The Relation of Hostile Nonverbal Communication Styles to Popularity in Preadolescent Children

Nowicki, Stephen; Oxenford, Carolyn

doi:10.1080/00221325.1989.9914572

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…A persistent expression of hostility may reduce one's affective competence by making it more difficult to send positive or sad messages, whereas an expression of positivity (whether intentional or the result of being physiognomically blessed) may increase the difficulty of sending any negative messages. Jasper's demeanor, for example, may affect the likelihood of successfully gaining entry to the play activities in the kitchen, especially if these are children who do not know Jasper very well (Nowicki & Oxenford, 1989).…”

Section: Demeanormentioning

confidence: 99%

Affective Social Competence

2001

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A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.

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Section: Demeanormentioning

confidence: 99%

Affective Social Competence

2001

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“…The adult Drosophila brain possesses several dopaminergic neuron clusters which are classified depending on their brain region localization (Nowicki and Oxenford, 1989). We focused our analyses on three clusters of neurons located on the posterior inferiormedial protocerebrum, the PPL 1 , PPM 2 and PPM 3 neurons.…”

Section: Rab8 Ameliorates αS-dependent Behavioral Defects In Fruit Fliesmentioning

confidence: 99%

α-Synuclein interacts with the switch region of Rab8a in a Ser129 phosphorylation-dependent manner

Yin¹,

Fonseca²,

Eisbach³

et al. 2014

Neurobiology of Disease

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Alpha-synuclein (αS) misfolding is associated with Parkinson's disease (PD) but little is known about the mechanisms underlying αS toxicity. Increasing evidence suggests that defects in membrane transport play an important role in neuronal dysfunction. Here we demonstrate that the GTPase Rab8a interacts with αS in rodent brain. NMR spectroscopy reveals that the C-terminus of αS binds to the functionally important switch region as well as the C-terminal tail of Rab8a. In line with a direct Rab8a/αS interaction, Rab8a enhanced αS aggregation and reduced αS-induced cellular toxicity. In addition, Rab8 -the Drosophila ortholog of Rab8a -ameliorated αS-oligomer specific locomotor impairment and neuron loss in fruit flies. In support of the pathogenic relevance of the αS-Rab8a interaction, phosphorylation of αS at S129 enhanced binding to Rab8a, increased formation of insoluble αS aggregates and reduced cellular toxicity. Our study provides novel mechanistic insights into the interplay of the GTPase Rab8a and αS cytotoxicity, and underscores the therapeutic potential of targeting this interaction.

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“…In particular, one out of 14 studies (i.e., less than 10%) focusing on early childhood only found a significant relation between receptive aspects of children's oral communicative competence (i.e., listening skills) and sociometric status, but not between productive aspects of oral communicative competence (i.e., describing skills) and sociometric status (Galejs et al 1983). In contrast, among the studies directed at middle childhood, almost 20% of the studies (e.g., two out of 11) did not find a significant relation between children's ability to communicate effectively and their social position within the peer group (Bierman and Furman 1984;Nowicki and Oxenford 1989). In addition, 20% of the studies (e.g., two out of 11) provided mixed results regarding this relation (Burleson et al 1992;Rabiner and Gordon 1992).…”

Section: Context and Interactionalmentioning

confidence: 96%

“…To take this into account, positive and negative nomination scores are nowadays often combined into a score of social preference (e.g., (Troesch et al 2016)). In the present review, four out of 25 studies took the construct of social preference into account (van der Wilt et al 2018b;Black and Logan 1995;Burleson et al 1992;Nowicki and Oxenford 1989). Social preference is measured by subtracting the number of received negative nominations from the number of received positive nominations and reflects the relative extent to which children are accepted by their peers (Gifford-Smith and Brownell 2003).…”

Section: Oral Communicative Competence and Sociometric Statusmentioning

confidence: 99%

Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood

et al. 2019

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Being rejected by peers has devastating consequences for a child's future social-cognitive development. It is therefore important to investigate factors that contribute to childhood peer rejection. In doing so, the present review specifically focused on sociometric status, a concept that refers to a child's position within the peer group (e.g., liked or disliked). Although previous studies indicated that children's ability to communicate effectively might partly determine their sociometric status, much was still unclear about this relation. Therefore, in the present review, a total of 25 studies into the relation between children's (aged 1 to 12 years) level of oral communicative competence and their sociometric status was systematically reviewed. Results generally pointed to a significant relation between the two variables. Specifically, rejected children communicate less responsive compared with popular children. However, several gaps in previous research were identified, resulting in five recommendations for future studies. First, the complexity of the construct of oral communicative competence asks for an approach in which multiple methods are combined (i.e., mixed methods). Second, future studies should be conducted in non-western countries as well to study possible cross-cultural differences. Third, as the majority of researches were small-scale exploratory studies, future research should include larger samples in order to generalize the findings outside the sample. Fourth, future studies should adopt longitudinal and experimental designs to investigate the direction of the relation of interest. And finally, as previous research showed that the interactional context, gender, and age might influence the relation between oral communicative competence and sociometric status, future studies could take these factors into account.

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The Relation of Hostile Nonverbal Communication Styles to Popularity in Preadolescent Children

Cited by 10 publications

References 2 publications

Affective Social Competence

Affective Social Competence

α-Synuclein interacts with the switch region of Rab8a in a Ser129 phosphorylation-dependent manner

Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood

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