The goal of this study is tried to find out the relationship between nonverbal behaviors and liars. And would these nonverbal behaviors help us to detect liars. Most people assumed a specific causal order that nonverbal behaviors could influence our judgment to the accurate of messages. In Zuckerman et al (1981) and DeTurck and Miller (1985)’s researches, they claimed that we could use nonverbal behaviors to distinguish truth tellers and liars, such as, speech errors, need more time to response, more stops and eye contacts. Levine et al (2006) thought if there was a possibility of reverse causal order, just like egg first or chicken first. The known of message veracity could influence person’s evaluate of another person’s nonverbal behaviors. Levine et al predicted in their research paper that, there was no effect or little effect to show when people were lying to others, they usually avoid eye contact. Researchers believed use eye contact could not distinguish truth tellers and liars. Levine et al invited 115 undergraduate students in communication class of Midwestern University. There were 27 males and 88 females with median age of 21. These students were required to seat in front of a big television. Researchers gave these students 16 videotapes, 8 truths and 8 liars. There were two students in these videotapes, one male and one female. They said 12 statements and half of these statements were lies. Researchers randomly signed these 115 participates into two groups. One group was known which statements in these videotapes were truth and which were false. And the other group didn’t know. After the student finished watching these videotapes, he/she had to give the rate of how many eye contacts did the two students made in the videotapes. And researchers compared the different rate of eye contacts between these two groups. Levine et al found out in this experiment that eye contact was not a tool for people to distinguish truth tellers and liars. The result Levine et al found that eye contact associated with our belief was consistent with Gilbert et al (1990,1993)’s mental representation. Gilbert believed that when we processed a message was truth or not required our initial belief. When participates faced true statements, they gave almost the same rate of eye contact no matter which group they were in. But when the statements were false, participates who knew statements were false gave dramatically less eye contact
October 5, 2013
Carl Bernstein and Bob Woodward’s investigative account of the Watergate cover-up scandal, All the President’s Men, reveals the corruption of President Nixon and his re-election committee by assiduously pursuing sources of information and indicting the guilty parties of sabotage of the opposing Democratic candidates.
The two Washington Post reporters describe the process of uncovering the scandal with interviews from sources directly involved and evidence from the…
Unit Three: Principles and practice of assessment
Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.
Next we individually researched these topics, to do this firstly I used discussions with my…
Class: CEUS–R 389 Islam, Islamism, and Modernity in Turkey
Assignment: Four short papers
The following are four précis of the related article: “Civil Society, Islam and Democracy in Tur-key: A Study of Three Non-Governmental Organizations,”
Nongovernmental humanitarianism in turkey: the quest for internationalist virtue
In the article by Husrev Tabak, he questions about the international virtues of nongovernmental humanitarianism in Turkey. The last decade has been a golden age in the history of…
Individual Reflection : My Blueprint of Professional and Personal Growth II
October 21, 2013
This paper is my analytic theorem to my Blueprint of Professional and Personal Growth from the course “Dynamic Leadership”. It gives a brief breakdown of my path to achieving my MBA. An executive summary is presented to show how the course educated me in a more systematic way and how it helped me identify my qualities as a leader and my values. Furthermore, in…
– General guidance on the assessment criteria for assignments -
Individual feedback on your case study reports or essays is provided on the feedback forms attached to your work. These forms consist of four sections. Firstly, there is a section where you will receive your provisional mark. This is the mark that you receive after your script has been through the School’s internal marking process (i.e. it has been first marked and internally moderated), but before the external examiners have checked…
ENTREPRENEURSHIP AND BUSINESS FOR ENGINEERS
Course: APS1088F Fall 2014
Main-Instructor: Professor Steven Treiber meetings by appointment only in WB257, tel: 416725-1774 or by e-mail: "Steve Treiber" . See his Bio at the end of
this document. TA is Mehdi Nouraei, firstname.lastname@example.org.
Course Coordinator: Professor Joseph C. Paradi - telephone: 416-978-6924 ext. 1, or e-mail
email@example.com. See his Bio at the end of this document.…
Planning and Enabling learning unit 2
I used the internet to research all areas of planning and enabling learning in unit 2, as I felt it offered depth and detail, as well as convenience. However, I also referred to Planning and Enabling Learning in LLLS by Ann Gravells & Susan Simpson, as well as Geoff Petty Teaching Today - A Practical Guide.
As a result of my research I am now able to recognise and define the process Initial Assessment and the connection it bears with negotiating…
HIST133: Medieval Europe: From Rome to the Black Death
from Rome to the
HIST133: Medieval Europe: From Rome to the Black Death
Medieval Europe: From Rome to the Black Death
Course Guide 2015
A survey course covering a range of themes in Western European history
including social and economic developments, government, religion and
warfare (c. 300-1400).
Code: HIST133-15S1 (C) Semester One 2015
15 points; 0.1250 EFTS
Official Course Dates: 23 February…