The Experts below are selected from a list of 35244 Experts worldwide ranked by ideXlab platform
Dušan Zupka - One of the best experts on this subject based on the ideXlab platform.
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Ritual and Symbolic Communication in Medieval Hungary Under the Árpád Dynasty 1000 - 1301
2016Co-Authors: Dušan ZupkaAbstract:In Rituals and Symbolic Communication in Medieval Hungary under the Arpad Dynasty (1000 - 1301) Dusan Zupka examines rituals as means of Symbolic Communication in medieval political culture focusing on the Hungarian Kingdom under the rule of the Arpads.
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Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301) - 1 Rituals and Symbolic Communication: Theory, Terminology and Methodology
Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301), 2016Co-Authors: Dušan ZupkaAbstract:In Rituals and Symbolic Communication in Medieval Hungary under the Arpad Dynasty (1000 - 1301) Dusan Zupka examines rituals as means of Symbolic Communication in medieval political culture focusing on the Hungarian Kingdom under the rule of the Arpads.
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Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301) - 4 Adventus regis in Medieval Hungary
Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301), 2016Co-Authors: Dušan ZupkaAbstract:In Rituals and Symbolic Communication in Medieval Hungary under the Arpad Dynasty (1000 - 1301) Dusan Zupka examines rituals as means of Symbolic Communication in medieval political culture focusing on the Hungarian Kingdom under the rule of the Arpads.
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Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301) - 5 Encounters between Royalty—Greeting Rituals
Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301), 2016Co-Authors: Dušan ZupkaAbstract:In Rituals and Symbolic Communication in Medieval Hungary under the Arpad Dynasty (1000 - 1301) Dusan Zupka examines rituals as means of Symbolic Communication in medieval political culture focusing on the Hungarian Kingdom under the rule of the Arpads.
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Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301) - 6 Concluding Reflections: Ritual Communication as a Coherent System
Ritual and Symbolic Communication in Medieval Hungary under the Árpád Dynasty (1000 - 1301), 2016Co-Authors: Dušan ZupkaAbstract:In Rituals and Symbolic Communication in Medieval Hungary under the Arpad Dynasty (1000 - 1301) Dusan Zupka examines rituals as means of Symbolic Communication in medieval political culture focusing on the Hungarian Kingdom under the rule of the Arpads.
Arthur C Vanlear - One of the best experts on this subject based on the ideXlab platform.
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verbal and nonverbal Communication distinguishing Symbolic spontaneous and pseudo spontaneous nonverbal behavior
Journal of Communication, 2002Co-Authors: Ross Buck, Arthur C VanlearAbstract:Verbal and nonverbal Communication are seen in terms of interacting streams of spontaneous and Symbolic Communication, and posed “pseudo-spontaneous” displays. Spontaneous Communication is defined as the nonintentional Communication of motivational-emotional states based upon biologically shared nonpropositional signal systems, with information transmitted via displays. Symbolic Communication is the intentional Communication, using learned, socially shared signal systems, of propositional information transmitted via symbols. Pseudospontaneous Communication involves the intentional and strategic manipulation of displays. An original meta-analysis demonstrates that, like verbal Symbolic Communication, nonverbal analogic (pantomimic) Communication is related to left hemisphere cerebral processing. In contrast, spontaneous Communication is related to the right hemisphere. A general theory of Communication should account for the natural biologically based aspects of Communication as well as its learned and Symbolically structured aspects. Further, such a general theory should include a feedback process—explanations of message production alone or message reception alone, although potentially useful, are incomplete. A corollary of these two criteria is that a general theory of Communication should account for the coevolution of Symbolic and nonSymbolic feedback processes and their integration into systems of Communication characteristic of the human species. Whereas the explication of such a general theory is beyond the scope of this article, developmental interactionist theory (Buck, 1984, 1989, 1994) does aim to offer such an integrated view. The current article poses how developmental interactionist theory deals with the topic of this special issue of Journal of Communication—the relationship between verbal and nonverbal Communication.
Brian G. Skotko - One of the best experts on this subject based on the ideXlab platform.
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Storybook-based Communication intervention for girls with Rett syndrome and their mothers
Disability and Rehabilitation, 2001Co-Authors: David A. Koppenhaver, Karen A. Erickson, Beverly Harris, Janet Mclellan, Brian G. Skotko, Robbin A. NewtonAbstract:Purpose : Storybook reading provides a natural language learning context in which to support early Symbolic Communication. In this study, we explored the impact of (1) resting hand splints, (2) light tech augmentative Communication systems such as voice-output devices and symbols, and (3) very basic parent training on the Symbolic Communication and labelling behaviours of six girls with Rett syndrome. Method : Mothers and daughters were videotaped as they read familiar and unfamiliar storybooks in their homes. Results : Group and individual data collected from the six girls indicated that they became more active and successful participants in the interactions during storybook reading. The girls employed a wider range of Communication modes and increased the frequency of their labelling. Familiar storybook reading encouraged greater Symbolic Communication than unfamiliar storybooks in half the girls. Conclusion : This study suggests that motivated parents may not require expensive technologies or lengthy t...
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Supporting Communication of Girls with Rett Syndrome and their Mothers in Storybook Reading
International Journal of Disability Development and Education, 2001Co-Authors: David A. Koppenhaver, Karen A. Erickson, Brian G. SkotkoAbstract:In this study mother-child storybook reading was explored as a context within which to support early Symbolic Communication of girls with Rett syndrome. Baseline measures of mother-daughter interaction were gathered as mothers read familiar and unfamiliar storybooks with their daughters. Then three experimental interventions were studied in the homes of four girls: (a) resting hand splints, (b) light tech augmentative Communication systems such as voice-output devices and symbols, and (c) very basic parent training. Access to devices, symbols, and training increased the frequency of each of the four girls, labeling and Symbolic Communication during storybook reading. Parent training was particularly useful in increasing the percentage of appropriate switch use by three of the four girls. The study suggests that parents can provide substantial support to early Communication development in girls with Rett syndrome, if they are provided with basic information and materials.
David A. Koppenhaver - One of the best experts on this subject based on the ideXlab platform.
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Storybook-based Communication intervention for girls with Rett syndrome and their mothers
Disability and Rehabilitation, 2001Co-Authors: David A. Koppenhaver, Karen A. Erickson, Beverly Harris, Janet Mclellan, Brian G. Skotko, Robbin A. NewtonAbstract:Purpose : Storybook reading provides a natural language learning context in which to support early Symbolic Communication. In this study, we explored the impact of (1) resting hand splints, (2) light tech augmentative Communication systems such as voice-output devices and symbols, and (3) very basic parent training on the Symbolic Communication and labelling behaviours of six girls with Rett syndrome. Method : Mothers and daughters were videotaped as they read familiar and unfamiliar storybooks in their homes. Results : Group and individual data collected from the six girls indicated that they became more active and successful participants in the interactions during storybook reading. The girls employed a wider range of Communication modes and increased the frequency of their labelling. Familiar storybook reading encouraged greater Symbolic Communication than unfamiliar storybooks in half the girls. Conclusion : This study suggests that motivated parents may not require expensive technologies or lengthy t...
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Supporting Communication of Girls with Rett Syndrome and their Mothers in Storybook Reading
International Journal of Disability Development and Education, 2001Co-Authors: David A. Koppenhaver, Karen A. Erickson, Brian G. SkotkoAbstract:In this study mother-child storybook reading was explored as a context within which to support early Symbolic Communication of girls with Rett syndrome. Baseline measures of mother-daughter interaction were gathered as mothers read familiar and unfamiliar storybooks with their daughters. Then three experimental interventions were studied in the homes of four girls: (a) resting hand splints, (b) light tech augmentative Communication systems such as voice-output devices and symbols, and (c) very basic parent training. Access to devices, symbols, and training increased the frequency of each of the four girls, labeling and Symbolic Communication during storybook reading. Parent training was particularly useful in increasing the percentage of appropriate switch use by three of the four girls. The study suggests that parents can provide substantial support to early Communication development in girls with Rett syndrome, if they are provided with basic information and materials.
Ross Buck - One of the best experts on this subject based on the ideXlab platform.
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verbal and nonverbal Communication distinguishing Symbolic spontaneous and pseudo spontaneous nonverbal behavior
Journal of Communication, 2002Co-Authors: Ross Buck, Arthur C VanlearAbstract:Verbal and nonverbal Communication are seen in terms of interacting streams of spontaneous and Symbolic Communication, and posed “pseudo-spontaneous” displays. Spontaneous Communication is defined as the nonintentional Communication of motivational-emotional states based upon biologically shared nonpropositional signal systems, with information transmitted via displays. Symbolic Communication is the intentional Communication, using learned, socially shared signal systems, of propositional information transmitted via symbols. Pseudospontaneous Communication involves the intentional and strategic manipulation of displays. An original meta-analysis demonstrates that, like verbal Symbolic Communication, nonverbal analogic (pantomimic) Communication is related to left hemisphere cerebral processing. In contrast, spontaneous Communication is related to the right hemisphere. A general theory of Communication should account for the natural biologically based aspects of Communication as well as its learned and Symbolically structured aspects. Further, such a general theory should include a feedback process—explanations of message production alone or message reception alone, although potentially useful, are incomplete. A corollary of these two criteria is that a general theory of Communication should account for the coevolution of Symbolic and nonSymbolic feedback processes and their integration into systems of Communication characteristic of the human species. Whereas the explication of such a general theory is beyond the scope of this article, developmental interactionist theory (Buck, 1984, 1989, 1994) does aim to offer such an integrated view. The current article poses how developmental interactionist theory deals with the topic of this special issue of Journal of Communication—the relationship between verbal and nonverbal Communication.
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Communication, cognition and involvement: a theoretical framework for advertising
Journal of Marketing Communications, 1997Co-Authors: Arjun Chaudhuri, Ross BuckAbstract:It is suggested that there are two different types of involvement outcomes in advertising. The first arises from spontaneous Communication and results in syncretic cognition (knowledge by acquaintance) and the second arises from Symbolic Communication and results in analytic cognition (knowledge by description). Involvement, in the advertising domain, is defined as the motivational potential of an advertisement, expressed through spontaneous and Symbolic Communication, that activates both an emotional read out (syncretic cognition) and an appraisal of this read out (analytic cognition) in terms of future goal-directed behaviour. The paper also develops hypotheses about how these involvement outcomes may be related to the advertising stimuli that are the antecedents to these outcomes-media, product category and advertising strategy. Suggestions for testing these hypotheses are provided.
