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NONVERBAL BEHAVIOR ANTHROPOLOGY 105 SOCIOLOGY 105 Fall 2004 COMMUNICATION VIA GESTURE IT’S ALL IN THE HANDS, BODY & EYES 1 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!!!!! 2 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. 3 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 4 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. 5 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. ____________________________________________________________________ 6 ____________________________________________________________________ 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) 7 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 8 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 9 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 10 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 11 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 12 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. 13 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 14 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. 15 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. 16 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 17 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. 18 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. 19 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. 20 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 21 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. 69 70 71 72 73