{"id":42184,"date":"2025-02-26T20:51:56","date_gmt":"2025-02-26T20:51:56","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/assignment-question-how-does-the-social-psychology-of-non-verbal-communication-nvc-offer-those-running-interviews-e-g-job-police-counselling-insights-into-how-to-run-them-effectively\/"},"modified":"2025-02-26T20:51:56","modified_gmt":"2025-02-26T20:51:56","slug":"assignment-question-how-does-the-social-psychology-of-non-verbal-communication-nvc-offer-those-running-interviews-e-g-job-police-counselling-insights-into-how-to-run-them-effectively","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/assignment-question-how-does-the-social-psychology-of-non-verbal-communication-nvc-offer-those-running-interviews-e-g-job-police-counselling-insights-into-how-to-run-them-effectively\/","title":{"rendered":"Assignment question- How does the social psychology of non-verbal communication (NVC) offer those running interviews (e.g. job, police, counselling) insights into how to run them effectively?"},"content":{"rendered":"

Guidance\/ Instructions<\/strong><\/p>\n

Assignment question- How does the social psychology of non-verbal communication (NVC) offer those running interviews (e.g. job, police, counselling) insights into how to run them effectively? <\/strong><\/p>\n

Key:<\/strong><\/p>\n

-This is a 2,000 word assignment <\/p>\n

-Make sure to use 20 over references- All references must be 7th edition APA style. Use in text citations and then create a bibliography at the end put in alphabetical order and make sure to include the links of where accessed.<\/p>\n

What are the key learning outcomes for this assignment?<\/strong><\/p>\n

– To demonstrate your ability to take NVC research and consider its practical application to real-world settings <\/p>\n

– To demonstrate the ability to critically evaluate the design, findings and theory of some of the work cited – To demonstrate your ability to support your ideas with appropriate evidence <\/p>\n

– To demonstrate original, analytical and independent thinking<\/p>\n

What you have to in this assignment-<\/strong><\/p>\n

In this essay you need to selectively present some theory and research from the non-verbal communication (NVC) literature and explain how it is relevant to the context of interviews. For example, you could discuss <\/p>\n

One interview context selected from- police interrogations of suspects, job interviews, interviews between a counsellor\/psychiatrist\/therapist and a client.<\/p>\n

Structure for the essay-<\/strong><\/p>\n

(1) After your introduction, describe your chosen example interview setting and then go through different NVC channels that are relevant to it, remembering to make some critical evaluative points and try to get some original observational points in as well. <\/p>\n

Your essay can then go through each channel in relation to your example context, with a review of some relevant work that you tailor to make it relevant to the interview context.<\/p>\n

Channels of NVC\u2019s you have to choose from-<\/strong><\/p>\n

\u25aa Facial expression <\/p>\n

\u25aa Gaze and pupil dilation <\/p>\n

\u25aa Gestures, body movements and posture <\/p>\n

\u25aa Touch\/bodily contact <\/p>\n

\u25aa Spatial behaviour (\u2018proxemics\u2019)<\/p>\n

How should I approach writing the Introduction and Conclusion? <\/strong><\/p>\n

Answer-<\/strong><\/p>\n

Please use SHORT introductions. You do not need to signpost everything that is coming in your essay, nor do you need to define all terms to be used. Similarly, avoid giving us historical background and context about research in NVC. Simply use the Introduction to specify how you have chosen to answer the question \u2013 what your approach will be, what setting(s) you will focus on and which NVC channels you will discuss. With regards to the conclusion \u2013 please leave enough words for a strong conclusion \u2013 it is always disappointing to read an otherwise strong essay, only for it to end with a weak conclusion. Resist the temptation to just use the conclusion to summarise your essay. Instead, see the conclusion as a final paragraph in which you draw the essay to an end by making some final over-arching points.<\/p>\n

In relation to the \u201chow to run them effectively\u201d part of the question, does this mean we should focus on just the person leading\/running the interview? <\/strong><\/p>\n

You will inevitably also want to talk about the interviewee\u2019s NVC as well as the NVC aspects of the setting and the interviewer. If you wish to discuss forensic police interviews, please focus on the police running them effectively and not taking the side of suspects trying to persuade the police of their innocence!<\/p>\n

How can I find my own \u201cvoice\u201d and strive to achieve a high 2:1 or 1st class grade for this essay? <\/strong><\/p>\n

Answer-<\/strong><\/p>\n

Essays awarded high grades of 68% – 95% will show excellent understanding and use of a wide range of relevant theory and research. They will be clearly written in a concise style, have concise and well-written Intro and Conclusion and a sense of a logical flow and structure leading the reader through the essay. There will be a good balance between breadth and depth of coverage (see a separate Q&A point about this above). Showing your ability to think for yourself can be achieved through arguing how some NVC research can be applied to interview contexts where the idea you are proposing is not already spelled out in a paper about using NVC in interviews. For example, you make a point about a finding from work on an NVC channel being relevant to a particular interview context, and one which you did not get from a paper that already makes that application. IMPORTANT: We do not expect ALL your observations in your essay to be original like this \u2013 it is OK to summarise papers that apply NVC to interviews, just try to also get some original points into your essay as well. Additionally, you can find your \u201cvoice\u201d in the essay by perhaps pointing out a strength or weakness in a study that you are citing, or what you consider to be an un- or under-researched area in the literature or a methodological problem or challenge. Note that you do not need to tear about and critique each and every thing that you cite! It\u2019s important to get critical evaluation in there, but you don\u2019t need to do this each time you describe a study!<\/p>\n

Key things to do in the essay!<\/strong><\/p>\n

-Explore evidence\/ studies and balance breadth and depth. <\/strong>Think carefully about how many studies to describe, which ones to go into detail about, which ones to be succinct about, and overall how many points and how many interview settings to cover. Students often lose marks by trying to cover too much ground \u2013 too many points and too many studies, and then they end up not covering anything to sufficient depth. As a year 2 essay you need to leave words to show your ability \u2013 for example via critical evaluation \u2013 and this is only possible if you don\u2019t try to cover too much. <\/p>\n

-Integrate high level critical analysis\/ critical evaluation of design\/ findings and theory of cited work!<\/strong><\/p>\n

–<\/strong>Use a formal writing tone and use clear and straightforward language. Support points raised with evidence, and express your ideas in your own words (rather than using quotes). Make sure you present all sources correctly within the text and in the reference list at the end of your assignment. This should be done in correct APA 7th edition format, correctly punctuated and in alphabetical order.<\/p>\n

-Each paragraph of the body of the essay should express a single key idea (supported by relevant evidence) and this idea should be clear from the first sentence of the paragraph. Make sure to establish links from one paragraph to the next and to organise paragraphs sequentially, building up your argument as you go along. Do not use single sentence paragraphs. Avoid excessively long sentences. When revising ask yourself whether you could break up a single long sentence into two or more smaller ones.<\/p>\n

–Make sure to answer\/ link back to questions throughout -As you progress with your writing, regularly go back to the question and keep checking if all of your answers are clearly focused on it.<\/strong><\/p>\n

-For each point you make in your assignment, it must be clear how this point helps to answer the question. Students who do this well will often link the points made back to the question directly. When citing literature, ensure you are picking out the key parts that allow you to answer your question of interest \u2013 be selective with the literature you are using to ensure it is clear how it contributes to answering the question set. Before submitting your work, ensure that each paragraph clearly contributed to answering the question \u2013 if it does not, then consider whether it was a good use of words.<\/p>\n

-Start by reading the essential reading, considering the question you are addressing and your approach. Additional sources may be cited within the essential\/recommended reading and these are often a good starting point. By accessing an original source rather than relying on a summary in a textbook, you may gain a better understanding of the study and therefore be able to use the evidence from it in a way that is more beneficial for your essay. Search for recent articles that have cited these articles and search for additional papers using key terms related to the research you are discussing. It is also a good idea to find sources of evidence that challenge or refute the claims of original research that you cite in order to demonstrate that you have read more widely around the topic and have considered alternative interpretations or explanations of findings. <\/p>\n

Marking criteria-<\/strong><\/p>\n

Writing presentation-<\/strong>Very good writing style and structure, with accurate referencing and the assignment adheres to APA style.<\/p>\n

Answering the question- <\/strong>A very good answer that explicitly addresses the question (or learning outcomes) throughout the assignment.<\/p>\n

Knowledge and evidence-<\/strong>Clear evidence of relevant wider reading and shows full understanding of key issues\/concepts\/ methods. Use of evidence shows originality of thought<\/p>\n

Evaluation and critique- <\/strong>Arguments are clearly constructed and well justified, with strong evidence of analytical skill and\/or problem solving.<\/p>\n

An outstanding answer displaying exceptional understanding of the topic. The arguments are clearly constructed and the answer is very well organised and presented. There is clear evidence of outside reading and evidence of a high degree of originality of thought, analytical skill and \/or problem solving. Professionally presented, with referencing of exemplary standard.<\/p>\n

Background research- lecture notes (make sure to explore studies and research outside of this too!)<\/strong><\/p>\n

Non verbal communication <\/p>\n

Functions of NVC <\/p>\n

\u25aa Patterson (1988):- \u25aa To provide information to others \u25aa To regulate interaction (e.g. turn-taking) \u25aa To express intimacy (e.g. liking) \u25aa To attempt to exert social control \u25aa Presentation \u25aa Affect management \u25aa Facilitating service or task goals<\/p>\n

Patterson (1995, 1998, 2001):- Parallel-processing model of NVC <\/p>\n

– 4 \u2018classes\u2019 of factors:- \u25aa Determinants (biology, culture, gender, personality) \u25aa Social environment (partner, setting) \u25aa Cognitive-affective mediators (expectancies, goals, dispositions, cognitive resources, attention focus, schemas) \u25aa Person-perception and behavioural processes (impression formation, actor behaviour) \u25aa Many \u2018automatic\u2019 judgements may be biologically based \u2013 e.g. reactions to NVC of babies<\/p>\n

NVC is NOT language (Patterson, Fridlund & Crivelli, 2023) <\/p>\n

\u25aa Words have fairly invariant meanings, but not NVC (e.g. ask friend about weather and they scowl) \u25aa Language has order and context rules \u2013 syntax \u25aa ECG and imaging studies \u2013 left hemisphere for verbal tasks, right for NVC (Corballis, 2014) \u25aa The physical environment impacts NVC more, both physically and via social norms and dictates that NVC \u201cmeanings\u201d are not universal \u25aa NVC is \u201calways on\u201d \u25aa In NVC cues can be sent and received concurrently \u25aa NVC often occurs outside our awareness \u25aa It is damaging to see NVC as \u201cbody language\u201d because it suggests \u201can almost invariant rulebook\u201d <\/p>\n

Channels of NVC <\/p>\n

\u25aa Facial expression \u25aa Gaze and pupil dilation \u25aa Gestures, body movements and posture \u25aa Touch\/bodily contact \u25aa Spatial behaviour (\u2018proxemics\u2019) \u25aa Clothing \u25aa Non-linguistic aspects of speech \u25aa Smell (e.g. use of perfumes)<\/p>\n

Differences in sensitivity <\/p>\n

\u25aa Some clinical disturbances affect non-verbal encoding and decoding (e.g. Schizophrenia, ASD) \u25aa Overall, women are more sensitive to non-verbal cues and decode them more accurately than men \u25aa strong cross-cultural evidence for this, apart from one exception which we will discuss later ! (e.g. Hall, 1979; Rosenthal & DePaulo, 1979; Rosip & Hall, 2004) \u25aa The older we get the worse we get at decoding nonverbal cues \u25aa older individuals (e.g. aged 70+) are worse at lying and at detecting deception \u25aa Training can improve sensitivity (Matsumoto & Hwang, 2011) <\/p>\n

The Spatial channel – Proxemics <\/p>\n

\u25aa Spatial metaphors are common \u25aa Space can convey liking\/disliking \u25aa Space can convey power and control: – e.g. Kane (1971) – violent prisoners and personal space (Sommer, 1969 coined the phrase \u201cpersonal space\u201d) \u25aa Patterson, Fridlund & Crivelli, 2023 argue that personal space is not an invariant zone (strangers vs friends vs romantic partners) \u2013 they argue that interpersonal closeness is negotiated \u25aa Hall (1966) – in different settings we are comfortable with different distances \u25aa Culture and proxemics (Hall, 1966)<\/p>\n

Touch <\/p>\n

\u2022 Extremely powerful \u2013 linked with emotion and relationships \u2022 Even fleeting, incidental touches can have marked effects:- \u25aa Crusco & Wetzel (1984) \u2013 larger tips if touched on hand by waitress \u25aa Greater liking for librarian and library if touched on hand by librarian (Fisher, Rytting, & Heslin, 1976) \u2013 but only female Ps affected. \u25aa Gueguen (2007) \u2013 romantic song in nightclub – light touch on arm – > perceived dominance and sexual attractiveness of man \u25aa Gueguen, Jacob and Boulbry \u2013 waitress suggestions for meal choices \u2022 Chaplin et. al. (2000; 112 US undergrads) – firm handshakes associated with extraversion, emotional expressiveness, negatively to shyness and neuroticism; found a .56 correlation between composite first impression rating (positivity) and firmness of handshake for m & f Ps and m and f targets<\/p>\n

Facial expression as a channel <\/p>\n

\u25aa Important for conveying emotion <\/p>\n

\u25aa Ekman et al (1972) – happiness, surprise, fear, sadness, anger, disgust – expressed the same throughout the world <\/p>\n

\u25aa People born deaf and blind show many of the basic facial expressions (EiblEibesfeldt, 1972) \u25aa Gender differences – women attend to faces > men do <\/p>\n

\u25aa \u2018Micro-expressions\u2019 of < 2\/5ths second (Haggard & Issacs, 1966) <\/p>\n

\u25aa Recognising emotion is apparently part of emotional intelligence <\/p>\n

\u25aa Body posture also used to process meaning of facial expressions – neuroscience evidence of body-selective brain regions, even in macaque monkeys \u2013 triggered by images of scared humans and cats as well as monkeys (Taubert et. al., 2022) <\/p>\n

\u25aa Horses heartbeats increase when shown an image of an angry human face McComb et. al., 2018) <\/p>\n

\u25aa Problems with methodology of work on emotion recognition (Patterson, Fridlund & Crivelli, 2023) \u2013 e.g. matching rates of 40-50% accepted; incorrect assumption of evolution promoting universality<\/p>\n

Gaze <\/p>\n

\u25aa Very powerful and often automatic \u25aa e.g. pupil dilation and blink rate <\/p>\n

\u25aa Observers pay much attention to eyes \u25aa Sometimes a \u2018leaky\u2019 channel <\/p>\n

\u25aa Gaze can be used to exert dominance (Hall et al., 2005) and interacts with head positioning (e.g. bowed head with gaze) <\/p>\n

\u25aa Gaze as a threat signal (Exline & Yellin, 1969; Marsh et al., 1978) <\/p>\n

\u25aa Gaze aversion is often perceived negatively in interactions (Wirth et al., 2010)<\/p>\n

Culture and NVC (1) <\/p>\n

\u25aa Example: touch (Jourard, 1966). Couples in San Juan (Puerto Rico), Paris and London. <\/p>\n

\u25aa \u2018Display rules\u2019 differ cross-culturally (Argyle, 1975) \u2013 in Japan it is common to use laughter and\/or smiling to conceal negative emotions for example <\/p>\n

\u25aa Same NV acts can mean different things \u2013 e.g. finger move across throat = threat signal in UK but \u201cI love you\u201d in Swaziland!<\/p>\n

Culture (2): Decoding emotion <\/p>\n

\u25aa Matsumoto (1992) – compared U.S. and Japanese participants on recognition of 6 emotions <\/p>\n

\u25aa Americans were better at identifying anger, disgust, fear and sadness \u25aa No differences on happiness and surprise <\/p>\n

\u25aa Matsumoto (2002;2008):- -perhaps events eliciting emotion differ culturally, but facial muscle movements relatively universal <\/p>\n

\u25aa Masuda et al (2008) -Japanese look at expressions of others in the social context more than Americans when decoding facial expressions <\/p>\n

\u25aa Work of Kitayama and others shows we are more accurate at decoding facial expressions from the same ethnic group as our own and same broad national culture <\/p>\n

The complexity of NVC <\/p>\n

\u25aa The same non-verbal acts can mean different things in different situations <\/p>\n

\u25aa We need to understand and appreciate the context of communication <\/p>\n

\u25aa For example – seating arrangements for an interview can impact on eye contact, proximity, imply power and status, etc…<\/p>\n

The influence of setting and role <\/p>\n

\u25aa Rozelle, Druckman & Baxter (1975) – police officers and citizens <\/p>\n

\u25aa Actor-observer (A-O) divergence \u25aa Rozelle et al (1986) – employment interviews are often affected by A-O divergences<\/p>\n

Interviews: a meta analysis <\/p>\n

\u2022 Martin -Raugh et. al. (2022) \u2013 interviewers rely on system 1 processing \u2013 quick, intuitive; meta -analysis of 63 studies; \u2022 Cues associated most strongly with interview performance were professional appearance (\u03c1 = .62), eye contact (\u03c1 = .45), and head movement ( \u03c1 = .43); \u2022 Some gender differences moderated effects.<\/p>\n

Non-verbal enthusiasm <\/p>\n

\u25aa Washburn & Hakel (1973) – gazing, gesturing, smiling in an interview <\/p>\n

\u25aa Keenan (1976) – non-verbal approval is reflected in the interviewee <\/p>\n

\u25aa Strong et al (1971) \u2013 counsellors\/therapists with expressive NVC styles are judged more positively by their clients and may be more effective partly by encouraging clients to talk and engage better (see also Bourget, 1977 and Claiborn, 1979; Fiquer et al, 2017)<\/p>\n

Can we detect lies? (part one) <\/p>\n

\u25aa Functional that we are not great at detecting lies?! <\/p>\n

\u25aa Even when we are correct, we can\u2019t tell what the truth is! (DePaulo et al, 1985) <\/p>\n

\u25aa \u2018Leakage hierarchy\u2019 (Ekman & Friesen, 1969): face least \u2018leaky\u2019, body and vocal cues most \u2018leaky\u2019 <\/p>\n

Detecting lies (part 2) <\/p>\n

\u25aa Stiff & Miller (1984) – judges rely too much on stereotypical beliefs about lying that are often misleading <\/p>\n

\u25aa Any awkward or non-fluent behaviour is often mis-interpreted as signifying lying <\/p>\n

\u25aa Ekman & O\u2019Sullivan (1991) – most of us perform no better than chance at detecting lies <\/p>\n

\u25aa Bond & DePaulo (2006) \u2013 better in auditory than visual channel<\/p>\n

Detecting Lies (part 3) \u25aa Easier to become a better liar than a better decoder of lies! <\/p>\n

\u25aa \u2018Secret tests\u2019 in relationships (Baxter & Wilmot, 1984) <\/p>\n

\u25aa Women are worse at detecting lies than men! (Rosenthal & DePaulo, 1979) – but not in all cultures (Hall, 1979)<\/p>\n

Detecting lies (part 4) <\/p>\n

– Situational Constraints (Morris, 1982) \u25aa Lying is easier when available cues for observers are reduced \u25aa Give-aways of lying include: hand to face contacts; body shifts; \u2018microexpressions\u2019 \u25aa But the same signs can indicate stress, discomfort, etc… <\/p>\n

\u25aa Levine et al (2005) \u2013 training doesn\u2019t really help <\/p>\n

\u25aa Bond & DePaulo (2008) \u2013 no evidence for individual differences in lie detection ability; analysis of >200 studies suggested humans no better than chance at lie detection <\/p>\n

Vrij, Edward, Roberts, & Bull (2000) <\/p>\n

\u25aa Vrij (2000) found a 67% accuracy rate for detecting truths and a 44% accuracy rate for detecting lies. <\/p>\n

\u25aa Vrij and Semin (1996) found that 75% of professional lie detectors (police officers, customs officers and so on) believe that liars look away, although gaze aversion has not been found to be a reliable indicator of deception (DePaulo et al., 1985; Vrij, 2000; Zuckerman, DePaulo, & Rosenthal, 1981). <\/p>\n

Vrij, Edward, Roberts, & Bull (2000) <\/p>\n

\u25aa Liars may experience high levels of emotion and cognitive load and these may be detectable \u2013 this may be why high stake lies are easier to detect (DePaulo, Kirkendol, Tang, & O\u2019Brien, 1988)<\/p>\n

\u25aa Ps watched a film of a theft in a hospital and some asked to tell truth about it, others to lie. High cognitive load because liars had to devise their lies immediately after seeing the film <\/p>\n

\u25aa Their verbal content and body language was coded by observers \u25aa High cognitive load is associated with: a longer latency period, more \u2018ah\u2019 and \u2018non -ah\u2019 speech disturbances, a slower speech rate and fewer illustrators and hand\/finger movements <\/p>\n

\u25aa Accuracy WAS higher than chance <\/p>\n

\u25aa But Vrij et al (2019) later conclude that evidence for NV cues of deception has very small effect sizes and cues can actually be associated with stress<\/p>\n

ten Brinke & Porter, 2012 <\/p>\n

\u25aa Videos of 78 (35 deceptive) individuals who made televised pleas for the safe return (or information leading to the arrest of an unknown suspect in the murder) of their relative were gathered from news agencies in Australia, Canada, the United Kingdom, and the United States <\/p>\n

\u25aa Compared genuine versus deceptive pleas <\/p>\n

\u25aa Strong evidence for conviction \u2013 e.g. forensics <\/p>\n

ten Brinke & Porter, 2012 <\/p>\n

\u25aa Deceptive murderers:- \u25aa were more likely to express disgust and less likely to express sadness than genuine pleaders \u25aa use more tentative language and fewer words \u25aa expressed upper face surprise and lower face happiness \u25aa blinked nearly twice as quickly as genuinely distressed individuals but showed no difference in direct gaze duration <\/p>\n

\u25aa Micro expressions occurred rarely and could not be used to distinguish truthful and deceptive interviews <\/p>\n

*ten Brinke, L. & Porter, S. (2012). Cry me a river: Identifying the behavioral consequences of extremely high-stakes interpersonal deception. Law and Human Behavior, Vol 36(6), Dec, 2012. pp. 469-477. Available as PDF on PsycINFO <\/p>\n

Patterson, Fridlund & Crivelli, 2023 <\/p>\n

\u25aa Most research reports null or minimal results in terms of lie detection ability of humans from NVC cues \u25aa Micro expressions are very infrequent and inferences about them lead to false positives and false negatives (Burgoon, 2018; DePaulo et al., 2003; Hartwig & Bond, 2011). <\/p>\n

\u25aa Many studies did not take into account the contextual factors that led to stress and ambivalence in their participants, signs of which were mislabelled \u201cdeception.\u201d <\/p>\n

\u25aa Study of smiling has been pivotal \u2013 e.g. new understanding of \u201cduchenne\u201d smile is that it can be affected by sociality and produced on demand (Crivelli & Fridlund, 2019; Fern\u00e1ndezDols & Carrera, 2010; Girard et al., 2021; Krumhuber & Kappas, 2022; Krumhuber & Manstead, 2009).<\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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