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The objective of this research is to introduce the behavior of non-verbal features of e-Learners in the virtual learning environment to establish a fair representation of the real user by an avatar who represents the e-Learner in the virtual environment and to distinguish the deportment of the non-verbal features during the virtual learning session. The eye blink and the head pose, which can be considered as important non-verbal cues are detected by using a web-camera utilizing mainly the geometric method. Then the detected non-verbal cues are transferred to the virtual environment. When the e-Learner blinks eyes or/and moves his/her head, the movements are appeared in the virtual environment through an identical avatar. The result of the experiment depicts that the avatar appearance which can detect the real user non-verbal behavior has got a notable impact on the viewers' impression. In addition to that, the successful establishment of the real user's non-verbal behavior in the virtual environment enhances the effectiveness of the communication since avatar is able to facilitate the fair representation to the real user with visualizing the real user non-verbal behavior in the virtual environment. The analysis of the non-verbal behavior during the virtual learning activity specified that the eye blinking rate has decreased by 35% during the problem based learning session than the relaxing time in virtual learning due to low stress level, attractive environment and visual fixation. Furthermore, results demonstrate that there is a relationship between the internal statuses of an e- Learner with the rate of eye blinking.

The study compared the interactions of 15 behavior disordered (BD), 15 learning disabled (LD) and 15 regular education students (grades 4-6), and determined how their verbalizations influenced the verbalizations of others (i.e., the reciprocal nature of interactions). Students and their peers, teachers and aides were observed with a behavior observation instrument designed to monitor the frequency of 14 target behaviors, the direction of the interaction (i.e., given to or received from), and the status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. Teachers of BD students emitted significantly more neutral statements to their students than did LD and regular teachers but the three groups of teachers did not differ in positive and negative statements directed to students. The three groups of peers and BD and LD aides did not differ in positive, negative, and neutral statements emitted with the exception that LD aides emitted more positive statements to their students than BD aides. A correlational analysis indicated that peer-student negative interactions were reciprocal. Neither positive nor negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) indicated that BD, LD, and regular students responded to others in a similar manner. Likewise, the three groups of teachers were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed by the absence of a response or a neutral response. (Author/CL)

The study compared the interactions of 15 behavior disordered (BD), 15 learning disabled (LD) and 15 regular education students (grades 4-6), and determined how their verbalizations influenced the verbalizations of others (i.e., the reciprocal nature of interactions). Students and their peers, teachers and aides were observed with a behavior observation instrument designed to monitor the frequency of 14 target behaviors, the direction of the interaction (i.e., given to or received from), and the status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. Teachers of BD students emitted significantly more neutral statements to their students than did LD and regular teachers but the three groups of teachers did not differ in positive and negative statements directed to students. The three groups of peers and BD and LD aides did not differ in positive, negative, and neutral statements emitted with the exception that LD aides emitted more positive statements to their students than BD aides. A correlational analysis indicated that peer-student negative interactions were reciprocal. Neither positive nor negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) indicated that BD, LD, and regular students responded to others in a similar manner. Likewise, the three groups of teachers were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed by the absence of a response or a neutral response. (Author/CL)

The study compared the interactions of 15 behavior disordered (BD), 15 learning disabled (LD) and 15 regular education students (grades 4-6), and determined how their verbalizations influenced the verbalizations of others (i.e., the reciprocal nature of interactions). Students and their peers, teachers and aides were observed with a behavior observation instrument designed to monitor the frequency of 14 target behaviors, the direction of the interaction (i.e., given to or received from), and the status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. Teachers of BD students emitted significantly more neutral statements to their students than did LD and regular teachers but the three groups of teachers did not differ in positive and negative statements directed to students. The three groups of peers and BD and LD aides did not differ in positive, negative, and neutral statements emitted with the exception that LD aides emitted more positive statements to their students than BD aides. A correlational analysis indicated that peer-student negative interactions were reciprocal. Neither positive nor negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) indicated that BD, LD, and regular students responded to others in a similar manner. Likewise, the three groups of teachers were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed by the absence of a response or a neutral response. (Author/CL)

A study was conducted to determine the effects of age, verbal ability, education, reading habits, and recall strategies on prose recall among adults. Subjects were 422 adults in three age groups--young (18-28 years), middle (40-54), and older (62-80). They were asked to read and recall in writing two 388-word prose passages and to answer questions about their background reading habits and recall strategies. The results indicated that while increasing age was associated with a decrease in recall, both verbal ability and education were better predictors of recall than was age. In addition, a recall strategy factor representing "paragraph by paragraph" retrieval produced the highest simple correlations with total recall and contributed significantly to the explanation of other recall measures. Reading habit factors associated with recall reflected subjects' self-assessment as good and frequent readers as well as their need to know information. The reading and recall strategy factors proved to be better predictors of recall than the reading habit factors. While the findings confirmed the expectation that more practiced readers will recall more, the results also made it possible to refine understanding of the relationship between recall and reading experience. They also suggested that training in the use of reading and recall strategies may be used to improve recall in all age groups. (Extensive tables of data are appended.) (HTH)

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This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior.

This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior.

This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior.