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NONVERBAL BEHAVIOR
ANTHROPOLOGY 105
SOCIOLOGY 105
Fall 2004
COMMUNICATION VIA GESTURE
IT’S ALL IN THE HANDS, BODY & EYES
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Anthropology/Sociology 105
Dr. Monica Rothschild-Boros
SYLLABUS
Text: Nonverbal Communication Behavior in Interpersonal Relations, by V. Richmond
& J. McCroskey, 5th edition
WEEK 1
Oct 26
Oct 28
COMMUNICATION & NONVERBAL BEHAVIOR (CHPT. 1)
PHYSICAL APPREARANCE (CHPT. 2)
WEEK 2
Nov 2
GESTURE & MOVEMENT (CHPT. 3)
Assignment #1: Gesture is Natural
FACIAL BEHAVIOR (CHPT. 4) & EYE BEHAVIOR (CHPT.5)
Assignment # 2: Eye Behavior
Nov 4
WEEK 3
WEEK 4
Nov 9
**** TEST 1 ****
VOCAL BEHAVIOR (CHPT. 6)
Nov 11
no class – Veteran’s Day
Nov 16
SPACE & TERRITORIALITY (CHPT. 7)
Assignment #3: You are in my space
TOUCH & COMMUNICATION (CHPT. 8)
Nov 18
WEEK 5
WEEK 6
Nov 23
Nov 25
no class – Turkey Day
Nov30
** ** TEST 2 *****
TIME (CHPT. 10)
IMMEDIACY & COMMUNICATION (CHPT. 11)
Dec 2
WEEK 7
Dec 7
Dec 9
WEEK 8
ENVIRONMENT & PHYSICAL SURROUNDINGS (CHPT. 9)
Assignment #4: The Communication Environment
Fill out the form on page 6 in the syllabus and hand it in
Dec 14
Dec 16
FEMALE-MALE NONVERBAL COMMUNICATION
(CHPT 12)
SUPERVISOR & EMPLOYEE RELATIONSHIP (CHPT. 13
TEACHER-STUDENT NONVERBAL RELATIONSHIP
(CHPT. 14
INTERCULTURAL RELATIONSHIPS (CHPT. 15)
Assignment # 5: Watch what you do with your
hands, eyes & feet! Be prepared to present to the class
!!!!! FINAL!!!!!
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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 rarely check it since it is not attached to a phone that I can
see – it is out there in the ether!
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.
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 superiorsubordinate relationships.
7. Understand the importance of nonverbal communication in the establishment of studentteacher relationships.
8. Understand the importance of nonverbal communication in intercultural communication
situations.
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NONVERBAL ASSIGNMENTS
All assignments must be typed, stapled and have a cover sheet
with your name in the upper right-hand corner.
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 this format, 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 are late – 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 – 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: 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.” (20 points)
1.
2.
3.
4.
5.
Did your friend thin anything was different?
Did your friend think you were preoccupied, ill, having a bad day, didn’t want
to talk with them etc.
Was it difficult to repress your desire to gesture? Why or why not?
Did you have a harder time conveying your ideas? Why or why not?
Did your partner gesture less than normal too? If so, why do you think he or
she did so?
Assignment #2: 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.
Your reactions and behavior
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B.
Your partner’s reaction and 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
Assignment #3: 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.
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Assignment #4: 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)
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
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.
1. ________________________________________________________________
2. ____________________________________________________________________
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____________________________________________________________________
Assignment #5: Watch what you do with your hands, eyes & feet!
At our 3rd class meeting you will draw a country from a bag – that will be the most
egalitarian way of doing this. Each person will write a paper and present to the class
the GESTURES & MOVEMENT, FACIAL, EYE & VOCAL BEHAVIOR, TOUCH &
COMMUNICATION, AND SPACE & TERRITORIALITY for the country he/she 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!” Your text has an excellent bibliography to
use as a reference, there are books on reserve in the library, contact the consul offices
or embassies of the countries you have drawn and you should consult the internet as
well. Your presentation may be in the form of a variety of formats: a Power-Point
presentation, a video, or a lecture demonstration with posters. Select a method that fits
your strengths and skills. You will also write a 3 -4 page paper. (This means 3 full pages
with size 12 font & 1 inch margins) It must be stapled, typed and have a cover sheet
with your name in the upper right corner. (50 points)
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HOW AM I DOING IN THIS CLASS?
I don’t calculate your grade until you have completed your final. I enter each
numerical grade you earn. To keep track of your grade add up the points that you
have earned and divide them by the points that have been available to that date.
100 – 90% = A, 89 – 80% = B, 79 – 70% = C, 69 – 58% = D, 57 –0% = F
COURSE REQUIREMENTS:
TESTS:
Midterms 2 50 points each
Final 1
50 points
ASSIGNMENTS:
Assignments 1-4
Assignment 5
20 points each
50 points
Total possible points = 280
Poor attendance will result in a grade that will not meet your expectations.
WEB SITES: - these are just a “jumping off platform for your further exploration”
http://www3.usal.es/~nonverbal/introduction.htm
http://www3.usal.es/~nonverbal/varios.htm#experiments
http://www3.usal.es/~nonverbal/related.htm
http://zzyx.ucsc.edu/~archer/intro.html
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COURSE OUTLINE AND STUDY GUIDE
Chapter 1: Communication and Nonverbal Behavior
I.
Communication
A. Definition of human communication
B. Definition of nonverbal communication
II.
Myths about Nonverbal Communication
A. Nonverbal communication is nonsense.
B. Nonverbal behavior accounts for most communication in human interactions
C. You can read a person like a book.
D. If a person does not look you in the eye while talking to you, he or she is not telling
the truth.
E. Although nonverbal behavior differs from person to person, most nonverbal
behaviors are natural to all people.
F. Nonverbal behavior stimulates the same meanings in different situations.
III.
Nonverbal versus Verbal Messages
A. Linguistic distinction
B. Continuity distinction
C. Processing distinction
D. Outcome distinction
E. Absolute distinction
IV.
Nonverbal Behavior and Communication
A. Nonverbal Behavior
B. Nonverbal behavior becoming nonverbal communication
C. Intentionality and nonverbal communication
V.
Six Functions of Nonverbal Messages
A. Complementing
B. Contradicting
C. Repeating
D. Regulating
E. Substituting
F. Accenting
VI.
Categories of Nonverbal Messages
A. Physical appearance, dress, artifacts
B. Gestures and movements (kinesics)
C. Face and eye behavior (oculesics)
D. Vocal behaviors (vocalics and paralanguage)
E. Space (territoriality and personal space)
F. Touch (haptics)
G. Environmental cues
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H. Time (chronemics)
Chapter Definitions
Accenting
is the use of a nonverbal message to emphasize or highlight
the verbal message.
Accidental communication
occurs when people behave and others attribute meaning to
the behavior without the sender intending it.
Chronemics
is the study of the communicative aspects of time.
Complementing
is the use of a nonverbal message that is consistent with,
reinforces, clarifies, or adds to the meaning of the verbal
message.
Contradicting
is the use of a nonverbal message that counteracts or
conflicts with the verbal message.
is the study of the communicative aspects of touch.
Haptics
Human communication
is the process of one person stimulating meaning in the
mind of another person or persons by means of verbal
and/or nonverbal messages.
Kinesics
is the study of the communicative aspects of gestures and
bodily movements.
Nonverbal behavior
is any of a wide variety of human behaviors that also
has the potential for being interpreted as a
communicative message.
Nonverbal communication
is the process of one person stimulating meaning in
the mind of another person or persons by means of
nonverbal messages.
Nonverbal immediacy
refers to and individual's nonverbal behavior which
causes another person to have a feeling of physical or
psychological closeness to that individual.
Oculesics
is the study of the communicative aspects of eye
behavior.
Olfactics
is the study of the communicative aspects of scent and
smell.
Proxemics
is the study of the communicative aspects of space and
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territoriality.
Regulating
the use of a nonverbal message to coordinate, manage,
or regulate verbal interactions.
Repeating
is the use of a nonverbal message represents the
content of the verbal message, but can also stand alone
and still stimulate the same meaning as the verbal
message.
Substituting
is the use of a nonverbal message in place of a verbal
message.
Vocalics
or paralanguage, is the study of the communicative
aspects of the voice.
Chapter 2: Physical Appearance
I.
Importance of Appearance
A. First messages received
B. Impact on willingness to communicate
C. Impact on relationship development
D. Initial judgments
E. Accuracy of judgments
II.
Attractiveness
A. Types of Attraction
1.
Physical
2.
Social
3.
Task
B. Attractiveness today – attractiveness tomorrow
C. Appearance obsession (image fixation)
1.
Impact of an appearance obsession
2.
The profile of the image fixation person
3.
Judgments generated
D. Attractiveness: A two-edged sword
E. Effects of attractiveness
1.
Education
2.
Persuasion
3.
Interviews
4.
Dating/Marriage
5.
The matching hypothesis
III.
Personal Body Concept
A. Body concept is two-fold
B. Development of body concept
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C. Personal body concept versus self-concept
D. Feelings of inadequacy or confidence about body
IV.
Nonverbal Messages of Body Shape and Size
A. Endomorphic (Viscerotonic)
B. Mesomorphic (Somatotonic)
C. Ectomorphic (Cerebrotonic)
V.
A.
B.
C.
D.
Nonverbal Messages of Physical Appearance
Height
Weight
Skin color/tone
Hair
1.
Color
2.
Length
3.
Facial
4.
Hair manipulation
VI.
Appearance and Dress
A. Morris’ three types of dress
1. Comfort and protection
2. Concealment
3. Cultural display
B. Clothing orientation
1. Clothing consciousness
2. Clothing exhibitionism
3. Clothing practicality
4. Clothing: designer
5. Clothing popularity, liking, and homophily
6. Clothing: rank and status
7. Clothing: power and success
8. Clothing: group identification
C. Six generalizations about dress
1. It’s easier to judge a person’s demographics by their clothing than it is to tell
their personality.
2. Dress is most important during initial interactions.
3. Perceptions of others based on dress often determine whether we will eve
communicate with them at all.
4. If someone dresses similarly to us, we are more likely to interact with them.
5. Dress can separate superiors from subordinates.
6. Dress can imply age.
7. Dress can imply socioeconomic status.
8. Dress can imply what’s important to you.
9. Clothing can imply that something special is going on.
VI.
Artifacts
A. Definition
B. Examples of perception
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Chapter Definitions:
Appearance obsession
refers to the tendency to focus on one's appearance to an
excessive level.
Artifacts
are accessories used to adorn our bodies and clothing.
Attractiveness
is the degree to which we perceive another person as
someone with whom we would want to associate.
Cerebrotonic psychological type
is tense, awkward, meticulous, tactful, detached.
Ectomorphs
(ectos) are bony, thin, tall people with a fragile-looking
physique, flat chest, and underdeveloped muscle tone.
Endomorphs
(endos) are people with rounded, oval-shaped bodies who
are somewhat heavy (not necessarily obese) and are often
described as pear-shaped.
Homophily
refers to similarity between people.
Image fixation
(IF) is a long-term view a person has about her or his image
or body.
Mesomorphs
(mesos) are people with a triangular body shape that is
broad at the shoulders and tapers to the hips. Their shape is
firm and muscular in appearance with all the curves and
angles in the right places at least for U.S. culture.
Personal body concept
is the perception you have of how attractive your body is,
and what you perceive to be the attributes of your body.
Physical attractiveness
is the degree to which we perceive another person as
attractive because of her or his physical attributes.
Social attractiveness
is the degree to which we perceive another person as
someone with whom we would like to socialize.
Somatotonic psychological type
is confident, energetic, dominant, enterprising, and
hot-tempered.
Somatotyping
is a method used to categorize individuals into one of three
major body types: endomorphic, mesomorphic, and
ectomorphic.
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Task attractiveness
is the degree to which we perceive another person as
someone with whom we would like to work or conduct
business or have as a coworker or teammate.
Viscerotonic psychological type
is slow, sociable, emotional, forgiving, and relaxed.
Chapter 3: Gesture and Movement
I.
Kinesics Defined
A. Body language
B. Functioning with verbal communication
II.
A Theoretical look at gesture and movement
A. Structural approach
B. External variable approach
III.
Types of Gestures and Movements
A. Emblems
B. Illustrators
C. Regulators
D. Affect displays
E. Deception clues
F. Adaptors
1.
Self
2.
Alter
3.
Object
IV.
Posture
A. How does posture communicate?
B. Posture categories
1.
Inclusive versus noninclusive body posture
2.
Face-to-face versus parallel body position
3.
Congruence versus incongruence
C. Communicative potential of posture
V.
Movement and Communicator Style
A. Dramatic style
B. Dominant style
C. Animated style
D. Open style
E. Contentious style
F. Relaxed style
G. Friendly style
H. Attentive style
I. Impression-leaving style
VI.
General Communicator Styles
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A. Assertiveness
B. Responsiveness
C. Versatility
VII.
Effects of Body Movements and Gestures
A. Simplifying encoding and decoding
B. Role of illustrators in decoding
C. Research on Immediacy
Chapter Definitions:
Adaptors
are unintentional behaviors that are usually responses to
boredom or stress or responses closely linked with negative
feelings toward ourselves or others.
Affect displays
are cues that involve primarily facial expressions but also
include a persons posture, gait, limb movements, and other
behaviors that provide information about her or his
emotional state or mood.
Alter-directed adaptors
are movements that are designed to protect an individual
from other interactants.
Communicator style
is the way a person verbally and paraverbally interacts to
signal how ones literal meaning should be taken,
interpreted, filtered, or understood in the communicative
process.
are gestures and movements that have a direct verbal
translation. Emblems are known by most or all of a group,
class, culture, or subculture. They can be used to stimulate
specific meanings in the minds of others in place of verbal
communication.
Emblems
Illustrators
are gestures and movements that are closely linked with
spoken language and help to illustrate what is being said.
Instrumental function
is the use of the skeletal and muscular movement in the
accomplishment of some task.
Kinesics
is the study of the communicative aspects of gestures and
bodily movements.
Object-focused adaptors
are behaviors that include the unconscious manipulation of
a particular object.
Referential function
is the potential that our movements and gestures have to
communicate nonverbal messages.
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Regulators
are gestures and movements that, along with eye and vocal
cues, maintain and regulate the back-and-forth interaction
between speakers and listeners during spoken dialogue.
Self-adaptors
are nonverbal acts in which an individual manipulates her
or his own body.
Turn-denying
behavior is behavior we use to decline our turn to speak.
Turn-maintaining
cues are used by speakers who want to continue talking.
Turn-requesting
regulators are used by the listener to signal the speaker that
he or she would like to talk.
Turn-taking
behavior is behavior that the speaker uses to either maintain
or yield her or his talking turn or that the listener uses to
request or decline an invitation to talk.
Turn-yielding
cues are given by speakers who wish to cease talking and
give the listener the opportunity to speak.
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Chapter 4: Facial Behavior
I.
Importance of Facial Behavior
II.
Perspectives on Acquisition and Development
A. Evolution and natural selection
B. External factors
C. Innate and learned
III.
Primary Emotions (SADFISH)
A. Sadness
B. Anger
C. Disgust
D. Fear
E. Interest
F. Surprise
G. Happiness
IV.
Facial Management Techniques
A. Masking
B. Intensification
C. Deintensification
D. Neutralization
V.
Styles of Facial Expression
A. Withholder
B. Revealer
C. Unwitting expresser
D. Blanked expresser
E. Substitute expresser
F. Frozen-affect expresser
G. Ever-ready expresser
H. Flooded-affect expresser
VI.
Primary Affect Displays and Communication
A. Facial Affect Scoring Technique (FAST)
1.
Lower face
2.
Eye and eyelid
3.
Eyebrows and forehead
B. Partials
C. Affect Blends
D. Micro-momentary facial expressions
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Chapter Definitions:
Affect blends
are multiple simultaneous facial expressions.
Deintensification
is the de-emphasizing or downplaying of the facial
expression of emotion.
Facial Affect Scoring Technique
(FAST) separates the face into three areas: the lower face,
including cheeks, nose, and mouth; the eyes and eyelids
area; and the brows and forehead area.
Facial management techniques
are behaviors used to control facial expressions, and are
divided into four common types: Masking, Intensification,
Neutralization, and Deintensification (MIND).
Masking
is the facial management technique that involves repressing
the expression of the emotion actually felt and replacing it
with expressions that are acceptable under the
circumstances.
Neutralization
is when people eliminate any facial expression of emotion.
Partials
are emotional expressions revealed in only one area of the
face.
SADFISH
surprise, anger, disgust, fear, interest, sadness, happiness.
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Chapter 5: Eye Behavior
I.
Properties of Eye Behavior
A. Salience
B. Stimulate Arousal
C. Involvement
II.
Functions of Eye Behavior
A. Scanning
B. Establishing and defining relationships
C. Interact with others
D. Express emotions
E. Control and regulate our interactions
F. Decrease the physical distance
G. Close others out
H. Sign that two are communicating
III.
Types of Eye Behavior
A. Mutual gaze
B. One-sided look
C. Gaze aversion
D. Gaze omission
E. Civil inattention
F. Staring
IV.
Conjugate Lateral Eye Movements (CLEMS)
V.
Pupil Dilation
VI.
Eye Behavior and Deception
VII.
Eye Behavior and Individual Differences
A. Nature of relationships
B. Cultural differences
C. Contextual differences
D. Personality differences
E. Gender differences
Chapter Definitions:
CLEMs
(Conjugate Lateral Eye Movements) are involuntary lateral
shifts of the eyes to the right or left. CLEMs are thought to
be closely associated with cognitive processing; that is, we
look away to the left or right while we are thinking but look
forward again when we stop processing information. People
can be categorized as either right-lookers or left-lookers
because approximately 75 percent of an individuals CLEMs
are in one direction.
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Gaze aversion
is when someone avoids looking at another person during
an interpersonal encounter.
Gaze omission
occurs when one person does not look at the other person,
but is not intentionally avoiding eye contact.
Mutual gaze
refers to two people looking in the direction of one
another’s faces.
Oculesics
One-sided look
is the study of eye behavior, eye contact, eye movement,
and the functions of eye behavior.
or glance is a gaze of one individual toward another persons
face that is not reciprocated.
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Chapter 6: Vocal Behavior
I.
Vocalics Defined
II.
Categories of Vocal Behavior and Vocal Atmosphere
A. Voice set
B. Voice qualities
C. Vocalizations
D. Vocal characteristics
E. Vocal qualifiers
F. Vocal surrogates
III.
Common Impacts of Vocalics
A. Vocal imprinting
B. Sarcasm
C. Silence
1.
Hesitation
2.
Psycholinguistic
3.
Interactive
D. Pausing
1.
Filled
2.
Unfilled
E. Grammatical or nongrammatical
IV.
Vocal Turn Behavior
A. Turn-maintaining
B. Turn-yielding
C. Response latency
D. Turn-requesting
E. Turn-denying
V.
Accent
VI.
Effects of Vocal Behavior
A. Vocal behavior and emotions
B. Vocal qualities and interpersonal perceptions
1.
Breathiness
2.
Thinness
3.
Flatness
4.
Nasality
5.
Tenseness
6.
Throatiness
7.
Orotundity
8.
Increased rate
9.
Increased variety in pitch
C. Verbal behavior and persuasion
D. Verbal behavior and attractiveness
E. Verbal behavior and Confidence
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VII.
Vocal Characteristics of Good Vocal Delivery
A. Volume control
B. Rate of speech
C. Use of pitch
D. Good articulation
E. Effective pauses
Chapter Definitions:
Accent
refers to the different ways words are said. An accent is
thus a paralinguistic concern.
Dialect
is the use of different words to reference similar meanings.
Dialect is thus a concern of linguistics.
Filled pauses
are interruptions in the stream of speech content that are
filled with audible sounds such as “uh,” “er,” “ah,”
stuttering, and even slips of the tongue or repetitions.
Response latency
is the time that it takes a person to begin speaking after
another stops.
Sarcasm
is saying one thing and communicating something else.
Turn-denying
behavior, or back-channel cues, are used by listeners to
signal that they do not wish to speak. These cues occur
most often when the listener has nothing to say when the
speaker begins to yield the turn.
Turn-maintaining
cues are used by speakers to signal listeners that they want
to keep the floor.
Turn-requesting
cues show others that it is our time to speak or that we want
to enter the conversation.
Turn-taking
in conversations involves the following four techniques:
turn-maintaining, turn-yielding, turn-requesting, and
turn-denying.
Turn-yielding
cues are used to signal that we are finished speaking and
wish to prompt our listening partner to speak.
Unfilled pauses
or silence, are periods when vocal activity stops during the
spoken utterance.
22
Vocal characterizers
Non-language sounds such as laughing,
whimpering, giggling, snickering, and sobbing.
Vocal qualifiers
are similar to voice qualities but are considered separately
for one main reason: Whereas voice qualities usually
modify an entire stream of speech, vocal qualifiers qualify
or regulate specific portions of the utterance. In other
words, qualifiers provide variety within a spoken sentence.
Vocal qualifiers include intensity, pitch height, and extent.
Vocal segregates
include many common filler sounds such as “uh-uh-uh,”
“er,” “ah,” and even seeming words such as “and-ah,” and
“you know.”
Vocalics
or paralanguage is the study of the communicative value of
vocal behavior. Paralanguage includes all oral cues in the
stream of spoken utterances except the words themselves.
Vocalizations
are audible vocal cues that do not have the structure of
language, and may or may not be accompanied by spoken
words.
Voice printing
is similar to fingerprinting in that a person can be identified
by unique characteristics and qualities in her or his voice.
Voice qualities
are characteristics including tempo, resonance, rhythm
control, articulation control, pitch control, glottis control,
vocal lip control, and pitch range. Voice qualities are
modifications of the vocal cues that accompany spoken
words.
Voice set
is closely related to who the speaker is; such information
helps us to interpret the speaker’s words more accurately.
23
crying,
Chapter 7: Space and Territoriality
I.
Proxemics Defined
II.
Phenomenon of Territoriality
A. Primary
B. Secondary
C. Public
D. Home
E. Interactional
F. Body
III.
Territorial Defense and Encroachment
A. Methods of territorial defense
1. Markers
2. Labels
3. Offensive displays
4. Tenure
B. Types of negative encroachment
1. Violation
2. Invasion
3. Contamination
C. Encroachment reactions
1. Withdrawal
2. Insulation
3. Turf defense
a. Factors influencing territorial defense
i. Who violated our territory?
ii. Why did they violate it?
iii. What type of territory was it?
iv. How was the violation accomplished?
v. How long did the encroachment last?
vi. Do we expect future violations?
vii. Where did the violation occur?
IV.
Personal Space
A. Interpersonal distance
1. Intimate zone
2. Causal-personal zone
3. Socio-consultive zone
4. Public zone
B. Contextual differences in space
1. Gender differences
2. Cultural differences
3. Age differences
4. Personality differences
5. Stigmas
6. Psychiatric and deviant differences
V.
Crowding and density
24
A. Density defined
B. Crowding defined
C. Factors which influence perceptions of crowding
1. Surveillance
2. Behavioral constraint
3. Stimulus overload
D. Effects of high density
Chapter Definitions:
Behavioral constraint
is a reduction in one’s freedom of movement. The more
constrained one's activity becomes, the more likely one is
to experience crowding.
Body territory
also is known as personal space, the individual’s most
inviolate form of territory. Unlike other types of territories,
it is portable, and can be thought of as an invisible bubble
surrounding one’s body.
Casual-personal
zone is the region of personal space that ranges from
eighteen inches to about four feet.
Contamination
is rendering the territory of another person impure with
respect to its definition and usage.
is a person’s perception of spatial restrictions.
Crowding
Density
refers to the number of people in a space. High density,
therefore, is a large number of people in a given area. High
density does not always cause people to feel crowded.
Because there is less personal space for each individual,
high-density conditions often create much involuntary
encroachment.
Home territory
is a public territory colonized by a group that takes it over
and uses it continuously.
Human territoriality
is the presumptive claim by one or more persons of a
geographic area with or without a formal, legal basis for
that claim.
Insulation
is a reaction to an invasion of territory that includes
building formidable boundaries. This response can be
thought of as sophisticated fighting.
Interactional territories
are special places that develop wherever people congregate
for social exchange.
Intimate zone
of our personal space represents the innermost interaction
region. It ranges from touching to a distance of eighteen
25
inches.
Vocal characterizers
nonlanguage sounds such as laughing, crying, whimpering,
giggling, snickering, and sobbing.
Invasion
is a drastic and permanent encroachment in which the
invader actually crosses the territorial boundaries of others
with the intention of taking over and keeping the territory.
Labels
or markers with symbolic meaning, are a type of
prevention. Labels include signs or nameplates that are
used to prevent takeovers of space.
Markers
are usually personal artifacts used to mark ownership of
space.
Offensive displays
are assertive or aggressive postures, stances, stares, and
gestures that are meant to prevent encroachment.
Personal space
is an invisible bubble that surrounds us and expands or
contracts depending on personalities, situations, and types
of relationships. Personal space is portable; we take it
everywhere we go.
Primary territory
is territory that is considered to be the exclusive domain of
its owner.
Proxemics
is the study of the ways in which humans use and
communicate with space.
Public territory
is open to anyone and is seldom under the constant control
of any one person or group. It is, however, subject to
temporary ownership and is often protected with as much
vigor as personal property.
Public zone
is the outer region of the personal space bubble. This zone
begins at eight feet and extends to the outer limits of
interaction potential.
Secondary territory
is generally associated with a particular person or group,
who are frequently seen in and around the territory.
Secondary territories are more vulnerable to invasion and
takeover than primary territory.
Socio-consultive zone
is the region of personal space that ranges from four feet to
eight feet. This region is often called the distance at which
Americans transact business.
Stimulus overload
is a reaction to the plethora of noises, sounds, sights, and
26
other stimuli that bombard the senses simultaneously.
Surveillance
is the degree to which you sense that strangers are watching
you.
Tenure
is a form of prevention from encroachment; when people
have become associated with a particular territory over a
long period, they can effectively lay claim to that territory.
Territory
of humans is a semi-fixed or fixed space whose perceived
owners can move in and out of it without giving up their
claim to it. It is claimed, staked out in some way, and
defended against encroachment.
Turf defense
calls for the owner to repel the invader from her or his
territory.
is the unwarranted use of someone’s territory. Unlike an
invasion, violation usually is temporary in nature. The
encroacher uses someone’s sacred spots without
permission.
Violation
Withdrawal
refers to compensating by moving away from an encroacher
and letting her or him take over. In short, we flee without a
fight.
27
Chapter 8: Touch and Communication
I.
Tactile Communication
A. Five Senses
1. Sight
2. Hearing
3. Smell
4. Tate
5. Touch
B. Touch is an integral part of human communication
II.
Lifespan Development and Touch
A. Touch in Animals
1. Gentling
2. Licking
C. Harlow’s animal touch research
D. Human Development
1. Infants
2. Children
3. Adolescents
4. Adults
E. Marasmus
III.
Categories of Touch
A. Professional-functional touch
B. Social-polite touch
C. Friendship-warmth touch
D. Love-intimacy touch
E. Sexual-arousal touch
IV.
Touch Norms and Communication
A. Jourard’s Touch Norms
B. Cultural issues and touch norms
C. Gender Differences and touch norms
V.
Touch Apprehension and Avoidance
A. Touch apprehension defined
B. Touch avoidance defined
VI.
What Does Touch Communicate
A. Touch and emotions
B. Touch and status
C. Touch and self-intimacy
VII.
Effects of Touch Deprivation
A. Skin hunger
B. Shocked rats versus touch-deprived rats
C. The use of “licensed touchers”
28
Chapter Definitions:
Friendship-warmth touch
lets another person know that we care for, value, and have
an interest in her or him.
Professional-functional touch
is impersonal, businesslike touch used to accomplish or
perform some task or service.
Gentling
behavior is the stroking and touching of animal newborns.
Haptics
is the study of the type, amount, uses of, and the results of
tactile behavior.
Licensed touchers
are professionals we hire to fulfill the body-contact needs
that result from decreased adult contact. They include
masseuses and masseurs, barbers, beauty specialists, and
even doctors.
is used in the animal world to clean newborn offspring.
Licking
Love-intimacy touch
is touch that expresses emotional and affective attachment
and caring. It is usually a hug, caress, or stroke.
Marasmus
is the wasting-away disease among infants that was
determined to result from a lack of tactile stimulation.
Sexual-arousal touch
can be a part of love-intimacy, but it can also be distinct.
Sexual-arousal touch can include the use of a person as an
object of attraction or lust, or even monetary gain.
Skin hunger
is a strongly felt need for touch, just as regular hunger is a
strongly felt need for food. It results from insufficient body
contact for psychological, and possibly physical,
well-being.
Social-polite touch
affirms or acknowledges the other person’s identity. This
type of touch follows strict cultural codes. In North
America, social-polite touch is exemplified by the classic
handshake.
Touch avoidance
is the avoidance of touch from others and the unwillingness
to initiate touch.
Touch avoiders
are people who do not like to receive touch or be expected
to reciprocate touch in most situations.
29
Chapter 9: Environment and Physical Surroundings
I.
Environment
A. Fixed-feature space
B. Semi-fixed-feature space
II.
Perceptual Characteristics of Environment
A. Perception of formality
B. Perception of warmth
C. Perception of privacy
D. Perception of familiarity
E. Perception of constraint
F. Perception of distance
III.
Architecture and Environment
A. Churchill’s observation
B. Public buildings and courtrooms
C. Academic offices
IV.
Spatial Arrangement
A. The shapes of tables
1. Round
2. Square
3. Rectangular
B. Seating arrangement
C. The task situation
D. Intimacy level
E. Personality differences
F. Arrangement of Office Space
1. Pressure area
2. Semi-social area
V.
Other Environmental Factors
A. Environmental attractiveness
B. Color in the environment
C. Lighting in the environment
D. Temperature in the environment
E. Scent and Smell
1. Olfactics defined
2. An olfactory signature
3. Scent and attraction
4. Scent and touch
5. Scent and the environment
6. Effects of scent and smell
30
Chapter Definitions:
Chromadynamics
is the study of the physiological effects caused by
observing color.
Fixed feature space
is space that is fixed or immovable, such as the physical
features in our homes, offices, rooms, schools, and even the
layout of our cities and towns.
Olfactics
is the study of scents and smells and how people perceive
and process information about them.
Olfactory signature
is the individualized, unique scent that each person has.
Perceptual characteristics of
environment
are formality, warmth, privacy, familiarity, constraint, and
distance.
Pheromones
are chemicals that animals excrete to attract other animals
for mates. The term originated from the Greek pherein (to
carry) and horman (to excite or stimulate).
or the business transaction area of an office, is centered on
the desk of the office's occupant. It is here that firm
decisions, hard negotiations, and tough bargaining take
place.
includes the movable objects in our environments, such as
furniture and accessories that adorn, accent, highlight, and
personalize the physical areas in our world.
is used primarily to delay or placate an office visitor, to
socialize, or to conduct less demanding talks, decisions, and
bargaining.
Pressure area
Semi-fixed-feature space
Semi-social area
Smell adaptation
is the ability to adapt from one smell to the other,
particularly from one strong scent to a stronger scent or to a
weaker scent.
Smell blindness
is an anatomical defect of the nose that impairs a person’s
ability to detect or distinguish certain scents.
Smell memory
is the phenomenon by which scents and smells can trigger
spontaneous recall of events that are associated with them.
31
Chapter 10: Time
I.
Chronemics Defined
II.
Time Orientations
A. Psychological time orientation
1. The past
2. The present
3. The future
B. Biological time orientation
1. Biorythms
2. Daily activity cycles
a. Owls
b. Sparrows
c. Sprowls
C. Cultural time orientation
1. Technical time
2. Formal time
a. Ordering
b. Cycling
c. Valuation
d. Tangibility
e. Synthesisity
f. Duration
g. Depth
3. Informal time
a. Immediate
b. Very short
c. Short
d. Neutral
e. Long
f. Very long
g. Terribly long
h. Forever
III.
Punctuality
A. Displaced point pattern
B. Diffused point pattern
IV.
Monochronic and Polychronic Time
A. Monochronic time defined
B. Polychrnonic time defined
V.
Effects of the Use of Time
A. Time communicates our status
B. Time expresses liking
C. Time is important in the patient-physician relationship
D. Time communicates our cultural orientation
32
E. Time communicates our personality and background orientations
F. Fast paced cities have higher incidents of heart disease
G. We can teach and learn timing
Chapter Definitions:
Biological time orientation
is how people feel and react physically to time, and the
effects of time on physical well-being.
Chronemics
is the study of how a culture perceives, uses, studies,
structures, interprets, and reacts to messages of time.
Cultural time orientation
refers to the ways in which different cultures perceive and
use time.
Formal time
is the way in which a culture keeps track of time.
Informal time
is the most difficult cultural time orientation to understand
and learn; it varies greatly from culture to culture. It is the
casual time employed by a culture. It is often unconscious
and determined by the situation or context in which it is
used.
Monochronic time
(M-time) is the norm in the North American culture.
M-time emphasizes the scheduling of activities one at a
time, the segmentation of work, and the promptness of
work.
Polychronic time
(P-time) is the norm for many Latin American cultures.
P-time emphasizes the involvement of many people and is
less rigid about the ordering of events and scheduling.
People functioning on P-time believe in handling several
transactions at once.
Psychological time orientation
is how people feel, think, or perceive time and how it
affects their daily communication and lives. Both
individuals and cultures vary concerning psychological
time orientations.
Seasonal Affective Disorder
Technical time
(SAD) is a negative psychological reaction to short days
and lack of sunlight.
refers to precise, scientific measurements of time. It has the
least correlation with interpersonal communication.
33
Chapter 11: Immediacy and Communication
I.
Immediacy Defined
A. Verbal immediacy
B. Nonverbal immediacy
C. Continuum of avoidance-oriented to approach-oriented behaviors
1. Verbal approach techniques
2. Verbal avoidance techniques
II.
Nonverbal Immediacy
A. Physical appearance
1. Attractiveness
2. Body shape and size
3. Scent
4. Hair
5. Dress and artifacts
B. Gestures and body movements
1. Emblems
2. Illustrators
3. Regulators
4. Affect behavior
5. Adaptors
6. Posture
C. Facial expression and eye behavior
D. Vocal behavior
E. Spatial behavior
F. Tactile behavior
G. Environmental factors
H. Scent and smell
I. Temporal factors
III.
Outcomes of Immediacy
A. Positive outcomes
1. Increased liking, affiliation, and affect
2. More approachable communication style
3. More responsiveness, understanding, assertiveness
4. Increased solidarity between participants
5. Decreased anxiety
6. Decreased status difference
7. Increased perceptions of communication competence
B. Negative outcomes
1.
Can be misread as intimate overtures
2.
Increased anxiety for others
3.
Invites additional communication
34
Chapter Definitions:
Immediacy
Nonverbal immediacy
Verbal immediacy
is the degree of perceived physical or psychological
closeness between people.
is the use of nonverbal behavior that increases the
immediacy between interactants.
is the use of language that increases the immediacy
between interactants.
35
Chapter 12: Female-Male Nonverbal Communication
I.
Definitions Issues: Sex and Gender
A. Sex defined
B. Gender defined
II.
Development of Nonverbal Behavior in Females and Males
A. Genetics
B. Modeling
C. Reinforcement or conditioning
III.
Distinctive and Similar Characteristics: The Dilemma
A. General expectations for female and male nonverbal behaviors
B. Cultural expectations of nonverbal behaviors
C. Attractiveness
D. Gesture and movement
E. Face and eye behavior
F. Vocal behavior
G. Space
H. Touch
IV.
Liking and Courtship of the American Female and Male
A. Readiness cues
B. Preening behavior
C. Positional cues
D. Actions of appeal or invitation
E. Morris’ 12-steps of Western courtships
1.
Eye to body
2.
Eye to eye
3.
Voice to voice
4.
Hand to hand
5.
Arm to shoulder
6.
Arm to waist
7.
Mouth to mouth
8.
Hand to head
9.
Hand to body
10.
Mouth to breast
11.
Hand to genitals
12.
Genitals to gentians or mouth to genitals
F. Avoiding problems
G. Nonverbal sensitivity
V.
Advantages of Immediacy
VI.
Disadvantages of Immediacy
VII.
The Androgynous Person
A. Androgyny defined
B. Sex-typed
36
1.
Feminine female
2.
Masculine male
C. Cross-typed
1.
Feminine male
2.
Masculine female
D. Androgynous
Chapter Definitions:
Androgyny
is a combination of the Greek words andros, meaning man,
and gyne, meaning woman. An androgynous person is one
who can associate with both masculine and feminine
characteristics. Such individuals can adapt to a variety of
roles by engaging in either responsive or assertive behavior,
depending on the situation.
Gender
is the psychological, social, and cultural manifestations of
what people perceive to be the appropriate behaviors of
females and males. These manifestations may or may not
be representative of a person’s biological sex.
Quasi-courtship cues
are nonverbal cues used to show interest in courtship. They
are classified into four categories: courtship readiness cues,
preening behavior, positional cues, and actions of appeal or
invitation.
Sex
is the biological and genetic difference between girls and
boys, men and women. In other words, this is the biological
sex we are born with. Anatomically, sex is expressed in the
sexual organs of men and women, which are distinct for
each.
37
Chapter 13: Supervisor-Employee Relationships
I.
The Control-Acquiescence Continuum
A. Dominance and submission
B. Distinguishing supervisor roles from subordinate roles
II.
Distinctive Characteristics
A. Supervisor has the right to expect job responsibilities will be carried out.
B. Supervisor role demands a certain amount of respect as a function of position, title,
and expertise.
C. Supervisor can bestow rewards or punishments on subordinate.
D. Supervisor usually has the most informational power.
III.
Role of Nonverbal Messages
A. Status, status symbols, and nonverbal communication
B. Physical appearance
1.
Impact of first impressions
2.
Clothing and supervisor/subordinate roles
C. Gesture and movement
D. Face and eye behavior
E. Vocal behavior
F. Space
G. Touch
1.
Touch in the office
2.
Sexual harassment
H. Environment
1.
How much territory?
2.
What kind of furnishings?
I. Time
1.
Punctuality
2.
Flex-time
3.
Paying dues
J. Conclusions about supervisor-employee relationships
IV.
Immediacy in the Workplace
A. Advantages of Immediacy
B. Disadvantages of Immediacy
Chapter Definitions:
Status
is a person’s position or rank in a group or organizational
structure.
Subordinate
is the employee.
Supervisor
is the manager or boss, the one who monitors, controls, and
supervises others.
38
Chapter 14: Teacher-Student Relationships
I.
Teacher Roles and Nonverbal Communication
A. The teacher as speaker
B. The teacher as moderator
C. The teacher as trainer
D. The teacher as manager
E. The teacher as coordinator
F. The teacher as controller, supervisor, and helper
II.
Role of Nonverbal Communication
A. Student impression formation
B. Instructor appearance
1. Attractiveness
2. Clothing
3. Body type
C. Student appearance
D. Gesture and movement
E. Facial behavior
F. Eye behavior
G. Vocal behavior
H. Space
I. Touch
J. Environment
1. Attractiveness
2. Seating arrangements
a.
Traditional
b.
Horseshoe, circular, open-square
c.
Modular
3. Sound
4. Color
5. Lighting
6. Temperature
7. Furnishings
K. Scent
L. Time
III.
Outcomes of Teacher Immediacy
A. Positive outcomes
B. Potential drawbacks
39
Chapter Definitions:
The primary function of
teachers’ verbal behavior is
The primary function of teachers’
nonverbal behavior is
to give content to improve students’ cognitive learning.
to improve students’ affect, or liking, for the subject matter,
teacher, and class, and to increase desire to learn more
about the subject matter.
40
Chapter 15: Intercultural Relationships
I.
Intercultural Communication Defined
A. Cross-cultural and transcultural communication
B. International communication
C. Interracial communication
D. Interethnic communication
II.
Culture
A. Culture defined
B. Characteristics of culture
1.
Culture is learned – not inborn
2.
Culture is dynamic
3.
Culture is pervasive, omnipresent, and natural
C. Foundations of Culture
1.
Xenophobia
2.
Ethnocentrism
III.
Nonverbal Behavior
A. Appearance and attractiveness
B. Gesture and movement
C. Face and eye behavior
D. Vocal behavior
E. Space
F. Touch
1.
Non-contact oriented cultures
2.
Moderate-contact oriented cultures
3.
Contact oriented cultures
G. Environment
H. Scent
I. Time
1.
Monochronic oriented cultures
2.
Polychronic oriented cultures
IV.
Goals to Seek
A. Learning other languages
B. Types of people in the world
1. Monocultural
2. Bi- or multicultural
3. Acultural
C. Skills to learn
41
Chapter Definitions
Ethnocentrism
is the view that one’s own culture is the center of the
universe, that one’s own culture is the normal, natural, and
correct way of thinking about and doing things.
Intercultural communication
is the communication between people of different cultures,
and it occurs when a person from one culture talks to a
person from another.
A subculture (co-culture)
is a collection of people who possess conscious
membership in an identifiable unit of an encompassing,
larger cultural unit.
Xenophobia
The fear of confronting or communicating with strangers.
42
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
43
6.
If an instructor wants to decrease the distance between her/himself and students, he or
she should:
a.
Use more eye contact
b.
Lean toward students
c.
Move closer
d.
Rearrange the classroom to a more open arrangement
e.
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.”
44
12.
A common acceptable sign of friendship or greeting in this culture could be:
a.
A quick hug
b.
Pat on upper back
c.
Pat on upper shoulder
d.
A handshake
e.
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
45
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.
Accenting-
46
IMAGE FIXATION QUESTIONNAIRE
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.
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.
27.
28.
29.
30.
I think my life would improve if my body was better looking.
I would like to have/or have had cosmetic surgeries.
I starve or do not eat as least one day a week.
I am uncomfortable around attractive persons of the same age/sex.
I am constantly comparing my body and face to my peers.
I think my life would improve if my face were better looking.
I am very sensitive to other people’s comments about my general appearance.
I am very sensitive to other people’s comments about my weight.
I am very sensitive to other people’s comments about my height.
I feel the North American culture focuses too much on appearance.
I would like to lose weight.
I would like to be taller.
I overeat at least once a week.
I will not go out in public if I do not look perfect.
I exercise so I will not get fat.
Several times each week, I feel I look fat.
I berate myself about my general physical appearance.
Most of the time, I think I look bad in my clothes.
I change clothes constantly in order to get the “right” look.
I feel there is a lot of pressure in this culture to have the “right” look.
I often buy new clothes in hopes that I will look better.
Rarely do I feel good about my overall appearance.
I will avoid social situations if I feel I do not have the right body or clothing.
I wear big clothes to hide my appearance defects.
I look in the mirror and wish I looked better.
Often I would like to trade bodies with one of my friends.
Comments from peers about what is the “right” look makes me want to change my appearance.
I find myself focusing more on how I look than who I am.
I think people judge others on their appearance more than their competencies.
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.
47
BODY TYPES
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
,
, and
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
,
,
.
complacent
reticent
energetic
self-conscious
and
, and
considerate
awkward
affected
soft-tempered
.
precise
determined
thoughtful
cooperative
.
argumentative
shy
talkative
hot-tempered
, and
forgiving
courageous
suspicious
cool
.
5.
Other people consider me rather
,
generous
optimistic
adventurous
affectionate
withdrawn
reckless
dominant
detached
,and
6.
Underline one word out of each group of three below which closely describes the way you are:
sympathetic
serious
soft-hearted
enterprising
assertive, relaxed, tense
withdrawn, sociable, active
dependent, dominant, detached
.
sensitive
kind
cautious
dependent
hot-tempered, cool, warm
confident, tactful, kind
enterprising, affable, anxious
Total # of words circled = 21 – Now transfer to back of page.
48
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.
49
PHYSICAL ATTRACTION
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
calves
overall
chest/breasts
facial attractiveness
buttocks
50
muscle tone
overall body
appearance
How satisfied are you with the way your body looks?
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
calves
muscle tone
overall
facial attractiveness
chest/breasts
buttocks
overall body
appearance
51
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
52
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.
53
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.
54
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?
55
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)
56
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.I really dislike dull, dark, heavy looking buildings.
2.I like clear, open, airy buildings.
3.I prefer old, dark, heavy buildings with a history.
4.I perform at my best when there is a lot of sunlight coming into my work area.
5.I really dislike open, airy, sunny architecture.
6.I dislike new, modern architecture.
7.I am very irritable when I have to work in a dark building.
8.I am very alert in clean, clear, open buildings.
_____9.I am very irritable when I have to work in new modern buildings with lots of windows.
10. I am very alert when I am working in a building where there is little light.
11. I rarely do well on assignments when I work in a setting where the environment is ugly.
12. I usually do very well on assignments when I work in attractive buildings.
13. Working in unattractive environments does not affect the outcome of my work.
14. I do well on assignments when working where there are a lot of distractions.
15. I like to do my assignments in attractive buildings.
16. Doing my assignments in unattractive buildings does not impact my productivity.
Scoring:
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?
57
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.
58
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.
59
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 step 2
Score should between 16 and 80: >50 is a strong owl;<40 is a strong sparrow.
60
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
61
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
62
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 by
Females
_____
_____
_____
_____
_____
_____
_____
_____
Performed
Equally by
Both Sexes
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____ 24.
_____ 25.
_____ 26.
63
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
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
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:
64
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:
65
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:
66
IT’S CULTURAL
DO THIS AT HOME
YOU WILL SHARE YOUR FINDINGS
This exercise corresponds with Chapter 15. 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:
67
ETHNOCENTRISM SCALE
WE WILL DO THIS AT THE BEGINNING OF CLASS
This exercise corresponds with Chapter 15. 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.
68
_____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.
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70
71
72
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