebellum, the basal ganglia, and various brainstem nuclei"] (Flash 1997:1612).

Shape. In Bali, dance teachers grasp and physically mold a student's fingers to choreograph the proper hand shape (Bateson and Mead 1942).

Show. Learning to sail a boat by reading a manual is far less efficient than watching an experienced sailor pilot his or her craft. Knowledge is most efficiently transmitted through a combination of verbal and nonverbal means.

Neuro-notes I. Nonverbal learning takes place both cortically and subcortically. In the latter case, the basal ganglia's new wing, known as the neostriatum (caudate nucleus and putamen), may be used for motor learning by an Olympic athlete to master complex body movements on the balance beam.

Neuro-notes II. A December 1999 study by Johns Hopkins researchers, published in the journal Cerebral Cortex, found differences between men and women in a nonverbal part of the brain thought to be responsible for our abilities to a. estimate time and speed, b. visualize objects in 3-D, and c. solve math problems. The scientists report that the inferior parietal lobule (IPL; part of the cerebral cortex [on both sides of the brain, above ear-level]) is significantly larger in scientists. (N.B.: The IPL is known to have been particularly impressive in Albert Einstein's brain.)

Neuro-notes III. Researchers have recently found a role for the cerebellum in multi-joint body movements; the cerebellum ". . . predicts and adjusts for the multiple forces on a limb during a complex movement, including those propagating from one joint to another. If a person picks up a hammer, say, the cerebellum will activate the extra muscle force needed to operate the arm under the new physical conditions. It also controls the relative timing of various muscle contractions to ensure the speed and accuracy of a maneuver, so that when a person performs an act such as eating, the fork enters the mouth and not the eye" (Wickelgren 1998:1588).

Neuro-notes IV. Mirror neurons: Mirror neurons play an important role in young children's learning. Consider, e.g., Pier Francesco Ferrari's abstract for the 2012 conference on "Mirror Neurons: New Frontiers 20 Years After Their Discovery": "Learning processes are critical to shape and configure mirror neuron properties during ontogeny."

Neuro-notes V. Mirror neurons: The firing of mirror neurons may be enhanced through learning: "This idea is . . . supported by neuroimaging studies that purport to show that mirror neuron activity varies as a function of the observer's expertise. Calvo-Merino et al. [91] showed that ballet and capoeira dancers observing actions they were trained to perform showed greater activ- ity in premotor and parietal areas. Similarly, Haslinger et al. [92] showed similar effects for piano players observing piano playing. It's also been shown that familiarity (which presumably involves enhanced sensorimotor activation) activates premotor cortex more than non-familiar actions [33]." [Source: Pineda, Jaime A. (2008). "Sensorimotor Cortex as a Critical Component of an 'Extended' Mirror Neuron System: Does it Solve the Development, Correspondence, and Control Problems in Mirroring?" Behavioral and Brain Functions, 4:47 (Web document: http://www.behavioralandbrainfunctions.com/content/4/1/47 [accessed March 1, 2013])].

EDUCATION

Role of Nonverbal Communication in Education. A number of studies indicate that nonverbal communication has an important role to play in the field of education. In particular teacher "pzazz" (Neill and Caswell, 1993) and the teacher 'X-Factor' (White and Gardner, 2011) have been identified as significant factors in the facilitation of pupil learning. In 2004, Klinzing and Aloisio analysed a significant number of studies spanning almost half a century to examine correlations between teacher nonverbal expressiveness and pupil achievement. They came to the important conclusion that teacher nonverbal expressiveness is "comparable with other variables found to be related to achievement" (Kilinzig and Aloisio, 2004, 9). In their trawl of the research they found that there were significant positive effects on pupil achievement in those studies which examined frequent gesturing (Rosenshine, 1970), occasional teacher gaze (Breed, 1971), frequent teacher gaze (Otterson and Otterson, 1980), high rates of eye-contact (Driscoll, 1969), high rates of gesturing (Driscoll, 1969), dynamic voice tone (Driscoll, 1969) and high enthusiasm (Ware and Williams, 1975 and 1977). Indeed, Mc Croskey et al. (2006, 425) argue that "the instructional research to date suggests that nonverbal factors may have a much stronger impact on learning than do verbal factors". They posit that the nonverbal communication of the teacher stimulates "affective meaning" whereby students develop an emotional connection with the subject and with the teacher.

Measuring learning outcomes and nonverbal communication. Measuring learning outcomes as a direct product of teacher nonverbal expressiveness is difficult. However, teachers with strong nonverbal communication skills have been found to influence learning outcomes in domains which are beyond the typically 'measurable' learning objectives (Mc Croskey et al., 2006). Such teachers influence students' "affinity" for the teacher him / herself, the students have a greater liking for the subject being taught and they have better perceptions of themselves as learners. Moreover, these teachers are seen as positive models and 'task attractive' (Mc Croskey et al., 2006). Considerable work has been undertaken in the field of Embodied Cognition and in particular in pupils' use of gesture to process information. Such work is yielding notable findings in terms of nonverbal communication and learning.

(John White)

See also EMBODIED COGNITION, GESTURE

EMBODIED COGNITION

Cognition. The idea that our brain is like a computer which governs the body and which is largely detached from the actions of legs, arms, hands and all bodily movements has been criticised by exponents of 'embodied cognition'. They argue that our physical interactions with the world shape our cognition of the world (Glenberg 2008; Semin and Smith 2008). Our thoughts are shaped by the types of perceptual and motor experiences we have as we interact each day with the world and as such, "cognition is for action"(Glenberg 2008, 43). For example, strong links have been established between the use of gesture and language acquisition (Colonnesi et al. 2010; Iverson and Goldin-Meadow 1997; Iverson and Goldin-Meadow 2005).

Gesture. As the human speaks, their body movement is synchronised with what they are saying in what is often called 'self-synchrony' (Dittmann 1972). It is argued that such bodily movements; and in particular the use of gesture movements, can have benefits for the speaker in assisting them to retrieve information from memory and also to reduce the cognitive working load while speaking (Chawla & Krauss, 1994; Ping and Goldin-Meadow 2010). It is also argued that the benefits of speaker gesturing lie in the assistance which such gestures provide for the listener in terms of understanding what is being said (Bavelas 1994; Clark 1996).

In particular, the value of gesture to assist human learning has been researched in a number of studies. Firstly, the use of gesture by Mathematics teachers has been found to assist the comprehension of concepts (Alibali et al., 2001; Hostetter, 2011; Koumoutsakis et al., 2016). Secondly, when children are asked to use gesture in solving equivalence problems, there is a greater likelihood they will benefit more from the teacher's instruction (Broaders et al. 2007; Wagner et al. 2003).

(John White)

See also EDUCATION, GESTURE.

See also NONVERBAL BRAIN, NONVERBAL LEARNING DISORDER.

Copyright 1998 - 2020 (David B. Givens & John White/Center for Nonverbal Studies)