paralinguistic cues

paralinguistic cues

nonverbal elements, such as intonation, body posture, gestures, and facial expression, that modify the meaning of verbal communication.
References in periodicals archive ?
The senders displayed many verbal, visual, and paralinguistic cues.
Edwards, 1995), without having systematic recourse to and documentation of the conversation's prosodic and paralinguistic cues, is marginally useful when it comes to refreshing the memory of the translator or the bilingual reviser of the original in cross-examination.
Hence there is a need of a new model that considers paralinguistic cues alongside linguistic content in the analysis of spoken discourse.
Using paralinguistic cues in speech to recognise emotions in older car drivers, Lecture Notes in Computer Science 4868: 229-240.
In communicating with subordinates, individuals who score highly on imposterism are predicted to seek media that minimize the chance of cue leakage, that is, they will seek media that are limited in terms of transmission velocity, multiplicity of cues, personal focus and paralinguistic cues.
Empirical data reveals that people from different cultures have difficulty in interpreting interpersonal messages encoded in cross-cultural paralinguistic cues and body language (Yuan, 2012).
Without the benefit of paralinguistic cues such as gesture, emphasis, and intonation, it can be difficult to convey emotion and tone over e-mail" wrote authors Justin Kruger, Nicholas Epley, Jason Parker, and Zhi-Wen Ng.
The mal-intent project began in 2007 and is based on the unproven premise that technology can identify and interpret physiological, behavioral and paralinguistic cues from someone with mayhem in mind.
This approach is first implemented by the introduction of high-frequency utterances or simple questions, followed by varied exercises in which students construct meaning from linguistic and paralinguistic cues.
Paralinguistic cues are changes in intonation and pitch to mark fantasy and the animation of objects; it also involves the use of pretense and high and low voices to mark role enactment.
It's informal and it's rapid, so you assume you're getting the same paralinguistic cues you get from spoken communication.
203) and containing "crucial paralinguistic cues about how lesson input is contextualized for or received by different subsets of students, and what effect it has in classroom multiparty situations" (p.