NVC解読に関する研究(I)  [in Japanese] A Study of Nonverbal Communication-Especially Decoding Research(1)  [in Japanese]

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Abstract

本研究は,姿勢の示す対人的意味を明確にし,姿勢に基づくNVC解読能力の個人差を測定する測定具を開発する一連の試みの出発点をなすものである。Sarbin & Hardyck (1953)のStick Figureを基礎に40のSF図版を作成し,各図版ごとに6つの選択肢から成る解読質問紙を416名の被験者に配布し応答を求めた。Modal responseから37の図版が有効と認定され,上位・下位の項目分析がおこなわれた。得点比較では,大学生の男子は女子より有意に高い得点を示していた。また,看護婦の年代差の得点では,年令の若い人ほど有意に高得点であった。更に,大学生と看護婦の比較では,大学生で一層高い得点を示していた。本図版の測定する次元の明確化と,図版の信頼性・妥当性の更なる検討が示唆された。This study is a preliminary investigation of the communicative value of postural-gestural expression and differences among people in their abilities to understand nonverbal message. The decodability of body's emotional expression has not been researched thoroughly. The Stick Figure Test (Sarbin & Hardyck, 1955) was utilized. The test consists of 40 line-drawn stick figures depicting people in varying states of posture. Subjects were asked to identify the emotion in the drawings, using a multiple-choice format. Three hundred and sixteen students and one hundred nurses were administered the test with the 10 CPI scales. The main results obtained here were as follows: A significant sex difference was found in the case of students. Males were more accurate decoders than females. To the nurses, nonverbal sensitibity seemed to decrease with age. College students were better at decoding emotion, on the average, than nurses. Furthermore, poor decoders showed lower "Socialization (So)" scores in the 10 CPI scales than good ones. It was suggested that there were a number of methodological problems in this research design.

Journal

  • Memoirs of Osaka Kyoiku University. IV, Education, pshychology, special education and physical culture

    Memoirs of Osaka Kyoiku University. IV, Education, pshychology, special education and physical culture 31(2/3), 141-149, 1983-02-28

    Osaka Kyoiku University

Codes

  • NII Article ID (NAID)
    110002276847
  • NII NACSIS-CAT ID (NCID)
    AN00028222
  • Text Lang
    JPN
  • Article Type
    Departmental Bulletin Paper
  • Journal Type
    大学紀要
  • ISSN
    03893472
  • NDL Article ID
    2519010
  • NDL Source Classification
    E26;H61;SB0
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-239
  • Data Source
    NDL  NII-ELS  IR 
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