Download Anthropology/Sociology 105 Dr. Monica Rothschild

NONVERBAL BEHAVIOR
ANTHROPOLOGY 105
SOCIOLOGY 105
Spring 2009
COMMUNICATION VIA GESTURE
IT’S ALL IN THE HANDS, BODY & EYES
1
Anthropology/Sociology 105
Dr. Monica Rothschild-Boros
SYLLABUS
PLEASE BE AWARE THAT THIS IS NOT THE ENTIRE ‘HAND-OUT’ FOR THIS
CLASS – THE REST OF THE INFORMATION NEEDED IS IN BLACKBOARD YOU
MUST GO ONLINE TO GET THE REST OF THE MATERIALS.
YOU DO NEED TO BRING THIS ‘BOOKLET’ TO CLASS FOR EACH MEETING.
Text: Nonverbal Communication Behavior in Interpersonal Relations, by V. Richmond
& J. McCroskey,5th or 6th edition
STUDENT LEARNING OUTCOMES:
Students will be able to:
Identify, describe, and give examples of Western as well as cross-cultural
nonverbal behaviors and their functions.
Summarize and categorize nonverbal messages.
Illustrate and differentiate nonverbal behaviors affected by gender, culture, and
environment.
Recognize and take responsibility for one's nonverbal behaviors and make ethical
decisions respecting nonverbal communication differences.
WEEKLY READING AND WORK DUE:
WEEK 1
Apr 7 - COMMUNICATION & NONVERBAL BEHAVIOR (CHPT. 1)
Apr 9 - PHYSICAL APPREARANCE (CHPT. 2)
Assignment #1: Physical Attraction
WEEK 2
Apr 17 - GESTURE & MOVEMENT (CHPT. 3)
Assignment #2: Gesture is Natural
Apr 16 - FACIAL BEHAVIOR (CHPT. 4) & EYE BEHAVIOR (CHPT.5)
Assignment # 3: Eye Behavior
2
WEEK 3 Apr 21 **** TEST 1 ****
Apr 23 VOCAL BEHAVIOR (CHPT. 6)
WEEK 4 Apr 28 - SPACE & TERRITORIALITY (CHPT. 7)
Assignment #4: You are in my space
Apr 30 - TOUCH & COMMUNICATION (CHPT. 8)
Assignment #5: Touching
WEEK 5 May 5 - ENVIRONMENT & PHYSICAL SURROUNDINGS (CHPT. 9)
Assignment #6: The Communication Environment
Use the form in the syllabus and hand it in
May 7 - **** TEST 2 *****
WEEK 6 May 12 - TIME (CHPT. 10) & IMMEDIACY & COMMUNICATION (CHPT. 11)
May 14 - FEMALE-MALE NONVERBAL COMMUNICATION (CHPT 12)
WEEK 7 May 19 - INTERCULTURAL RELATIONSHIPS (CHPT. 15)
Assignment # 7: Watch what you do with your hands,
eyes & feet! Be prepared to present to the class – if
you do not present to the class you will not get higher
then a C on this!
May 21 - If we don't finish the presentations from the previous
class we will finish them today. SUPERVISOR &
3
EMPLOYEE RELATIONSHIP (CHPT. 13) & TEACHER-STUDENT
NONVERBAL RELATIONSHIP (CHPT. 14) - Be prepared to do
these chapters on your own . I WILL POST THEM IN Bb
WEEK 8 May 26 - !!!!! FINAL!!!!!
COURSE REQUIREMENTS:
ATTENDANCE:
If you miss 4 classes you will not get more then a C, regardless of the grades on
your 7 assignments & 3 tests.
TESTS:
Midterms 2 50 points each
Final 1
50 points
ASSIGNMENTS:
Assignments 1- 4 & 6 20 points each
Assignment 5
30 points
Assignment 7
50 points
Total possible points = 330
HOW TO REACH ME?
You can see me after class or you can E-mail me at [email protected]
DO NOT leave a voice mail message for me – I NEVER check it since it is not attached
to a phone that I can see – it is out there in the ether!
You can always find your syllabus online by clicking
http:/occonline.occ.cccd.edu/online/mrboros
Nature of the Course: The course is designed to give you a general overview of the
theoretical and practical application of nonverbal communication scholarship as it
stands today.
4
Learning Objectives:
1. Define the general terms related to the academic study of nonverbal
communication and behavior.
2. Explain how nonverbal behaviors affect human communication, and how these
behaviors can be altered to improve or hurt effective communication.
3. Be able to list and explain the major categories of nonverbal communication
discussed in the course: physical appearance, gesture and movement, facial
behavior, eye behavior, vocal behavior, space and territoriality, touch,
environment and physical surroundings, and time.
4. Explain the concepts of verbal and nonverbal immediacy.
5. Explain how nonverbal communication can impact relationships between males
and females on romantic and non-romantic levels.
6. Understand the importance of nonverbal communication in the establishment of
superior-subordinate relationships.
7. Understand the importance of nonverbal communication in the establishment of
student-teacher relationships.
8. Understand the importance of nonverbal communication in intercultural
communication situations.
5
NONVERBAL ASSIGNMENTS
All assignments must be 1) typed, 2) stapled and 3) have a cover
sheet with your 4) name in the upper right-hand corner of the
cover sheet with Assignment #.
LATE WORK WILL NOT BE ACCEPTED = WORK HANDED IN
ON A DAY OTHER THEN IT IS DUE!
I will not accept papers that do not fit the above format (1-4), neither will I accept work
that is handed in after the class it is due – you must hand in each assignment before I
take attendance in order to receive FULL CREDIT. If you hand it in after I have taken
attendance– you will be marked down 1 full grade. If you don’t come to class because
you are working on the assignment & hand it in at the end of the class – the highest grade
you can receive is a “C”. Any attempt to hand in an assignment after its due date is futile.
If you are ill the day of an assignment: e-mail it to me as a Word Document
attachment or copy and paste it into the body of the e-mail– prior to class – these
are time stamped – so if you do this during class you will be marked down as if
you had come in late or at the end of class.
Assignment # 1: It’s only a Tee Shirt
You are to come to class wearing an outfit that says something about who you are or
what your interests are. Each member of the class will then participate in a “fashion”
show. Have fun with this! As each of you come to the front of the classroom- the rest
of your classmates will write down their perceptions of “who you are”.
Write a one paragraph explanation of what you would expect people to assume about
you based upon you attire, then write another paragraph on what appearance cues you
look for when making a judgment and how “trustworthy” are these cues to letting you
know something about other people. I am looking for thoughtful answers, not one-liners.
Be sure to describe in detail what you are wearing so that I can ‘see’ your attire. If I can’t
‘see’ what you are wearing – what you expect people to think will not make sense.
This is what you will hand in when you arrive – prior to attendance being taken. We will
go around the room sharing the class’s perceptions and compare them to your
observations.
This exercise explores our tendencies to stereotype. (20 points)
6
Assignment #2: Gesture is Natural
Engage in a conversation with a friend while suppressing the natural urge to gesture.
That is, change topics, interrupt, stop talking, etc while repressing your despite to use
any gestures. This may be easier to do while sitting vs. standing. At the end of the
conversation, tell your friend what you were dong and ask for his or her
perceptions of you during the conversation. Use the questions below to write a one
page summary of the results of your “experiment.” Be sure to set the scene for me –
put your conversation into context – explain who you selected for this experiment and
why. (20 points)
1.
2.
Did your friend think anything was different?
Did your friend think you were preoccupied, ill, having a bad day, didn’t want
to talk with them etc.
3.
Was it difficult to repress your desire to gesture? Why or why not?
4.
Did you have a harder time conveying your ideas? Why or why not?
5.
Did your partner gesture less than normal too? If so, why do you think he or
she did so?
After you have answered these questions – tell your subject what you were
doing and get his/her reactions. Include these reactions in your paper. Then
write a conclusion which explains what you have learned about the use of
gestures.
7
Assignment #3: Eye Behavior
This activity is designed to show you how gaze helps structure our conversations
and relationships with others.
1. During a conversation with another person, look directly at him or her (do not
look away) for 2 minutes. If the other person looks away, just continue looking a
his or her head, so when he or she returns his or her eyes towards you, your
eyes will still be staring directly at his or hers. Otherwise, try to conduct the
conversation as you normally would. (10 points)
Describe what happened:
A.
B.
Your reactions and behavior
Your partner’s reaction and behavior( both to your behavior & his or
her own in reaction to your behavior)
2. During a conversation with a person (not the same one as before), avoid
looking at the person for 2 minutes. If the other person tries to look at your,
continue to look away. Otherwise, try to conduct the conversation as you
normally would. (10 points)
Describe what happened:
A.
B.
Your reactions and behavior
Your partner’s reaction and behavior( both to your behavior & his or
her own in reaction to your behavior)
Be sure to once again set the context of these conversations – who did you select
& why. Also, be sure that you confess and discuss with your subjects their
reactions. Then be sure to have a conclusion in which you discuss what you have
learned about the use of eye behavior.
8
Assignment #4: You are in my Space!
You will be partnered with someone in the class – I will try to create male/female
pairs for this exercise. This exercise is to reinforce the idea of “territoriality.” Take
your syllabus along just in case someone gets really bothered you can prove to them
that this was an exercise in nonverbal behavior. (20 points)
Conduct this exercise in a mall, large bookstore, and coffeehouse or on campus.
You cannot know the subjects of this exercise.
1. Find a male & a female subject – try to find people not near one another so they
don’t see what has just happened.
2. Have the person who is the same sex as the subject “invade” first – the other
student will document the subject’s behaviors and movements. If your subject
moves away, wait a little while before the other team member, of the opposite
sex, “invades” that same person’s space.
A) Be sure to note how long it took for the subject to become uneasy, disturbed,
agitated, annoyed, or belligerent.
B) Be sure to note how long it took for the person to move or to tell you to move or
stop what you were doing.
C) Be sure to record any comments being made – but be sure to be far enough
away so that the subject is unaware of being a subject.
D) Now repeat the exercise with your other designated subject.
E) If the exercise breaks down – you had to show your subject the syllabus and
explain the assignment – write about the subject’s reaction upon learning of the
assignment and discuss with your subject the issue of territoriality.
F) In the end each student should have a 1 - 2 page paper of this experiment.
Each of you will be writing a paper. At the end of this assignment, confess to your
subjects and include their reactions to your behaviors.
9
Assignment #5: Touching Include these 2 checklists with your answer
You are going to do 2 experiments: 1st Self-Initiated Touch & 2nd Other Initiated
Touch. Copy these sheets but type out your answers – you may circle the 1-5.
Self-Initiated Touch (15 pts) - You are the one who is doing the touching
Circle one of the answers for each of the following questions
1.
2.
3.
4.
Who are the interactants? ___M/M____M/F____F/F___
How familiar are you with each other: Not at all 1 2 3 4 5 6 7 Very Familiar
What are your ages? Within 1-2 yrs apart
2-5 yrs apart 5+ yrs apart
What is your respective status? Each about the same Touch initiator higher
Touch initiator lower
5. What is your cultural background? The same Somewhat different Very
different
Fill in the following information for each question: this must be typed
6. Body area(s) touched:__________________________________________
7. Manner of touch: (pat, pinch, stroke, slap etc.) _________________________
8. Meaning of touch to you – the one who initiated the touch.
________________________________________________________________
________________________________________________________________
________________________________________________________________
9. Verbalizations that accompanied the touch
________________________________________________________________
________________________________________________________________
10. Where did touch take place? (Public or Private location )
__________________________________________
11. How did you react to touching that individual?
________________________________________________________________
________________________________________________________________
________________________________________________________________
12. How did the individual being touched react to the
touch?___________________________________________________________
________________________________________________________________
________________________________________________________________
13. Other comments and observations about touch – what did you learn?
10
Other Initiated Touch (15 pts) – Someone touches you
Circle one of the answers for each of the following questions: this must be
typed
14. Who are the interactants? ___M/M____M/F____F/F___
15. How familiar are you with each other: Not at all 1 2 3 4 5 6 7 Very Familiar
16. What are your ages? Within 1-2 yrs apart
2-5 yrs apart 5+ yrs apart
17. What is your respective status? Each about the same Touch initiator higher
Touch initiator lower
18. What is your cultural background? The same Somewhat different Very
different
Fill in the following information for each question
19. Body area(s) touched:__________________________________________
20. Manner of touch: (pat, pinch, stroke, slap etc.) _________________________
21. Meaning of touch to you (why did that person touch you?)
________________________________________________________________
________________________________________________________________
________________________________________________________________
22. Verbalizations that accompanied the touch
________________________________________________________________
________________________________________________________________
23. Where did touch take place? (Public or Private location )
__________________________________________
24. How did you react to being touched by that individual?
________________________________________________________________
________________________________________________________________
________________________________________________________________
25. How did the individual doing the touching react to touching
you?____________________________________________________________
________________________________________________________________
______________________________________________________________
26. Other comments and observations about touch. What did you learn?
11
Assignment #6: The Communication Environment
This exercise is designed to help you understand how environments can influence
you perceptions of (in) appropriate behaviors. Do these activities before you read
the chapter? (20 points) You will type out your answer – in addition to using
this sheet
Visit a place you have never been The Getty Museum, LACMA, MOCA, Exposition
Park (a museum), a bar/club, a historic building, a house of worship, a large
university library, a hospital, the Disney Concert Hall, South Coast Performing Arts
Center, Noguchi Gardens or your boss’s home.
Make observations if the place according to the descriptions listed below. Be sure to
indicate why you fee the way you do.
The environment I chose to analyze was _______________________, located
__________________________________.
Rate the environment on the scale below. If, for instance, you perceive this
environment to be very formal, you would put an “X” beside formal; if you think it is
very informal, put an ”X” beside informal; if it is in-between, put an “X” in the middle.
This environment was:
Formal ___ ___ ___ ___ ____ ____ ____ ____ Informal
Warm ___ ___ ___ ___ ____ ____ ____ ____ Cold
Private ___ ___ ___ ___ ____ ____ ____ _____ Public
Constraining ___ ____ ____ ____ ____ ____ ____ Free
Familiar ___ ___ ____ ___ ____ ____ ____ Unfamiliar
Uncertain ___ ___ ____ ____ ____ ____ ____ Certain
Complex ___ ___ ___ ____ ___ ____ ____ Simple
My Reaction to this Environment:
I was pleased (happy, content, satisfied)
I was aroused (stimulated, alert, excited)
I felt in control (influential, dominant, important)
Not at all 1 2 3 4 5 6 7 A lot
Not at all 1 2 3 4 5 6 7 A lot
Not at all 1 2 3 4 5 6 7 A lot
This part must be typed & your answers must be detailed.
What are the 2 features of the environment that you feel are most influential in affecting the communication
behavior that takes place in this environment (e.g. size, materials used in the structure, floor plan,
temperature, lighting, colors, furniture style and placement.) Explain your choices and then explain what
you learned by doing this assignment.
12
Assignment #7: Watch what you do with your hands, eyes & feet etc.!
At the first midterm, you will draw a country from a bag – that will be the most
egalitarian way of doing this. This cannot be left for the last minute. Some countries
will require more digging then others and others will have so much info that you will be
spending time figuring out what to include.
Each person will create a detailed Power Point presentation that you will present to the
class and submit to me.
Your presentation will include the GESTURES & MOVEMENT, FACIAL, EYE &
VOCAL BEHAVIOR, TOUCH & COMMUNICATION, AND SPACE &
TERRITORIALITY for the country you drew from the bag.
Have fun with this assignment – this is your chance to teach us “What Not to Do with
our hands, eyes & feet!” as well as what appropriate behaviors are. You may
want to approach this assignment as if you were creating a Nonverbal Guide for a
friend taking a trip to that particular country.
Your text has an excellent bibliography to use as a reference, there are books on
reserve in the library, check out the travel section in bookstores; contact the
consul offices or embassies of the countries you have drawn and consult the
internet.
I expect a bibliography at the end of your Pp presentation. You cannot just use
internet sources. You must also use texts.
Your presentation should not exceed 5 minutes and not be less then 3 minutes in
length. If you do not present your country to the class you will not get higher then
a C on this Assignment. (50 points)
HOW AM I DOING IN THIS CLASS?
This course is assisted by Blackboard (Bb)– so you will be able to see how you
are doing each week. It is your responsibility to make sure that your grades
appear each week and that your mid-term scores are added. You cannot leave
this to the end of the semester.
100 – 90% = A, 89 – 80% = B, 79 – 70% = C, 69 – 58% = D, 57 –0% = F
13
CLASS & HOME ACTIVITIES
Nonverbal Communication Test (NCT)
1.
The student who wears nonconventional dress to class is:
a.
A deviant dresser
b.
Trying to arouse others
c.
Trying to get attention
d.
Has designer tendencies
e.
Clothing consciousness
2.
A teacher is interested in improving her students’ ability to remember and recall
important information. The teacher should:
a.
Be more exciting
b.
Use a variety of gestures
c.
Use vocal variety
d.
Be nonverbally open to questions
e.
Look at class
3.
You think another person is being dishonest. Which of the following will tell you
he or she is dishonest?
a.
Avoidance of eye contact
b.
Slow rates of speaking
c.
Fewer head nods
d.
Fewer pleasant facial expression
e.
Nervous mannerisms
4.
An instructor wants to assure his students at the start of the year that he is a
responsive teacher. He should:
a.
Allow students to select their own seats
b.
Dress casually
c.
Smile
d.
Acknowledge students as they enter the room
e.
Nod as each enters the classroom
5.
To signal that you wish to "yield the floor" when conversing, you should:
a.
Stop gesticulating
b.
Drop in vocal pitch
c.
Stop speaking
d.
Look at other person to speak
e.
Allow speech to trail off
6. If an instructor wants to decrease the distance between her/himself and students,
he or she should:
14
a.
b.
c.
d.
e.
Use more eye contact
Lean toward students
Move closer
Rearrange the classroom to a more open arrangement
Keep an open body position
7.
The employee who is always late and has difficulty completing work projects in
the morning is:
a.
Bored with work
b.
Lazy
c.
Unfocused
d.
Does better in the afternoon
e.
Tired and sleepy
8.
First impressions are:
a.
Often based on stereotypes
b.
Influenced by appearance
c.
Often determinants of the opening comments
d.
Influenced by accessories a person is wearing
e.
Influenced by scent and smell
9.
The color “red” is often associated with:
a.
Hot and fiery
b.
Excitement
c.
Enthusiasm
d.
Exhilaration
e.
Speed
10.
An employee whom taps a pen on the table during a long meeting is:
a.
Nervous
b.
Bored
c.
Trying to annoy coworkers
d.
Unaware he or she is tapping the pen
e.
Anxious
11.
The “A okay sign” is:
a.
An emblem
b.
A gesture
c.
Representative of an obscene gesture in certain parts of the world
d.
A hand movement
e.
An emblem, which says, “things are fine.”
12.
A common acceptable sign of friendship or greeting in this culture could be:
a.
A quick hug
15
b.
c.
d.
e.
Pat on upper back
Pat on upper shoulder
A handshake
Pat on lower arm
13.
Silence during normal interaction can signal:
a.
A person is thinking
b.
A person is processing information
c.
Unsure of what to say next
d.
Respect for the other person and what he or she has to say
e.
The person is giving the other “the silent treatment”
14.
During job seeking, many applicants fail because:
a.
Their attire is inappropriate
b.
Their accessories are too overwhelming
c.
Their scent is too strong
d.
Their mannerisms indicate nervousness
e.
They have little eye contact with the interviewer
15.
Often our eyes will dilate when:
a.
Someone is interesting to us
b.
What someone is saying is interesting to us
c.
We are using certain drugs
d.
Something looks pleasant to us
e.
We are in a romantic situation
16.
The triangular body shape is often associated with:
a.
Leadership ability
b.
Good health
c.
Activity
d.
Confidence
e.
Efficiency
17.
Based on nonverbal cues we employ, North Americans are often viewed by other
cultures as:
a.
Rude
b.
Aggressive
c.
Distant
d.
Aloof
e.
Unfriendly
16
FUNCTIONS OF NONVERBAL BEHAVIORS
DO THIS AT HOME – WE WILL DISCUSS THIS IN CLASS IN WEEK 2
This exercise corresponds with Chapter 1. Describe a situation in which each function
of nonverbal communication listed below is used; then clarify how the situation matched
the function.
1.
Complementing-
2.
Contradicting-
3.
Repeating-
4.
Regulating-
5.
Substituting-
6.
AccentingIMAGE FIXATION QUESTIONNAIRE
17
DO THIS AT HOME- BRING YOUR FINDINGS TO CLASS FOR WEEK 2
This exercise corresponds with Chapter 2. Write True or False beside each statement.
Then using the scoring at the end of the questionnaire determine how you are doing
compared to other North American women and men.
1.
I think my life would improve if my body was better looking.
2.
I would like to have/or have had cosmetic surgeries.
3.
I starve or do not eat as least one day a week.
4.
I am uncomfortable around attractive persons of the same age/sex.
5.
I am constantly comparing my body and face to my peers.
6.
I think my life would improve if my face were better looking.
7.
I am very sensitive to other people’s comments about my general appearance.
8.
I am very sensitive to other people’s comments about my weight.
9.
I am very sensitive to other people’s comments about my height.
10.
I feel the North American culture focuses too much on appearance.
11.
I would like to lose weight.
12.
I would like to be taller.
13.
I overeat at least once a week.
14.
I will not go out in public if I do not look perfect.
15.
I exercise so I will not get fat.
16.
Several times each week, I feel I look fat.
17.
I berate myself about my general physical appearance.
18.
Most of the time, I think I look bad in my clothes.
19.
I change clothes constantly in order to get the “right” look.
20.
I feel there is a lot of pressure in this culture to have the “right” look.
21.
I often buy new clothes in hopes that I will look better.
22.
Rarely do I feel good about my overall appearance.
23.
I will avoid social situations if I feel I do not have the right body or clothing.
24.
I wear big clothes to hide my appearance defects.
25.
I look in the mirror and wish I looked better.
26.
Often I would like to trade bodies with one of my friends.
27.
Comments from peers about what is the “right” look makes me want to change
my appearance.
28.
I find myself focusing more on how I look than who I am.
29.
I think people judge others on their appearance more than their competencies.
30.
If you do not have the “right” look in this culture, you will get the less than
prestigious jobs.
Interpretation:
0-10 True statements means you are handling the North American culture image
fixation fairly well.
10-15 True statements means you are very sensitive to the North American culture
image fixation.
More than 15 true statements means you are very fixated or focused on your
appearance. You may be very dissatisfied with your appearance.
BODY TYPES
18
DO THIS IN CLASS AND WE WILL DISCUSS YOUR FINDINGS
This exercise corresponds with Chapter 2. Fill in each blank with a word from the
suggested list following each statement. For any blank, three in each statement you
may select any word from the list of twelve immediately below. An exact word to fit
them may not be in the list, so you should select words that seem to fit most closely the
way you view yourselves.
1.
Most of the time I feel,
calm
anxious
cheerful
contented
,
relaxed
confident
tense
impetuous
2.
When I study or work, I seem to be
efficient
sluggish
enthusiastic
competitive
reflective
leisurely
placid
meticulous
3.
Socially, I am
outgoing
affable
tolerant
gentle-tempered
4.
I am rather
active
warm
domineering
introspective
, and
.
complacent
reticent
energetic
self-conscious
,
and
precise
determined
thoughtful
cooperative
,
, and
considerate
awkward
affected
soft-tempered
,
, and
forgiving
courageous
suspicious
cool
,
.
.
argumentative
shy
talkative
hot-tempered
.
sympathetic
serious
soft-hearted
enterprising
5.
Other people consider me rather
generous
optimistic
adventurous
affectionate
withdrawn
reckless
dominant
detached
,and
sensitive
kind
cautious
dependent
.
6.
Underline one word out of each group of three below which closely describes the
way you are:
19
assertive, relaxed, tense
withdrawn, sociable, active
dependent, dominant, detached
hot-tempered, cool, warm
confident, tactful, kind
enterprising, affable,
anxious
Total # of words circled = 21 – Now transfer to back of page.
ENDOMORPHIC
MESOMORPHIC
ECTOMORPHIC
dependent
calm
relaxed
complacent
sluggish
placid
leisurely
cooperative
affable
tolerant
affected
warm
forgiving
sympathetic
soft-hearted
generous
affectionate
kind
sociable
soft-tempered
dominant
cheerful
confident
energetic
efficient
enthusiastic
competitive
determined
outgoing
argumentative
talkative
active
domineering
courageous
enterprising
adventurous
reckless
assertive
optimistic
hot-tempered
detached
tense
anxious
reticent
self-conscious
reflective
precise
thoughtful
considerate
shy
awkward
cool
suspicious
introspective
serious
cautious
tactful
sensitive
withdrawn
gentle-tempered
Scoring: Have students now circle the words they selected and see how many
endomorphic, mesomorphic, and ectomorphic descriptors they possess.
Adapted from: Cortes, J. B. & Gatti F. M. (1965). Physique and self-description of
temperament. Journal of Consulting Psychology, 29, 432-439.
PHYSICAL ATTRACTION
20
DO THIS AT HOME AND WE WILL DISCUSS YOUR FINDINGS
This exercise corresponds with Chapter 2. Physical attraction is an important part of the
interpersonal process, particularly at the beginning stages of that process. Rate each
body part using the following scale. Overall, how important the various parts of a body
of a person are to a person will determine the degree to which someone finds someone
else attractive. Now rate how satisfied you are with your own bodies.
Please complete the following using:
Extremely important, write 7
Somewhat important, write 6
Slightly important, write 5
Neither important nor unimportant, write 4
Slightly unimportant, write 3
Somewhat unimportant, write 2
Extremely unimportant, write I
hair
shoulders
back
ankles
eye
arms
stomach
top of feet
nose
elbows
hips
toes
mouth
forearms
genitals
bottom of feet
teeth
wrists
thighs
height
chin
hands
knees
weight
lips
fingers
overall
chest/breasts
______facial attractiveness
calves
muscle tone
buttocks
overall body
appearance
How satisfied are you with the way your body looks?
21
Extremely satisfied, write 7
Somewhat satisfied, write 6
Slightly satisfied, write 5
Neither satisfied or dissatisfied, write 4
Slightly dissatisfied, write 3
Somewhat dissatisfied, write 2
Extremely dissatisfied, write I
hair
shoulders
back
ankles
eye
arms
stomach
top of feet
nose
elbows
hips
toes
mouth
forearms
genitals
bottom of feet
teeth
wrists
thighs
height
chin
hands
knees
weight
lips
fingers
overall
chest/breasts
facial attractiveness
calves
muscle tone
buttocks
overall body
appearance
22
VERBAL EQUIVALENTS OF EMBLEMS
DO THIS IN CLASS
Instructor Note: This exercise corresponds with Chapter 3. Choose a partner in class.
One student will take each item in the left column and communicate them to the other
by using of gestures. Then, the second student will take the second column and
communicate those items to the first in the same manner. Communicate the items in a
random manner. Then calculate how many each person got correct.
Column 1
Column 2
Stop
Go
Yes
Go away
To the right
I don’t trust him/her
That stinks!
Goodbye
Victory
Well done or good!
Down
Hang loose
I can’t hear you
She/he’s out of it
I’ve had it!
Get lost
Drop dead
Cool/Neat
Boring
I’m listening
I’m defensive
I’m thinking
I’m surprised
Making fun or mocking another
Sign of flirtation
Forgetfulness
Modesty
Good luck
I need a ride
Come here/forward
No
Not now
Glad to meet you
To the left
Hello
She/he’s crazy
Peace
Up
How stupid of me!
I can’t remember
I refuse to listen
Stick it!
Not bad (or great) so/so
Forget it
You stink
Sit on it!
Do not talk to me
Praise - good job
I need to think
I surrender/give up
I like you
That’s disgusting
I’m confused/skeptical
Irritation
Embarrassment
Impatience
23
24
WHAT FACES DO YOU WEAR
DO THIS ASSIGNMENT AT HOME AND BRING IN THE RESULTS TO CLASS
This exercise corresponds with Chapter 4. Check the various facial expressions you
think you exhibit on a regular basis. Then have someone who knows you well check the
facial expressions they think you exhibit. Compare and contrast the two lists.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Most of the time, my face maintains one expression.
I look neutral or blank much of the time.
I wear my emotions on my face.
I have been told I have an unexpressive face.
I think I conceal my emotions well. However, other people seem to know how I
am feeling.
Often I sound different from how I look.
My face seems to keep a frozen expression.
My face never appears to be neutral or blank.
Initially I display one emotion to most situations, then I express other facial
expressions.
I substitute one facial expression for another.
I often mask my true feelings.
I smile when I should not.
I try to keep a positive expression on my face, despite what I am feeling.
I unknowingly leak expressions about how I feel. Often these expressions do not
match the situation.
I seldom have any expression. I hold back showing emotion on my face.
25
HOW MANY WAYS CAN YOU SAY IT?
DO THIS IN CLASS
This exercise corresponds with Chapter 6. (1) Select a partner. Partner one says the
statement listed below randomly using the following vocalic emotions: Happiness, fear,
surprise, shame, sadness, disgust, anger, anxiety, love, hate, contemplation,
disinterest, and interest. (2) As partner one says the statement record the emotion you
think #1 is expressing. (3) Next, partner two says the other statement listed below
randomly using the following vocal emotions while partner one records each emotion
expressed by partner two.
Partner 1
I enjoy eating onions for breakfast.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Partner 2
I feel great when I flunk a major exam.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
26
SPACE VIOLATION
DO THIS AT HOME AND WE WILL REPEAT IT IN CLASS AND COMPARE YOUR
RESULTS
This exercise corresponds with Chapter 7. To perform this exercise, I want you to
invade the personal space of a complete stranger and someone you know. Then
analyze how it made the person whose space was invaded feel, and how it made you
feel to break your culture’s space norms.
Ask yourself these questions
How did you feel when you invaded someone’s space?
How did the other person react to her or his space being invaded?
How long did you invade the person’s space?
Did you repeat the exercise with another person? Was the reaction different or similar?
Why is space such an important function in our society?
Would the exercise be the same in different cultures?
27
TOUCH APPREHENSION
DO THIS IN CLASS
This exercise corresponds with Chapter 8. Complete the measure based upon how
you feel about touching others and being touched. Indicate the degree to which each
statement applies to you by marking in the blank beside the item using the scale listed
below:
(5) Strongly agree; (4) Agree; (3) Are undecided or neutral; (2) Disagree; (1) Strongly
disagree.
1.
I don't mind if I am hugged as a sign of friendship.
2.
I enjoy touching others.
3.
I seldom put my arms around others.
4.
When I see people hugging, it bothers me.
5.
People should not be uncomfortable about being touched.
6.
I really like being touched by others.
7.
I wish I were free to show my emotions by touching others.
8.
I do not like touching other people.
9.
I do not like being touched by others.
10.
I find it enjoyable to be touched by others.
11.
I dislike having to hug others.
12.
Hugging and touching should be outlawed.
13.
Touching others is a very important part of my personality.
14.
Being touched by others makes me uncomfortable.
Scoring:
Step 1: Add responses to the items underlined
Step 2: Add responses to the items not underlined
Step 3: Complete the formula: TA = 42 + Total of step 1 - Total of step 2
Score should be between 14 and 70
> 50 Approach Oriented (Approacher); < 30 Avoidance Oriented (Avoider)
28
ARCHITECTURE ATTRACTIVENESS MEASURE
DO THIS AT HOME AND WE WILL DISCUSS YOUR FINDINGS
This exercise corresponds with Chapter 9. Complete the following measure about
environment and communication. Indicate the degree to which each statement applies
to you by marking in the blank beside the item using the scale listed below: What have
you learned about yourself?
(5) Strongly agree; (4) Agree; (3) Neutral of undecided; (2) Disagree; (1) Strongly
disagree.
1.
2.
3.
4.
5.
6.
7.
8.
_____9.
10.
11.
12.
13.
14.
15.
16.
Scoring:
I really dislike dull, dark, heavy looking buildings.
I like clear, open, airy buildings.
I prefer old, dark, heavy buildings with a history.
I perform at my best when there is a lot of sunlight coming into my work
area.
I really dislike open, airy, sunny architecture.
I dislike new, modern architecture.
I am very irritable when I have to work in a dark building.
I am very alert in clean, clear, open buildings.
I am very irritable when I have to work in new modern buildings with lots of
windows.
I am very alert when I am working in a building where there is little light.
I rarely do well on assignments when I work in a setting where the
environment is ugly.
I usually do very well on assignments when I work in attractive buildings.
Working in unattractive environments does not affect the outcome of my
work.
I do well on assignments when working where there are a lot of
distractions.
I like to do my assignments in attractive buildings.
Doing my assignments in unattractive buildings does not impact my
productivity.
Step 1: Add responses to the items with numbers underlined
Step 2: Add responses to the item with numbers not underlined
Step 3: Complete the formula:
AAM = 48 - Total step 1+Total step 2
Score should between 16 and 80
>50 is a person who prefers high AA
<40 is a person who prefers low AA
Some questions to ask yourself
Had you ever thought about this before?
If so why and if not why not?
29
HOW'S YOUR SNIFFER?
DO THIS ASSIGNMENT AT HOME AND WE WILL DISCUSS THE RESULTS IN
CLASS
This exercise corresponds with Chapter 9. Olfaction, the sense of smell, may be the
least understood and least recognized form of nonverbal communication. Respond to
the following statements by determining whether you believe they are true or false.
___ ____1. The human capacity for smell is less developed and less sensitive than
the human capacity for taste.
________2. Most humans, regardless of their culture, go to great lengths to conceal
body odor.
___ ____3. Sometimes doctors can make an accurate diagnosis of a patient's illness
by simply smelling them.
___ ____4. When we smell familiar odors in our surroundings we are more likely to
have feelings of comfort and well being than when we sense unfamiliar
odors.
___ ____5. In all cultures, it is considered rude and disrespectful to breathe on
persons while talking to them.
___ ____6. The standard diets of certain cultures contribute to our ability to identify
what culture a person belongs to since what a person eats may greatly
impact the way he/she smells.
___ ____7. Although the secretion of chemical smells in many animals is known to
play a major role in their sexual behavior, there is no evidence to suggest
that the same is true for humans.
___ ____8. Men tend to prefer women who dress "down" and wear perfume than
women who dress "up" and wear perfume.
___ ____9. All humans may be characterized as having the same sensitivity to smell.
That is, all humans have the same capacity to sense odors.
___ ____10. North Americans spend more than any other culture in the world trying to
cover up scents or make themselves smell good.
30
TIME and TIME AGAIN
DO THIS IN CLASS
This exercise corresponds with Chapter 10.
Directions: As a group, I want you to generate as many references to time as possible
from movies, television, books, magazines, and songs. Such things as daily
newspapers, magazines and so on are excluded.
31
TIME OF DAY
DO THIS ASSIGNMENT AT HOME AND WE WILL DISCUSS THIS IN CLASS
This exercise corresponds with Chapter 10. Fill out the following scale. It is best to
complete this exercise before discussing the material in class.
Directions: Below are a series of questions concerning your time orientations. Please
place one of the following in the blank beside each item: (5) Strongly agree; (4) Agree;
(3) Neutral of undecided; (2) Disagree; (1) Strongly disagree.
1.
I really dislike getting up in the mornings.
2.
I like taking afternoon classes.
3.
I prefer morning classes.
4.
I am at my worst in the mornings.
5.
I really like getting up in the mornings.
6.
I dislike taking afternoon classes.
7.
I am very irritable in the morning.
8.
I am very alert in the afternoons.
9.
I am very irritable in the afternoons.
10.
I am very alert in the mornings.
11.
I rarely do well on tests in morning classes.
12.
I usually do very well on tests in afternoon classes.
13.
I usually do very well on tests in morning classes.
14.
I rarely do well on tests in afternoon classes.
15.
I like to do my studying late at night.
16.
I like to do my studying early in the day.
Scoring: Step 1: Add responses to the items underlined
Step 2: Add responses to the items not underlined
Step 3: Complete the following formula: TOD = 48-Total of step 1+Total of step2
Score should between 16 and 80: >50 is a strong owl;<40 is a strong sparrow.
32
SELF-ASSESSMENT OF IMMEDIACY
DO THIS AT HOME AND WE WILL DISCUSS YOUR RESULTS
This exercise corresponds with Chapter 11. Fill out the Self-Report of Immediacy
Behaviors (SRIB). It is best to complete this exercise before discussing the material in
class. What did you learn about yourself?
Directions: Below are 12 statements, which describe nonverbal behaviors, which can
lead to increased or decreased immediacy. Respond to each item in the space
provided. Use the following: (5) the statement is a very accurate description of how you
typically behave in interpersonal encounters; (4) somewhat accurate; (3) neutral or
undecided; (2) somewhat inaccurate; (1) very inaccurate.
1.
I touch others when conversing with them.
2.
I avoid eye contact with talking with others.
3.
I move away from others when they touch me during a conversation.
4.
I sit or stand close to others during a conversation.
5.
My voice is somewhat monotonous or dull when conversing with others.
6.
I frequently gesture while I talk to another person.
7.
I am very vocally animated when talking with others.
8.
I usually lean toward others when talking with them.
9.
I seldom gesture while I talk to another person.
10.
I use a lot of eye contact when talking with others.
11.
When others sit or stand close to me while conversing I move away.
_____ 12.
I usually lean away from others when talking with them.
Scoring Procedure: Step 1: Add responses to the items underlined
Step 2: Add responses to the items not underlined
Step 3: Complete the following formula:
SAI = 36 - Total of Step 1 + Total of Step 2
Score should be between 12 and 60; > 42 High self-assessment of immediacy;
< 30 Low self-assessment of immediacy
33
THE TWELVE STEPS TO SEXUAL INTIMACY
DO THIS IN CLASS
This exercise corresponds with Chapter 12. Individually rank each stage of sexual
intimacy from least intimate (1) to most intimate (12) to them. Now tell me, “What is the
first form of social contact for most people?” and “What happens if people skip stages of
sexual intimacy?”
______
Voice to voice
______
Mouth to mouth
______
Hand to hand
______
Hand to body
______
Hand to head
______
Arm to shoulder
______
Eye to eye
______
Sexual parts to sexual parts
______
Eye to body
______
Hand to sexual parts
______
Arm to waist
______
Mouth to chest
34
MALE/FEMALE DIFFERENCES
DO THIS IN CLASS
This exercise corresponds with Chapter 12. Identify the nonverbal behaviors, which are
primarily performed by males, females, or are performed equally by both genders when
communicating with each other. After you have completed the above, I want you to
make a list of the behaviors that are stereotypical dominant behaviors and stereotypical
submissive behaviors.
Primarily
Performed by
Males
_____
_____
_____
_____
_____
_____
_____
_____
Primarily
Performed
Performed by
Females
Both Sexes
_____
_____ 1.
_____
_____ 2.
_____
_____ 3.
_____
_____ 4.
_____
_____ 5.
_____
_____ 6.
_____
_____ 7.
_____
_____ 8.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____ 9.
_____ 10.
_____ 11.
_____ 12.
_____ 13.
_____ 14.
_____ 15.
_____ 16.
_____ 17.
_____ 18.
_____ 19.
_____ 20.
_____ 21.
_____ 22.
_____ 23.
_____
_____
_____
_____
_____
_____
_____ 24.
_____ 25.
_____ 26.
Equally by
Behaviors
Stares more
Lowers eyes
Interrupts often
Frowns more
Smiles more
Tilts head to side
Points
Moves out of the way of
other person
Cuddles
Glances away/down
Takes up more space
Initiates
Allows other to interrupt
Moves in other’s space
Bats eye lashes
Has erect body posture
Hands on hips
Stands with legs apart
Takes up less space
Holds head erect
Sits with knees together
Crosses legs at ankles
Sits with hands dangling
between legs
Arms across chest
Plants feet firmly
More open body position
35
YOU ONLY GET ONE CHANCE TO MAKE A GOOD “FIRST” IMPRESSION
DO THIS AT HOME
YOU WILL SHARE YOUR OBSERVATIONS WITH THE CLASS
This exercise corresponds with Chapter 13. How you can make a good first impression
in an employment interview situation? Let’s review the appropriate and inappropriate
nonverbal areas listed below.
APPEARANCE:
DRESS AND ARTIFACTS:
BODY MOVEMENTS AND GESTURES:
USE OF SPACE:
USE OF FACIAL EXPRESSIONS:
USE OF EYE BEHAVIOR:
USE OF NONVERBAL IMMEDIACY SKILLS:
USE OF VERBAL IMMEDIACY SKILLS:
USE OF TOUCH:
USE OF TIME:
USE OF SCENT/SMELL:
USE OF VOCAL BEHAVIOR:
36
IMAGE TIPS FOR WOMEN AND MEN
DO THIS IN CLASS
This exercise corresponds with Chapter 13. Below are four categories about image tips
for women and men seeking jobs or already employed. List the Do’s and Don’ts for
each category.
Image tips for women:
Image tips for men:
Accessory protocol for women:
Accessory protocol for men:
37
BEING IMMEDIATE
WATCH: AS GOOD AS IT GETS
(we may do this in class together – tba)
This exercise corresponds with Chapter 14. Watch the movie AS GOOD AS IT
GETS rate the level of immediacy. Use the following list of immediacy areas to
start the discussion.
Tone of voice:
Facial expressions:
Posture:
Eye contact:
Touching:
Gestures:
Body movements:
Spatial distance:
Rate of speaking:
Use of time:
Dress and appearance:
Artifacts:
Body types:
Hair:
Scent/smell:
Walking behavior:
38
CHAPTER 15 EXERCISE
Go to http://www.courttv.com/trials/index.html and watch the latest happenings in
a real trial.
Answer the following questions?
1) If you were a jury consultant, what recommendations would you make to the
lawyers about their own nonverbal behavior?
2) If you were a jury consultant, what recommendations would you make to the
lawyers about their witnesses nonverbal behavior?
39
IT’S CULTURAL
DO THIS AT HOME
YOU WILL SHARE YOUR FINDINGS
This exercise corresponds with Chapter 16. Discuss your own cultural
backgrounds and how they have impacted their perceptions of nonverbal
communication. Use the following list of immediacy areas to start the discussion.
Tone of voice:
Facial expressions:
Posture:
Eye contact:
Touching:
Gestures:
Body movements:
Spatial distance:
Rate of speaking:
Use of time:
Dress and appearance:
Artifacts:
Body types:
Hair:
Scent/smell:
Walking behavior:
40
ETHNOCENTRISM SCALE
WE WILL DO THIS AT THE BEGINNING OF CLASS
This exercise corresponds with Chapter 16. Fill out the Ethnocentrism Scale.
This exercise is for your benefit it will help you understand who you are and what
you do (how you behave) better. This assignment will not be collected, so be
truthful with yourself.
Below are items that relate to the cultures of different parts of the world.
Work quickly and record your first reaction to each item. There are no right or
wrong answers. Please indicate the degree to which you agree or disagree with
each item using the following five-point scale:
Strongly Disagree
1
Disagree
2
Neutral
3
Agree
4
Strongly Agree
5
_____1. Most other cultures are backward compared to my culture.
_____2. My culture should be the role model for other cultures.
_____3. People from other cultures act strange when they come to my culture.
_____4. Lifestyles in other cultures are just as valid as those in my culture.
_____5. Other cultures should try to be more like my culture.
_____6. I am not interested in the values and customs of other cultures.
_____7. People in my culture could learn a lot from people in other cultures.
_____8. Most people from other cultures just don’t know what’s good for them.
_____9. I respect the values and customs of other cultures.
_____10. Other cultures are smart to look up to our culture.
_____11. Most people would be happier if they lived like people in my culture.
_____12. I have many friends from different cultures.
_____13. People in my culture have just about the best lifestyles of anywhere.
_____14. Lifestyles in other cultures are not as valid as those in my culture.
41
_____15. I am very interested in the values and customs of other cultures.
_____16. I apply my values when judging people who are different.
_____17. I see people who are similar to me as virtuous.
_____18. I do not cooperate with people who are different.
_____19. Most people in my culture just don’t know what is good for them.
_____20. I do not trust people who are different.
_____21. I dislike interacting with people from different cultures.
_____22. I have little respect for the values and customs of other cultures.
Recode questions 4, 7, & 9 with the following format:
1
=
5
2
=
4
3
=
3
4
=
2
5
=
1
Drop questions 3, 6, 12, 15, 16, 17, 19
After you have recoded the previous questions, add all of the numbers together
to get your composite ethnocentrism score.
Newuliep, J. W., & McCroskey, J. C. (1997). The development of a U.S.
and generalized ethnocentrism scale. Communication Research Reports, 14,
385-398.
42