Overview
- Editors:
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Robert S. Feldman
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Department of Psychology, University of Massachusetts—Amherst, Amherst, USA
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Table of contents (11 chapters)
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Front Matter
Pages N1-xii
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Psychobiological and Ethological Approaches to Nonverbal Behavior
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Social Developmental Approaches to Nonverbal Behavior
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- William A. Shennum, Daphne B. Bugental
Pages 101-121
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Cognitive Development and Encoding and Decoding Skill Approaches to Nonverbal Behavior
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Front Matter
Pages 149-149
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- Bella M. DePaulo, Audrey Jordan
Pages 151-180
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- Nancy Lee Morency, Robert M. Krauss
Pages 181-199
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Discrepant Communication Approaches to Nonverbal Behavior
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Front Matter
Pages 201-201
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- Peter D. Blanck, Robert Rosenthal
Pages 203-229
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- Fred R. Volkmar, Alberta E. Siegel
Pages 231-255
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Personality Development and Individual Difference Approaches to Nonverbal Behavior
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Front Matter
Pages 257-257
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- Robert S. Feldman, John B. White, Debra Lobato
Pages 259-277
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Back Matter
Pages 299-315
About this book
When I organized a symposium on the development of nonverbal behavior for the 1980 meeting ofthe American Psychological Association, I was faced with an embarrassment of riches. Thinking about the many people who were doing important and interesting research in this area, it was hard to narrow down the choice to just a few. Eventually, I put together a panel which at least was representative of this burgeoning area of research. In planning this volume two years later, I was faced with much the same predicament, except to an even larger degree. For, during that short period, the area of children's nonverbal behavior carne to grow even larger, with more perspectives being brought to bear on the question of the processes involved in the development of children's nonverbal behav ior. The present volume attempts to capture these advances which have occurred as the field of children's nonverbal behavior has moved from its own infancy into middle childhood. The book is organized into five major areas, representative of the most important approaches to the study of children's nonverbal behavior: 1) Psychobiological and ethological approaches, 2) social developmental approaches, 3) encoding and decoding skill approaches, 4) discrepant verbal-nonverbal communication approaches, and 5) personality and individual difference approaches. The discreteness of these categories should not be overemphasized, as there is a good deal of overlap between the various approaches. Nonetheless, they do represent the major areas of interest in the field ofthe development ofnonverbal behavior in children.
Editors and Affiliations
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Department of Psychology, University of Massachusetts—Amherst, Amherst, USA
Robert S. Feldman