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For a study of modality differences in deception detection accuracy, groups of graduate students judged segments selected from videotapes of criminal confessions. Twenty brief utterances were presented in four ways: content only transcript, verbatim transcript, audio only, and audio/videotape. No modality difference in unbiased truth hit rate was found, but unbiased lie hit rate varied by modality, with judges of transcripts stripped of pause indications, word repeats, and umms and uhhs less accurate than verbatim transcript judges, audio judges, and audio/video judges. The 62% overall accuracy and 61% lie detection accuracy of audio judges was highest and, in contrast to other judges, audio judgments did not display a response bias. The results remain consistent with the presence of valid visual cues but suggest that at least in some situations focus on valid vocal cues may offer more accuracy.

The purpose of the present study was to see if emotion recognition skill and locus of control in 8-year-old children predicted teacher rated Goodman Strengths and Difficulties (SDQ, Goodman in J Am Acad Child Adolesc Psychiatry 40:1337–1345, 2001) 2 years later. Children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC; Golding in Eur J Endocrinol 151:U119–U123, 2004. https://doi.org/10.1530/eje.0.151U119 ) completed emotion recognition tests of child facial expressions and voices and a child locus of control scale when they were 8 years of age. Later at age 10, as part of ALSPAC’s on-going-assessment of children’s personal and social lives, teachers completed the SDQ. Based on past research and developmental theory (e.g., Nowicki and Duke in J Nonverbal Behav 18:9–35, 1994; Thomas et al. in Dev Sci 10(5):547–558, 2007) it was predicted and found that children who made more recognition errors, were more external, and male at age 8 had a greater number of teacher-rated psychological/behavioral difficulties at age 10 than those who made fewer errors, were internal, and female. Implications of the findings for children’s personal and social adjustment were discussed.

Eighty children, 4 and 6 years old, viewed color movies of other children looking at two identical boxes each containing different toys not visible on the film. Films were made in four nonverbal cue conditions: facial expression and head movement; facial expression, head, and upper body movement; head and upper body movement only; and head movement only. Viewers were asked to identify which box the child in the film preferred and to report the information they had used to decide. Six year olds and those viewing films with female actors were significantly more accurate in identifying the box actually preferred. Differential responding based on type of nonverbal cue was found among 6 year olds and among those viewing films with female actors. Actor looking time at the preferred box was found to relate to viewer judgment and to be reported as the decision strategy used among 6 year olds, but not among 4 year olds.

Dynamic face stimuli are increasingly used in face perception research, as increasing evidence shows they are perceived differently from static photographs. One popular method for creating dynamic faces is the dynamic morph, which can animate the transition between expressions by blending two photographs together. Although morphs offer increased experimental control, their unnatural motion differs from the biological facial motion captured in video recordings. This study aimed to compare ratings of emotion intensity and genuineness in video recordings, dynamic morphs, and static photographs of happy, sad, fearful, and angry expressions. We found that video recordings were perceived to have greater emotional intensity than dynamic morphs, and video recordings of happy expressions were perceived as more genuine compared to happy dynamic morphs. Unexpectedly, static photographs and video recordings had similar ratings for genuineness and intensity. Overall, these results suggest that dynamic morphs may be an inappropriate substitute for video recordings, as they may elicit misleading dynamic effects.

This review compares videotape and film to help the researcher choose the one most suited to the specific research problem. The review treats initial costs, running costs, resolution, required light levels, sound, color, processing, and data viewing. Half-inch videotape is the most versatile equipment, especially indoors. A motor-driven 35-mm camera is necessary when extreme resolution is required.

The present investigation identifies the nonverbal and verbal behaviors associated with the five flirting styles (i.e., physical, traditional, sincere, polite, playful) (Hall et al. in Commun Q 58:365–393, 2010). Fifty-one pairs (N = 102) of opposite-sex heterosexual strangers interacted for 10–12 min and then reported their physical attraction to their conversational partner. Four independent coders coded 36 nonverbal and verbal behaviors. The residual variance of the interaction term between each flirting style and physical attraction was calculated, accounting for variance associated with the other styles. These five residual terms were separately correlated with the coded verbal and nonverbal behaviors. Each flirting style was correlated with behaviors linked to the conceptualization of that style: more conversational fluency for physical flirts, more demure behaviors for traditional female flirts and more assertive and open behaviors by traditional male flirts, less fidgeting, teasing, and distraction and more smiling for sincere flirts, more reserved and distancing behavior by polite flirts, and more obviously engaging and flirtatious behaviors by playful flirts.

Most medical interaction studies have been conducted on audiotaped recordings of physician-patient encounters. Empirical studies have not previously demonstrated whether coders' scores differ on audio-only versus videotaped data. Data from a convenience sample of forty-seven physician-patient interactions were analyzed using the same coding systems to judge audio-only versus video-based data formats. All coding conditions demonstrated acceptable reliability, using intraclass correlation coefficients. However, MANOVA analyses show that ratings of audiotaped physician-patient interactions are not equivalent to ratings of videotaped encounters. Exploratory factor analyses show differences in the underlying structures of the data derived from the audio-only versus the video information. The differences in the video-based factor solutions account for more total variance and are more consistent with theoretical expectations.