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Paula Atienza

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Friends of the Nonverbal Communication Blog, this week we present the paper “Perception of emergent leaders’ faces and evolution of social cheating: cross-cultural experiments” by Rostovsteva, V. V.; Mezentseva, A. A. and Butovskaya, M. L. (2022), in which authors carry out a study to know whether the appearance of the face is a source of real information about people’s leadership skills. 

From an evolutionary point of view, it is assumed that leaders will be the ones who must act in the interest of the group and facilitate coordination among group members to achieve the common good. 

Some empirical studies suggest that deception can also occur in the context of human leadership, which, in turn, is closely related to the specific personality traits of each leader. 

For example, people who score high in Machiavellianism in personality tests are usually perceived by others as charismatic and good leaders, and tend to occupy top management positions, especially in companies with a short track record. On the contrary, in the long term, these leaders have a detrimental effect on the careers and well-being of their followers. 

In an earlier study by the same authors, where a game (based on the Public Goods Game, or iPGG) was used in which three types of leadership were revealed: first, those non-leaders; then, those with prosocial leadership; finally, those identified as leader-cheaters

The analysis of this study revealed that each of these behaviors had a set of distinctive personality, communication and cooperation characteristics. Both prosocial and cheater-leaders were equally followed by other group members, in 88% of the cases, indicating the existence of successful communicative strategies for both types of leaders, even the cheaters, which probably allowed them to generate a sense of trust in others, despite actual deceptive intentions. This study prior to the one at hand was conducted with young Buryats from southern Siberia, a group of traditional herders of Mongolian origin. 

The present study was designed to extend previous findings. The authors posed several questions, such as: do the neutral faces of the individuals have common characteristics that define them in one group or another, if so what physical and behavioral traits are attributed to each group, among others. 

It was hypothesized that observers could differentiate leadership potential and leadership styles by certain physical and behavioral characteristics based on static facial information alone, and, on the other hand, the authors expected that leaders’ faces would be perceived as more masculine, stronger, dominant, and healthy compared to others. 

In this study, prototype photographs were constructed from the faces of the participants in the first study. Specifically, a portrait of the non-leader, a portrait of the prosocial leader and a portrait of the leader-cheater were obtained by mixing the faces of all the participants in each group. We recall that these young people belonged to a particular ethnic group.

Then, a total of 104 young people were gathered, some of them were Russians and others were also part of the Buryat community in southern Siberia.

They divided the participants into groups. Each of the individuals in the groups had 20 tokens and among all the members they would have a common pool, which they would lose or gain depending on their opinions regarding the photographs obtained from the first study: they had to negotiate what it conveyed to them and why, and reach a consensus. 

The results showed that living in a mixed-race social environment did not affect portrait judgments, as Russians did not differ from Buryats in portrait ratings or in the consistency of their judgments. 

It appears that the characteristics that distinguish leader-cheaters and prosocial leaders are the shape of the eyes, lips, jaw, and eyebrows. Cheater-leaders have larger and rounder eyes, fuller lips, rounder jaw and more prominent eyebrows. 

The study opens new perspectives for future research, calling for investigation of particular facial structures that may distinguish individuals with different leadership qualities. Authors recommend further study on the subject for even more conclusive insights.

If you want to know more about nonverbal behavior and how it affects personal relationships, visit our Master of Science in Nonverbal and Deceptive Behavior, which you can take in English or Spanish, with special grants for readers of the Nonverbal Communication Blog.


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Friends of the Nonverbal Communication Blog, this week we present the paper “Catching a Liar Through Facial Expression of Fear”, by Shen, X.; Fan, G.; Niu, C. and Zhencai, C. (2021), in which authors investigate whether it is possible to distinguish between truth and lie paying attention to the facial expressions of fear.

One of the main unknowns of non-verbal language is whether it can be differentiated between the lie and the truth based on observable nonverbal behaviors.

Almost all the expert investigators in the field of deception detection agree that there is no “Pinocchio nose” that can serve as a key and simple identifier of the lie.

However, there is also the so-called “leak theory” which holds that if the lies occur in high-risk situations (in these cases, both rewards and punishments are important) this context can lead to a leak of the lie, which would result in physiological or behavioral changes.

Specifically, it would be the observable emotional facial expressions (micro and macro expressions) that could, to some extent, determine who is lying and who is telling the truth.

However, there is a debate among the scientific community about this matter. Some researchers argue that facial microexpressions are useful for this purpose, but others believe that it is not the best way to catch liars.

Although it can be difficult to detect liars based on micro-expressions, there are some behavioral cues that, to some extent, can be helpful in differentiating between a lie and the truth.

For example, pupil dilation and tone, have been shown to be closely related to lying.

The leak theory also says that, when lying, and especially in high-risk situations, people would be afraid that their lies would be detected and therefore this emotion of fear could leak out and appear.

Some experts argue that emotions of fear can also appear when telling the truth, however, whoever tells the truth does not need to try as hard to suppress fear as liars do.

Therefore, in theory, the degree of repression by the liars would presumably be greater, so that the duration of their facial expressions of fear would be shorter.

In addition to duration, other characteristics could vary between genuine and fake facial expressions, such as symmetry. In fact, Ekman has already shown that genuine smiles have more symmetry compared to deliberate and faked ones.

Similarly, leaked emotional facial expressions when you feel scared when lying, and other expressions too, could show different degrees of symmetry.

This is a subject that for a few years has been studied by experts through experiments in which, in the most cases, the human eye is used to judge.

However, compared to humans, some previous work with automatic and technological learning achieved more than 70% accuracy in detecting deception. Therefore, the authors choose this method to carry out the research.

Why? Because asking people to discover signs of deception is a difficult task, as we may not be able to perceive the subtle differences between the expressions. And automated methods have proven to be just as or even more successful.

Authors used 32 video clips from 16 different people, telling the truth in half of them and lying in the other half. The videos were part of a high-stakes television show, in which half a million dollars is at stake. Participants can win if they tell the truth. To find out whether they lie, a polygraph is used.

The obtained results with automatic detection techniques, indicated that emotional facial expressions of fear could differentiate the lie from the truth in high-risk situations.

Comparisons showed significant differences between lying and telling the truth in AU20 ​​(unit of action consisting of stretching the lips horizontally back) values.

The results also confirmed the hypothesis that the duration of fear action units when lying, is shorter than when telling the truth.

And, on the other hand, differences were also found in terms of symmetry between lying and telling the truth. That is, the genuine expressions would be more symmetrical than the false ones.

We have already commented that those who tell the truth also experience fear. However, the dynamics of fear experienced is very different from that of liars. Therefore, this emotion could be considered “a hot spot” to differentiate between truth and falsehood.

A limitation of the study may be the number of participants, which reaches 16 people and can be considered small. For this reason, the authors prefer to call this work “preliminary exploration”.

That is, they consider that the possibility of using fear as a key aspect to differentiate between truth and lies should continue to be explored, since the results of their study are promising.


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Friends of the Nonverbal Communication Club, this week we present the paper “The Influence of Face Gaze by Physicians on Patient Trust: an Observational Study” by Jongerius, C.; Twisk, J. W. R.; Romijn, J. A.; Callemein, T.; Goedemé, T.; Smets, E. M. A. and Hillen, M. A. (2021), in which authors wonder whether the fact that the doctor looks at his/her patient affects positively or negatively to their relationship and trust.

Gaze is a very important element in nonverbal communication. Between other things, it is useful to transmit information about how we feel, if we are paying attention to what people are saying, and even we use it to direct a conversation.

If we consider it is so significant in relationship with others, it would also be relevant at the doctor’s, because that is a social meeting too.

For instance, it is known that during medical consultations, patients follow the physician’s gaze towards the computer screen. Plus, the physician’s gaze has also been related to better patients’ medication adherence and compromise.

The opposite has been related to a reduction of trust of patients in their physicians.

Why is important to study this topic?

Mainly, because we are using technology to an increasing extent to change our presential medical citations to remote meetings, just as we do with our friends or family. And if technological methods reduce eye contact between physician and patient, it may eventually harm patient’s trust in their physician.

One more question appears. In the past few years an increase of mental diseases has been observed, such as depression or anxiety. That is why authors want to give a brief insight of how face gaze between physician and patient could affect to people who suffer from social anxiety, which is the third most common mental disorder.

In order to study face gaze by physician on patient effects, authors made an experiment in which 16 doctors meet a hundred patients. These physicians wore glasses with eye-tracking technology.

After the consultation, patients made a series of questionnaires so authors could measure their trust in the physicians and the level of empathy perceived. They also answered a test to know if they suffered from social anxiety or not. Besides, before and after the consultation they were asked about their distress, to check if it had gone better or worse after the meeting with the doctor.

Results were surprisingly the opposite to the expected.

According to the experiment, more face gaze is associated with lower trust from patient to the physician.

Furthermore, no relation was found between physician face gaze and patient’s perception of physician empathy or patient’s distress.

It seems that social anxiety it is not a sufficiently relevant factor to shed significative information to the experiment, but authors point out that patients did not obtain high results in the anxiety test, so that may be an explanation. Further investigations should be made to study this aspect.

These results are shocking for the authors, and so they are for most of us. In popular beliefs it’s common the idea that when a doctor looks at his/her patient’s face, the bond between them is stronger and their relationship, better.

This was confirmed by previous research. However, these studies assessed face gaze using less objective methodologies, such as observer-based coding of video recordings.

One of the hypotheses that authors throw to explain these results is the so-called “eye contact effect”.

This means that perceived gaze affects neurobehavioral responses and cognitive processing. These responses to gaze would include higher bodily self-awareness and a decreased capability to perform cognitive tasks. Namely, the feeling of being observed could lead to decreased trust in the physician because the patient feels overly observed by him/her.

A couple of limitations are observed in the study, as the previously mentioned which was related to the anxiety. Another would be the possibility of a Hawthorne effect, meaning that the results may have been biased because physicians were aware of being observed. It must be mentioned that authors did not measure the face gaze of the patient towards the physician, because they did not want to burden patients. However, this should be studied in further investigations because the level of face gaze in a conversation depends on all people involved in the interaction.

These experiment’s results are against the society’s general belief, and scientific community’s in particular. It was believed that face gaze from physician to patient was, without doubts, beneficial for the latter and for improving their relationship and the trust between both.

Nevertheless, authors point out the need to delve into this question, making research that correct these mentioned limitations, so conclusions could be used to make better relations between physicians and patients.


People don’t always say what they think, but their body reveals everything. Learn to interpret these hidden messages with the Master in Nonverbal Behavior. This program is 100% online, allowing you to study from anywhere. Earn your degree from Evidentia University, a university licensed in the United States, guaranteeing high-quality education under the highest international standards. All of this from just $208 USD per month.

Friends of the Nonverbal Communication Blog, this week we present the paper “Prediction of Communication Effectiveness During Media Skills Training Using Commercial Automatic Non-Verbal Recognition Systems”, by Pereira, M.; Meng, H. and Hone, K. (2022), in which authors carry out a study with commercial technology to know whether with it, nonverbal useful cues to media speeches can be detected. 

Being able to communicate effectively in media interviews is important in a multitude of job roles. In fact, huge investments are made to improve people’s communication skills so that they show themselves positively.

This does not surprise us, since for some years it has been known that verbal communication represents a small percentage of social communication, where non-verbal signals are especially important.

Therefore, it is important that accurate and objective observations of nonverbal cues be incorporated into the evaluation of people’s performance in media interviews, and in interventions to improve the skills of these people so it’s easier for them to succeed. However, the current tools for this are more limited than it seems.

Previous research about nonverbal communication was based solely on careful observation and analysis of video recordings. The problem is that this method is likely to be subjective and time consuming.

In this article, authors propose the alternative of using commercial technologies available to practically any user, to perform a faster and more objective measurement of non-verbal elements.

But, before getting to this point, they do a little review of the most basic aspects of non-verbal language.

For example, they mention that non-verbal language fulfills an important function from an evolutionary point of view, showing emotions and, thereby, benefiting both the senders and receivers of the message in social relationships.

They also explain the channels that exist: facial expressions, prosody (vocal behavior), gestures, postures…

They also mention the existence of Ekman and his investigations, such as the FACS facial coding system, which we have already explained several times.

Within prosody, they talk about the importance of non-linguistic and linguistic vocalizations, as well as the quality of the voice or silence. For example, intonation can change a message so that it is ironic or sarcastic.

Gestures are often used to regulate interactions, changing arm movements, leg movements, postures, all to show emotion.

In addition, it is known that the communication between two interlocutors depends on its objective and the context. For example, the most important nonverbal cue identified in a job interview is smiling more, while in the classroom, the most important nonverbal cues are voice quality and gestural activity.

Recommendations for media interviews are made in some manuals. For example, lack of eye contact, fast rate of speech, monotonous voice, negatively influences how the person is perceived by the audience. On the contrary, it is recommended to imitate the interviewer’s movements, maintain eye contact and smile.

What happens is that, if software is used to analyze this, it is expensive and difficult to access it. That is why authors mention the usefulness of accessible and commercial programs such as Emotients FACET, Affectiva or Microsoft Kinect.

The objectives of this work are two. On the one hand, to investigate which combination of non-verbal cues are important in a media interview during media interviews and, on the other hand, to present a possible more objective method of capturing social cues during media interviews.

Interviews of 39 participants were recorded and used for the research. In the first session, 17 were recorded and in another one, 22.

The results suggest that body position, facial expressions, vocal cues, and hand gestures are, as we already assumed, relevant to the context of media interviews.

It seems that people who are apparently relaxed and calm are considered to project more honesty and comfort.

The results on facial expressions suggested that those who showed more anger and disgust were classified as better communicators. This may be because the lowering of the forehead and eyebrows can often be understood as concentration, suggesting that the subjects are listening and reflecting.

The study shows that the commercial technology used, detailed in the article, can be used successfully for the measurement of nonverbal signals from different channels, which can be used to help trainers by providing them with an easier mechanism to provide a students objective feedback on their training.

It may also be relevant to social psychology researchers, who need high-quality evaluations of media interviews.

If you want to know more about nonverbal behavior and how it influences our personal relationships, visit our Nonverbal Communication Certificate, a 100% online program certificated by the Heritage University (Washington) with special discounts for readers of the Nonverbal Communication Blog.


Mastering nonverbal behavior analysis is a fundamental skill in the professional world. With the Master in Nonverbal Behavior, you will not only learn to identify behavior patterns but also understand how they impact communication. This master’s program is 100% online, and upon completion, you will earn a degree from Evidentia University, a university licensed in the United States that guarantees international-quality education. Study from just $208 USD per month.

If you prefer, you can obtain your Certificate in Nonverbal Communication by clicking here.

Friends of the Nonverbal Communication Blog, this week we present the paper “Communication training is inadequate: the role of deception, non-verbal communication and cultural proficiency” by Baugh, A. D.; Vanderbilt, A. A. and Baugh, R. F. (2020), in which authors explain why they consider is necessary to improve the communicative training in the context of medicine. 

This week’s paper starts from the next question: are we training our doctors well, so that communication is effective with all types of patients?

Health systems in all societies have an interest in improving the ability of their physicians to provide competent care to all users of the system, regardless of their culture.

The United Nations has recognized that the inequalities faced by marginalized populations must be addressed, and also has placed the issue on its agenda.

More than 20% of displaced or marginalized people say they have given up seeking medical care at all, due to difficulties they found along the way and previous bad experiences too, demonstrating the importance of culturally sensitive care. In addition, they identified racism as one of the main causes of dissatisfaction.

What the authors argue, considering all these ideas, is that communication failures underlie these problems, and are rooted in the changing and heterogeneous demographics of today’s culture, but also attitudes of clinicians. Moreover, they consider that effective intercultural communication stems from an awareness of cultural differences and a genuine desire to communicate actively and correctly.

For this, it is important to bear in mind that socialization during childhood imparts values ​​and social tendencies that take root in us and guide our behavior in life, despite education, subsequent experiences, etc.

Medical students often lack intercultural exposure, due to the tendency toward residential, economic, and cultural self-segregation. In the absence of this, the tendency to privilege one’s own predominates and a negative effect on intercultural attitudes is presaged when exposed to diversity. And rising inequality will only make matters worse.

Communication, a fundamental pillar of human social interaction, and therefore also for the practice of medicine, requires the alignment and synchronization of the speaker and the listener.

Effective communication between two people requires the overlapping of verbal and non-verbal cues, which can sometimes be culturally specific.

Healthcare must aspire to something bigger: the creation of a shared reality between doctor and patient.

Cultural influences arise as a result of many factors: ethnic origin, religion, age, socioeconomic status, or educational level among others.

Both the aspiration of achieving a shared reality, as well as the complexities inherent in the practice of medicine and cultural influences, make relying solely on verbal or non-verbal signals an unsuccessful strategy, because both are necessary.

For example, due to most nonverbal communication being unconscious, signals that may not be appropriate can be used by default, consequently frustrating attempts to improve communication.

There is also the point that damage to doctor-patient relationships is also related to the patient’s ability to perceive dishonest communication.

Incongruous non-verbal behavior or communication is what underlies most lie detection. For example, there are detectable differences based on the activation or not of certain muscles of the face to know if a smile is fake or genuine (the so-called “Duchenne smile”).

Patients notice physicians’ nonverbal inconsistencies and may understand them as signs of dishonesty.

In addition, medical encounters represent tense or risky situations, which make the detection of insincerity more likely.

Students have been found to acquire cultural fluency more slowly when done in small doses, for example, in medical encounters; while the opposite happens if they spend time immersed in a different culture. Furthermore, the greater and more extensive the previous exposure and interaction with another culture, the less unconscious biases there will be.

There are some schools that offer medical language courses, recognizing the relationship between language and culture, however, they have limited accessibility and it would be very positive to facilitate it more.

Medical schools should be trained to redesign communication training so that students are more aware of these weaknesses and how to change them.

If you want to know more about nonverbal behavior and how it influences our personal relationships, visit our Nonverbal Communication Certificate, a 100% online program certificated by the Heritage University (Washington) with special discounts for readers of the Nonverbal Communication Blog. 


Mastering nonverbal behavior analysis is a fundamental skill in the professional world. With the Master in Nonverbal Behavior, you will not only learn to identify behavior patterns but also understand how they impact communication. This master’s program is 100% online, and upon completion, you will earn a degree from Evidentia University, a university licensed in the United States that guarantees international-quality education. Study from just $208 USD per month.

Friends of the Nonverbal Communication Blog, this week we present the paper “I saw him first: Competitive nonverbal flirting among women, the tactics used and their perceived effectiveness”, by Wade, T. J.; Fisher, M. L. and Clark, E. (2021), in which authors carry out two studies to know what are the nonverbal cues most used by women when they want to win the same man’s heart.

Universally, people have a desire to form intimate relationships, whether long-term, or just one-night stands. One of the challenges faced by people interested in establishing sex-affective relationships is partner recruitment, and one way to overcome this obstacle is flirting. 

Flirting is an essential aspect of human interpersonal interaction, and it can be used in many ways. For example, single people may use it to attract a partner, but those who are in relationships may flirt to provoke jealousy in their current partner. 

It can also be used as an attempt to intensify the relationship one already has and promote its development, as well as the growth of bonds between people in that couple. 

While flirting can be used for many purposes, the most well-known and evolutionarily important is that of mating. In fact, most of the literature on the subject is concerned with how to signal to a person that you are interested in dating them. 

Interestingly, flirting differs between men and women, reflecting their different priorities when choosing a mate. For example, evolutionary psychologists argue that heterosexual men tend to choose their partners based on signals of fertility and reproductive potential, as well as sexual access. 

On the other hand, heterosexual women tend to engage in intrasexual competitive behavior with each other to gain access to desirable mates. 

While these differences have been documented in previous literature, how they relate to flirtation and subsequent relationship formation is complex. 

For example, men’s preference for sexually accessible partners may lead one to believe that women’s flirting should emphasize these qualities to generate interest, but appearing sexually receptive is counterproductive for women when it comes to establishing a long-term relationship, according to previous literature. 

How women flirt to attract a potential partner presumably depends on many factors, such as, for example, whether the partner is of sufficient quality or has been selected as a potential long-term partner.

While flirting can be done verbally, the nonverbal component is more abundant and, moreover, more important in this context. For example, females may attempt to manifest their sexual availability, which is easier to do through nonverbal means. In addition, nonverbal signals tend to be associated with greater credibility than verbal signals. 

Authors propose the idea that women tend to compete intrasexually, that is, with each other, for potential male partners. However, this is a topic that has not yet been investigated through the prism of nonverbal language, nor has it been explored how this competition is executed. This is the aim of the article.

Authors focus primarily on the use of “tie signals” or “bond signals”, which are nonverbal public displays, signs, or objects (such as wedding rings or shaking hands) that indicate that a relationship exists between two people. They are considered an effective way that people use to say that a relationship exists between them. 

In the first study, 91 women were gathered and participated in an online questionnaire. They answered questions such as “how would you get your flirt’s attention to shift from another woman to you, in the context of a pub?” among others. The 11 most popular actions were used for the following study. These were: eye contact, dancing in his field of vision, smiling at him, touching him, laughing at his jokes, dancing between the other woman and the man, showing disgust or dislike towards her, brushing up against the man, hugging him, flirting with other men or waving at him. 

The second study gathered 139 participants, including men and women, and also through an online questionnaire they were asked which tactics they considered most effective for this purpose, using a scale.

It seems that touching a man on the arm, shoulder, chest or leg is the most effective flirting act, because it signifies to other women that a bond is being formed with the man. From the point of view of intrasexual competition, once a partner is “taken,” it is more useful to approach an alternative partner rather than try to compete with a rival. 

This is a simplistic explanation, as the authors acknowledge, since intrasexual competition involves many more factors, some from an evolutionary point of view, others from a social prism, and so on. 

Other useful techniques proved to be eye contact, hugging (which can be seen as a sign of bonding and also releases oxytocin, which brings people together), or laughing at their jokes.

Authors propose the interesting idea of exploring in future research how the self-perceived value of the partner influences flirting techniques and, in particular, competitive flirting.

If you want to know more about nonverbal behavior and how it affects personal relationships, visit our Master of Science in Nonverbal and Deceptive Behavior, which you can take in English or Spanish, with special grants for readers of the Nonverbal Communication Blog.


Would you like to become an expert in nonverbal behavior analysis? With the Master in Nonverbal Behavior, you will master the art of interpreting gestures, expressions, and body language that reveal more than words. This program is 100% online, allowing you to study at your own pace, and earn an accredited degree from Evidentia University, a university licensed in the United States, ensuring a high-quality education that meets the highest international standards. All of this from just $208 USD per month.

If you prefer, you can obtain your Certificate in Nonverbal Communication by clicking here.

Friends of the Nonverbal Communication Club, this week we present the paper “Intrapersonal Behavioral Coordination and Expressive Accuracy During First Impressions” by Latif, N.; Human, L. J.; Capozzi, F. and Ristic, J. (2021). In this article the authors examine whether expressive accuracy is related to the variability in the coordination between a person’s head and body movements.

If there’s something that worry us in social interaction is, without doubts, the first impression. How do others perceive us? Are we transmitting how we really are or, on the contrary, a wrong image altered by being nervous?

During the history of the nonverbal behavior, numerous aspects have been studied in order to understand other people’s personalities attending to how they express theirselves. For instance, and as we already know, much attention has been paid to facial expressions, gestures, or body movements.

What’s new about this study is the authors choose a very specific aspect (variability in the coordination between a person’s head and body movements) and try to find a nexus between it and how accurately people perceive our personality in first impressions.

But why this topic?

Simply because head and body movements play a very special role in social communication. As an example: we use them to transmit interest in a conversation, to show we are listening or paying attention, maybe that we want to go…

Due to the importance of these movements, and to the interest in writing an article about a very specific aspect of human behavior, authors decided to investigate whether expressive accuracy, and how others perceive our personality, is related to the variability in the coordination between a person’s head and body movements.

In order to that, they made an experiment which consisted in recruit, on one hand, 105 volunteers, at least 18 years of age (the observed group) and, on the other hand, 94 (the observer group).

The observed group completed an initial personality questionnaire, plus, family or friends of each individual were asked about their personalities to contrast the information and consolidate a personality profile. In addition to that, each one of the members of the observed group completed a video-recorded interview, so the other group could examinate their nonverbal behavior.

The observer group watched the interview and answered the personality questionnaire for each volunteer of the other group.

The results were clear: people that, during the interview showed a great variability in coordination between head and body movements, were perceived (according to the personality profile obtained at the beginning of the experiment) more accurately than the ones with a low variability.

Plus, a correlation between expressing a higher variability and being perceived as socially skilled was observed.

Other important data obtained in the study, is that these movements’ variability seems to have a relation with personality traits that are easily to observe, such as if we are extroverted, energetic or nice to others. It happens the other way round if we are talking about personality traits hard to observe, for instance being depressed or blue: this seems to have less relation.

It’s important to mention that, when variability in head and body movements’ coordination is low, looks like others don’t detect our personality so easily.

But, why does variability in head and body movements’ coordination seem to promote expressive accuracy?

Chiefly, is possible that, when this variability is high, it’s easier for us to shed clues to others about our personality. If we move our head and hands when we’re talking about something, and then somebody changes the topic and we stop moving and freeze, the person we’re talking to is eager to think that the first subject was more important to us than the second. We’re giving clues to our listener.

Secondly, variability in coordination of these movements affects to our interlocutor’s attention. Namely, these changes keep the person listening to us, watching our faces, our body, our gestures. The opposite happens when the variability is low. Thus, when variability is high, the person we’re talking to would catch more easily our personality traits, just because pays more attention to us.

Despite the results of the study and its conclusions are solid, authors mention the necessity of keeping delving into the subject, of obtaining corrections, to get more accurate answers to such complex issues.


Nonverbal communication is crucial in all of our interactions. If you want to delve deeper into how body signals influence communication, the Master in Nonverbal Behavior is perfect for you. This online program offers flexibility and provides you with an accredited degree from Evidentia University, a university licensed in the United States, where the education system is recognized for meeting the highest standards of quality. All of this from just $208 USD per month.

Friends of the Nonverbal Communication Blog, this week we present the paper “Effects of Body-Oriented Interventions on Preschoolers’ Social-emotional Competence: A systematic review” by Dias Rodrigues, A.; Cruz-Ferreira, A.; Marmeleira, J. and Veiga, G. (2022), in which authors carry out a revision of previous literature about body-oriented interventions with kids in kindergarten, to know if these interventions improve their socio-emotional skills.

 Early childhood is a fundamental period of life. In it there is a very significant development of socio-emotional skills, which are a very important basis for the health, well-being and success of children. These competencies are also crucial for children to deal with current and future stressors and challenges.

When we talk about socioemotional competencies, we refer to social (ability to solve problems, adjust behavior according to the social situation, etc.) and emotional competencies (understanding, regulation, and expression of emotions) that work together towards adaptive development.

These socio-emotional competencies are developed from very early ages through the process of socialization of emotions, that is, through the modeling, observation, and communication of emotions.

In the past few decades, several intervention programs have been implemented in educational contexts with the aim of promoting the development of socio-emotional skills in children.

One of these types of interventions are those oriented to the body, which are of particular interest to us, because it is assumed that bodily and emotional experiences are associated with each other and related to psychomotricity, play, dance, physical activity or relaxation. That is: nonverbal elements.

All this would serve to be aware of the body, of the body in relation to others and the connection between it and emotions.

A strong body of evidence supports the effectiveness of these interventions in the educational context. That is why the research investigates this specific context.

The objective is to know if there is, indeed, an improvement in socio-emotional skills with these interventions focused on the body that use non-verbal elements of communication.

The process was as follows: a series of articles were chosen, compiled from various databases, published between 2000 and 2020. The study participants had to be children between 3 and 7 years old and they had to attend preschool education. In addition, the study had to use body-oriented interventions for at least one week and necessarily in the context of school.

To date, this is the first systematic review to learn about the effects of body-oriented exposures in educational contexts on the socioemotional competencies of preschool children.

Despite the difficulty in identifying the ideal intervention “dose,” the emerging consensus among researchers is that children who received more sessions demonstrated greater outcomes. However, according to the analysis carried out, there is not enough evidence to support this idea.

Some of the assessment instruments used in the included studies were self-reports by parents and teachers. The use of parent reports is based on the idea of the children that parents see, and their knowledge of the child in various contexts, therefore they can observe them in very different situations. However, they may be carried away by the urge to create a positive image of their children and thus their opinion may be biased.

There was limited evidence of the positive effects of this type of interventions on emotion recognition, emotional regulation strategies, and social cooperation and independence. However, authors do consider that the bodily and emotional experiences displayed by them possibly facilitate the recognition and regulation of emotions.

These skills are essential for social interactions and are predictors of cooperative social behaviors.

There was also evidence, although limited, that these interruptions improved game interaction and skill, behavior problems, and hyperactivity.

Future research should not omit important data, as occurred in some of those analyzed, on, for example, eligibility criteria.

Authors point out the need to know exactly what type of body-oriented intervention is most useful for the development of socio-emotional skills in children of these ages and mark it as one of the main objectives of future studies.

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Friends of the Nonverbal Communication Blog, this week we present the paper “Students’ Classroom Silence and Hopelessness: The impact of Teachers’ Immediacy on Mainstream Education” de Juma, O.; Husiyin, M.; Akhat, A. y Habibulla, I. (2022), in which authors think about and analyze the implications of silence and hopelessness in the educative context and how teachers can act to prevent their negative effects. 

Students’ feelings are a key part of their individual well-being and, obviously, of their mental health, affecting their inspiration, their attention, their school success…

On the one hand, we have constructive feelings, such as joy, pride, which raise the students’ inspiration to learn and their attention. On the other hand, there are destructive feelings, such as stress, exasperation, and boredom, which can jeopardize education.

When students are facing the possibility of failing, they may be dealing with destructive feelings, such as humiliation, hopelessness, and may not be able to participate like other peers in learning.

Since feelings mark the learning process so much, it is important to obtain information about them to create an educational environment that is emotionally healthy and that can improve the mental health and performance of students.

If we talk about destructive feelings, on the one hand, we have dejection or hopelessness. Students who suffer from it can avoid harming themselves with course activities, leading to greatly reduced performance and learning. It also reduces motivation for life, and this can lead to violent behavior.

That is, hopelessness increases when the conviction that a good future awaits decreases. It also causes an increase in negativity about life.

Another topic in learning, which has been more explored than others in general, is the problem of silence. It is a broad phenomenon, which has become an obstacle to the creation of bonds between educators and students, which influences the achievement of the objectives of the class as a whole and of each student in particular.

Silence can be positive, but its negative interpretations are certainly more common, and a negative classroom environment often affects performance.

Teachers have made great efforts to engage students in activities and improve the effectiveness of their education, but many students are still not interested in participating in classes. What usually happens is that these young people are hesitant to participate, not ready to respond, inactive and sometimes overly dependent on teachers.

With all of this, we conclude that educators want to successfully instruct their students, so they need to know how to build inspiration in their classroom and encourage their students to participate. To achieve this, verbal and also non-verbal practices can be configured.

This is where the concept of immediacy appears. It refers to a physical, expressive or affective friendship or familiarity that is confirmed through constructive behaviors, and in the educational field, it is considered a way of interaction between teachers and students that brings many benefits; in fact, other previous studies have shown that immediacy is, actually, a way to improve communication and bonds between teachers and students.

Immediacy is essential, therefore, for educators to reduce students’ emotional filters, as well as change and improve their health and behavior through teaching and training.

Some of the verbal techniques of immediacy are providing students with immediate feedback, having conversations before and after classes, calling students by their own name, sharing experiences, giving personal opinions, among others.

Verbal immediacy techniques refer to messages that show compassion, frankness, kindness, reward, acclaim, inclusion, comedy, and above all, willingness to involve students in the group.

But in addition, sympathy, body language, gestures of friendship and support are also used, which are non-verbal elements and besides have a positive influence on the relationship between teachers and students, motivating the latter to be more active in the classroom and to be more involved.

Non-verbal immediacy would imply non-oral attitudes that promote intimacy, especially emotional, and attract the attention of students. In other words, the most important thing about non-verbal elements applied to immediacy is that they improve the emotional and mental closeness of teachers and students.

They can include gestures, facial expressions, body movements, clothing and appearance, smiling, physical distance…

Therefore, after reviewing previous literature, authors conclude that improving teachers’ immediate development practices will promote students’ stress tolerance, self-confidence, and motivation, thus reducing their levels of despondency and improvement of your well-being in general.

If you want to know more about nonverbal behavior and how it influences our personal relationships, visit our Nonverbal Communication Certificate, a 100% online program certificated by the Heritage University (Washington) with special discounts for readers of the Nonverbal Communication Blog.


Mastering nonverbal behavior analysis is a fundamental skill in the professional world. With the Master in Nonverbal Behavior, you will not only learn to identify behavior patterns but also understand how they impact communication. This master’s program is 100% online, and upon completion, you will earn a degree from Evidentia University, a university licensed in the United States that guarantees international-quality education. Study from just $208 USD per month.

Friends of the Nonverbal Communication Blog, this week we present the paper “Evidence of Phone vs Video-Conferencing for Mental Health Treatments: A Review of the Literature”, by Chen, P. V.; Helm, A.; Caloudas, S. G.; Ecker, A.; Day, G.; Hogan, J. and Jan, L. (2022), in which authors carry out a meta-analysis in which they draw conclusions from previous literature on the positive or negative outcomes of online with video and telephone psychological therapy compared to traditional face-to-face therapy.

The ability to receive mental health care remotely, either by video and audio or by telephone only, has been available since about 1960. However, many therapists felt, even in those years, that this type of care was of lower quality than traditional care.

Precisely this traditional model was forced to change in the early 2020s. The Covid-19 pandemic imposed very drastic measures for the population, including confinement and social isolation. Thus, in-person healthcare was limited and video and telephone modalities were brought to the forefront as patients and therapists sought to continue therapy while adhering to safety and prevention measures. 

However, it is not clear whether, in fact, video and/or telephone care is better than face-to-face or not, or which of the two might be its more direct competition, because their applications have been so disparate. 

For example, from April through June 2020, of all mental health encounters conducted at Veterans facilities in the United States, 63% occurred by telephone, 21% by video, and 14% face-to-face. A survey of the use of telematics by health insurance beneficiaries found that 56% of visits were by telephone only, compared to 28% of visits by video and 16% that were a combination of telephone and video. 

The goal of the article we present this week was to provide a comparative review of the use of telephone and video to provide mental health treatment. 

Authors extracted a number of articles on “video telehealth,” including those published between 2002 and 2022, to get as current a picture as possible, and divided their findings according to different blocks of mental health conditions or problems.

When it comes to anxiety and depression, it appears that video telehealth services may be particularly valuable, as patients diagnosed with a mood disorder are more likely to attend video-conferencing appointments than patients with other diagnoses. 

In addition, both video and telephone have been shown to be effective in reducing symptoms related to mood disorders. Telephone therapy for depression is more effective than no treatment, or even more effective than treatment as usual; and treatments for anxiety conducted by telephone are at least moderately effective in reducing symptoms compared to no treatment or traditional treatment.

In patients with post-traumatic stress disorder, the effectiveness of video treatment is comparable to in-person care, and results in symptom improvement. For telephone treatments, patients also reported a decrease in symptoms.

It appears that patients, on the other hand, are less satisfied with therapists when it comes to telephone care and, in addition, treatments via video had higher dropout rates. 

For substance use treatments, there are no significant differences in effectiveness when patients receive video or telephone treatment compared to in-person care. Patients who received in-person or video group therapy had comparable positive rates on their urine screening tests, similar duration of abstinence, and similar amounts of time spent in intensive counseling.

Studies of remotely delivered smoking cessation treatments show that no differences in treatment effectiveness have been found between telephone therapy, video therapy, and face-to-face therapy in terms of abstinence rates, cigarettes per day, and quit attempts. Overall, smoking cessation therapies can be delivered very effectively by non-face-to-face means. 

For obsessive-compulsive disorder, both telephone and video are viable modalities of care for its treatment. In two controlled trials, we compared telephone and face-to-face treatment and found that, for both, symptom reduction persisted 6 months after treatment. In addition, those who received treatment for OCD by telephone reported high satisfaction with their treatment compared to in-person patients. 

Although more comparative studies are needed between video therapy and audio therapy, it can be concluded that both have a very similar percentage of effectiveness to face-to-face therapy. However, it is necessary to dedicate more efforts to study aspects such as nonverbal communication in non face-to-face therapy, for example, in order to establish solid relationships between patient and therapist.

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