NONVERBAL BEHAVIOR

ANTHROPOLOGY 105SOCIOLOGY 105Fall 2004

COMMUNICATION VIA GESTUREIT’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 COMMUNICATION & NONVERBAL BEHAVIOR (CHPT. 1)Oct 28 PHYSICAL APPREARANCE (CHPT. 2)

WEEK 2 Nov 2 GESTURE & MOVEMENT (CHPT. 3)Assignment #1: Gesture is Natural

Nov 4 FACIAL BEHAVIOR (CHPT. 4) & EYE BEHAVIOR (CHPT.5)Assignment # 2: Eye Behavior

WEEK 3 Nov 9 **** TEST 1 ****VOCAL BEHAVIOR (CHPT. 6)

Nov 11 no class – Veteran’s Day

WEEK 4 Nov 16 SPACE & TERRITORIALITY (CHPT. 7)Assignment #3: You are in my space

Nov 18 TOUCH & COMMUNICATION (CHPT. 8)

WEEK 5 Nov 23 ENVIRONMENT & PHYSICAL SURROUNDINGS (CHPT. 9)Assignment #4: The Communication

EnvironmentFill out the form on page 6 in the syllabus and hand it in

Nov 25 no class – Turkey Day WEEK 6 Nov30 ** ** TEST 2 *****

TIME (CHPT. 10)Dec 2 IMMEDIACY & COMMUNICATION (CHPT. 11)

WEEK 7 Dec 7 FEMALE-MALE NONVERBAL COMMUNICATION (CHPT 12)

Dec 9 SUPERVISOR & EMPLOYEE RELATIONSHIP (CHPT. 13TEACHER-STUDENT NONVERBAL RELATIONSHIP

(CHPT. 14

WEEK8 Dec 14 INTERCULTURAL RELATIONSHIPS (CHPT. 15)Assignment # 5: Watch what you do with your hands, eyes & feet! Be prepared to present to the class

Dec 16 !!!!! FINAL!!!!!

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HOW TO REACH ME?

You can see me after class or you can E-mail me at mrboros@mail.occ.cccd.edu 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 superior-subordinate relationships.

7. Understand the importance of nonverbal communication in the establishment of student-teacher relationships.

8. Understand the importance of nonverbal communication in intercultural communication situations.

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NONVERBAL ASSIGNMENTSAll 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. Did your friend thin anything was different?2. Did your friend think you were preoccupied, ill, having a bad day, didn’t want

to talk with them etc.3. Was it difficult to repress your desire to gesture? Why or why not?4. Did you have a harder time conveying your ideas? Why or why not?5. Did your partner gesture less than normal too? If so, why do you think he or

she did so?

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 behaviorB. Your partner’s reaction and behavior

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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. Your reactions and behaviorB. 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 ___ ___ ___ ___ ____ ____ ____ ____ InformalWarm ___ ___ ___ ___ ____ ____ ____ ____ ColdPrivate ___ ___ ___ ___ ____ ____ ____ _____ PublicConstraining ___ ____ ____ ____ ____ ____ ____ FreeFamiliar ___ ___ ____ ___ ____ ____ ____ UnfamiliarUncertain ___ ___ ____ ____ ____ ____ ____ CertainComplex ___ ___ ___ ____ ___ ____ ____ Simple

My Reaction to this Environment:

I was pleased (happy, content, satisfied) Not at all 1 2 3 4 5 6 7 A lotI was aroused (stimulated, alert, excited) Not at all 1 2 3 4 5 6 7 A lotI felt in control (influential, dominant, important) 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 eachFinal 1 50 points

ASSIGNMENTS:

Assignments 1-4 20 points eachAssignment 5 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. CommunicationA. Definition of human communicationB. Definition of nonverbal communication

II. Myths about Nonverbal CommunicationA. Nonverbal communication is nonsense.B. Nonverbal behavior accounts for most communication in human interactionsC. 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 MessagesA. Linguistic distinctionB. Continuity distinctionC. Processing distinctionD. Outcome distinctionE. Absolute distinction

IV. Nonverbal Behavior and CommunicationA. Nonverbal BehaviorB. Nonverbal behavior becoming nonverbal communicationC. Intentionality and nonverbal communication

V. Six Functions of Nonverbal MessagesA. ComplementingB. ContradictingC. RepeatingD. RegulatingE. SubstitutingF. Accenting

VI. Categories of Nonverbal MessagesA. Physical appearance, dress, artifactsB. 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 cuesH. Time (chronemics)

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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.

Haptics is the study of the communicative aspects of touch.

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 territoriality.

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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 AppearanceA. First messages receivedB. Impact on willingness to communicateC. Impact on relationship developmentD. Initial judgmentsE. Accuracy of judgments

II. AttractivenessA. Types of Attraction

1. Physical2. Social3. Task

B. Attractiveness today – attractiveness tomorrowC. Appearance obsession (image fixation)

1. Impact of an appearance obsession2. The profile of the image fixation person3. Judgments generated

D. Attractiveness: A two-edged sword E. Effects of attractiveness

1. Education2. Persuasion3. Interviews4. Dating/Marriage5. The matching hypothesis

III. Personal Body ConceptA. Body concept is two-foldB. Development of body conceptC. Personal body concept versus self-concept

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D. Feelings of inadequacy or confidence about body

IV. Nonverbal Messages of Body Shape and SizeA. Endomorphic (Viscerotonic)B. Mesomorphic (Somatotonic)C. Ectomorphic (Cerebrotonic)

V. Nonverbal Messages of Physical AppearanceA. HeightB. WeightC. Skin color/toneD. Hair

1. Color2. Length3. Facial4. Hair manipulation

VI. Appearance and DressA. Morris’ three types of dress

1. Comfort and protection2. Concealment3. Cultural display

B. Clothing orientation1. Clothing consciousness2. Clothing exhibitionism3. Clothing practicality4. Clothing: designer5. Clothing popularity, liking, and homophily6. Clothing: rank and status7. Clothing: power and success8. Clothing: group identification

C. Six generalizations about dress1. 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. ArtifactsA. DefinitionB. 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.

Task attractiveness is the degree to which we perceive another person as

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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 DefinedA. Body languageB. Functioning with verbal communication

II. A Theoretical look at gesture and movementA. Structural approachB. External variable approach

III. Types of Gestures and MovementsA. EmblemsB. IllustratorsC. RegulatorsD. Affect displaysE. Deception cluesF. Adaptors

1. Self2. Alter3. Object

IV. PostureA. How does posture communicate?B. Posture categories

1. Inclusive versus noninclusive body posture2. Face-to-face versus parallel body position3. Congruence versus incongruence

C. Communicative potential of posture

V. Movement and Communicator StyleA. Dramatic styleB. Dominant styleC. Animated styleD. Open styleE. Contentious styleF. Relaxed styleG. Friendly styleH. Attentive styleI. Impression-leaving style

VI. General Communicator StylesA. Assertiveness

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B. ResponsivenessC. Versatility

VII. Effects of Body Movements and GesturesA. Simplifying encoding and decodingB. Role of illustrators in decodingC. 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.

Emblems 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.

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.

Regulators are gestures and movements that, along with eye and vocal

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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 DevelopmentA. Evolution and natural selectionB. External factorsC. Innate and learned

III. Primary Emotions (SADFISH)A. SadnessB. AngerC. DisgustD. FearE. InterestF. SurpriseG. Happiness

IV. Facial Management TechniquesA. MaskingB. IntensificationC. DeintensificationD. Neutralization

V. Styles of Facial ExpressionA. WithholderB. RevealerC. Unwitting expresserD. Blanked expresser E. Substitute expresserF. Frozen-affect expresserG. Ever-ready expresserH. Flooded-affect expresser

VI. Primary Affect Displays and CommunicationA. Facial Affect Scoring Technique (FAST)

1. Lower face2. Eye and eyelid3. Eyebrows and forehead

B. PartialsC. Affect BlendsD. 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 BehaviorA. SalienceB. Stimulate ArousalC. Involvement

II. Functions of Eye BehaviorA. ScanningB. Establishing and defining relationshipsC. Interact with othersD. Express emotionsE. Control and regulate our interactions F. Decrease the physical distanceG. Close others outH. Sign that two are communicating

III. Types of Eye BehaviorA. Mutual gazeB. One-sided lookC. Gaze aversionD. Gaze omissionE. Civil inattentionF. Staring

IV. Conjugate Lateral Eye Movements (CLEMS)

V. Pupil Dilation

VI. Eye Behavior and Deception

VII. Eye Behavior and Individual DifferencesA. Nature of relationshipsB. Cultural differencesC. Contextual differencesD. Personality differencesE. 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 is the study of eye behavior, eye contact, eye movement, and the functions of eye behavior.

One - sided look 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 AtmosphereA. Voice setB. Voice qualitiesC. VocalizationsD. Vocal characteristicsE. Vocal qualifiers F. Vocal surrogates

III. Common Impacts of VocalicsA. Vocal imprintingB. SarcasmC. Silence

1. Hesitation2. Psycholinguistic3. Interactive

D. Pausing1. Filled2. Unfilled

E. Grammatical or nongrammatical

IV. Vocal Turn BehaviorA. Turn-maintainingB. Turn-yieldingC. Response latencyD. Turn-requestingE. Turn-denying

V. Accent

VI. Effects of Vocal BehaviorA. Vocal behavior and emotionsB. Vocal qualities and interpersonal perceptions

1. Breathiness 2. Thinness3. Flatness4. Nasality5. Tenseness6. Throatiness7. Orotundity8. Increased rate9. Increased variety in pitch

C. Verbal behavior and persuasionD. Verbal behavior and attractivenessE. Verbal behavior and Confidence

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VII. Vocal Characteristics of Good Vocal DeliveryA. Volume controlB. Rate of speechC. Use of pitchD. Good articulationE. 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.

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Vocal characterizers Non-language sounds such as laughing, crying, 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.

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Chapter 7: Space and Territoriality

I. Proxemics Defined

II. Phenomenon of Territoriality A. PrimaryB. SecondaryC. PublicD. HomeE. InteractionalF. Body

III. Territorial Defense and EncroachmentA. Methods of territorial defense

1. Markers2. Labels3. Offensive displays4. Tenure

B. Types of negative encroachment1. Violation2. Invasion3. Contamination

C. Encroachment reactions1. Withdrawal2. Insulation3. Turf defense

a. Factors influencing territorial defensei. 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 SpaceA. Interpersonal distance

1. Intimate zone2. Causal-personal zone3. Socio-consultive zone4. Public zone

B. Contextual differences in space1. Gender differences2. Cultural differences3. Age differences4. Personality differences5. Stigmas6. Psychiatric and deviant differences

V. Crowding and density24

A. Density definedB. Crowding definedC. Factors which influence perceptions of crowding

1. Surveillance2. Behavioral constraint3. 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.

Crowding is a person’s perception of spatial restrictions.

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

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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

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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.

Violation 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.

Withdrawal refers to compensating by moving away from an encroacher and letting her or him take over. In short, we flee without a fight.

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Chapter 8: Touch and Communication

I. Tactile CommunicationA. Five Senses

1. Sight2. Hearing3. Smell4. Tate5. Touch

B. Touch is an integral part of human communication

II. Lifespan Development and TouchA. Touch in Animals

1. Gentling2. Licking

C. Harlow’s animal touch researchD. Human Development

1. Infants2. Children3. Adolescents 4. Adults

E. Marasmus

III. Categories of TouchA. Professional-functional touchB. Social-polite touchC. Friendship-warmth touchD. Love-intimacy touchE. Sexual-arousal touch

IV. Touch Norms and CommunicationA. Jourard’s Touch NormsB. Cultural issues and touch normsC. Gender Differences and touch norms

V. Touch Apprehension and AvoidanceA. Touch apprehension definedB. Touch avoidance defined

VI. What Does Touch CommunicateA. Touch and emotionsB. Touch and statusC. Touch and self-intimacy

VII. Effects of Touch Deprivation A. Skin hungerB. Shocked rats versus touch-deprived ratsC. The use of “licensed touchers”

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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.

Licking is used in the animal world to clean newborn offspring.

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.

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Chapter 9: Environment and Physical Surroundings

I. EnvironmentA. Fixed-feature spaceB. Semi-fixed-feature space

II. Perceptual Characteristics of EnvironmentA. Perception of formalityB. Perception of warmthC. Perception of privacyD. Perception of familiarityE. Perception of constraintF. Perception of distance

III. Architecture and EnvironmentA. Churchill’s observationB. Public buildings and courtroomsC. Academic offices

IV. Spatial ArrangementA. The shapes of tables

1. Round2. Square3. Rectangular

B. Seating arrangementC. The task situationD. Intimacy levelE. Personality differencesF. Arrangement of Office Space

1. Pressure area2. Semi-social area

V. Other Environmental FactorsA. Environmental attractiveness B. Color in the environmentC. Lighting in the environmentD. Temperature in the environmentE. Scent and Smell

1. Olfactics defined2. An olfactory signature3. Scent and attraction4. Scent and touch5. Scent and the environment6. Effects of scent and smell

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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).

Pressure area 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.

Semi - fixed - feature space includes the movable objects in our environments, such as furniture and accessories that adorn, accent, highlight, and personalize the physical areas in our world.

Semi-social area is used primarily to delay or placate an office visitor, to socialize, or to conduct less demanding talks, decisions, and bargaining.

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.

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Chapter 10: Time

I. Chronemics Defined

II. Time OrientationsA. Psychological time orientation

1. The past2. The present3. The future

B. Biological time orientation1. Biorythms2. Daily activity cycles

a. Owlsb. Sparrowsc. Sprowls

C. Cultural time orientation1. Technical time2. Formal time

a. Orderingb. Cyclingc. Valuationd. Tangibilitye. Synthesisityf. Durationg. Depth

3. Informal timea. Immediateb. Very shortc. Shortd. Neutrale. Long f. Very longg. Terribly long h. Forever

III. PunctualityA. Displaced point patternB. Diffused point pattern

IV. Monochronic and Polychronic TimeA. Monochronic time definedB. Polychrnonic time defined

V. Effects of the Use of TimeA. Time communicates our statusB. Time expresses likingC. Time is important in the patient-physician relationshipD. Time communicates our cultural orientation

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E. Time communicates our personality and background orientationsF. Fast paced cities have higher incidents of heart diseaseG. 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 (SAD) is a negative psychological reaction to short days and lack of sunlight.

Technical time refers to precise, scientific measurements of time. It has the least correlation with interpersonal communication.

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Chapter 11: Immediacy and Communication

I. Immediacy DefinedA. Verbal immediacyB. Nonverbal immediacy C. Continuum of avoidance-oriented to approach-oriented behaviors

1. Verbal approach techniques2. Verbal avoidance techniques

II. Nonverbal Immediacy A. Physical appearance

1. Attractiveness2. Body shape and size3. Scent4. Hair5. Dress and artifacts

B. Gestures and body movements1. Emblems2. Illustrators3. Regulators4. Affect behavior5. Adaptors6. Posture

C. Facial expression and eye behaviorD. Vocal behaviorE. Spatial behaviorF. Tactile behaviorG. Environmental factorsH. Scent and smellI. Temporal factors

III. Outcomes of ImmediacyA. Positive outcomes

1. Increased liking, affiliation, and affect2. More approachable communication style3. More responsiveness, understanding, assertiveness4. Increased solidarity between participants5. Decreased anxiety6. Decreased status difference7. Increased perceptions of communication competence

B. Negative outcomes 1. Can be misread as intimate overtures2. Increased anxiety for others3. Invites additional communication

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Chapter Definitions:

Immediacy is the degree of perceived physical or psychological closeness between people.

Nonverbal immediacy is the use of nonverbal behavior that increases the immediacy between interactants.

Verbal immediacy is the use of language that increases the immediacy between interactants.

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Chapter 12: Female-Male Nonverbal Communication

I. Definitions Issues: Sex and GenderA. Sex definedB. Gender defined

II. Development of Nonverbal Behavior in Females and MalesA. GeneticsB. ModelingC. Reinforcement or conditioning

III. Distinctive and Similar Characteristics: The DilemmaA. General expectations for female and male nonverbal behaviorsB. Cultural expectations of nonverbal behaviorsC. AttractivenessD. Gesture and movementE. Face and eye behaviorF. Vocal behaviorG. SpaceH. Touch

IV. Liking and Courtship of the American Female and MaleA. Readiness cuesB. Preening behaviorC. Positional cuesD. Actions of appeal or invitationE. Morris’ 12-steps of Western courtships

1. Eye to body2. Eye to eye3. Voice to voice4. Hand to hand5. Arm to shoulder6. Arm to waist7. Mouth to mouth8. Hand to head9. Hand to body10. Mouth to breast11. Hand to genitals12. Genitals to gentians or mouth to genitals

F. Avoiding problemsG. Nonverbal sensitivity

V. Advantages of Immediacy

VI. Disadvantages of Immediacy

VII. The Androgynous PersonA. Androgyny definedB. Sex-typed

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1. Feminine female2. Masculine male

C. Cross-typed1. Feminine male2. 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.

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Chapter 13: Supervisor-Employee Relationships

I. The Control-Acquiescence Continuum A. Dominance and submissionB. Distinguishing supervisor roles from subordinate roles

II. Distinctive CharacteristicsA. 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 MessagesA. Status, status symbols, and nonverbal communicationB. Physical appearance

1. Impact of first impressions2. Clothing and supervisor/subordinate roles

C. Gesture and movement D. Face and eye behaviorE. Vocal behaviorF. SpaceG. Touch

1. Touch in the office2. Sexual harassment

H. Environment1. How much territory?2. What kind of furnishings?

I. Time1. Punctuality2. Flex-time3. Paying dues

J. Conclusions about supervisor-employee relationships

IV. Immediacy in the WorkplaceA. Advantages of ImmediacyB. 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.

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Chapter 14: Teacher-Student Relationships

I. Teacher Roles and Nonverbal CommunicationA. The teacher as speakerB. The teacher as moderatorC. The teacher as trainerD. The teacher as managerE. The teacher as coordinatorF. The teacher as controller, supervisor, and helper

II. Role of Nonverbal CommunicationA. Student impression formationB. Instructor appearance

1. Attractiveness2. Clothing3. Body type

C. Student appearance D. Gesture and movementE. Facial behaviorF. Eye behaviorG. Vocal behaviorH. SpaceI. TouchJ. Environment

1. Attractiveness 2. Seating arrangements

a. Traditionalb. Horseshoe, circular, open-squarec. Modular

3. Sound4. Color5. Lighting6. Temperature7. Furnishings

K. ScentL. Time

III. Outcomes of Teacher ImmediacyA. Positive outcomesB. Potential drawbacks

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Chapter Definitions:

The primary function of teachers’ verbal behavior is

to give content to improve students’ cognitive learning.

The primary function of teachers’ nonverbal behavior is

to improve students’ affect, or liking, for the subject matter, teacher, and class, and to increase desire to learn more about the subject matter.

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Chapter 15: Intercultural Relationships

I. Intercultural Communication DefinedA. Cross-cultural and transcultural communicationB. International communicationC. Interracial communicationD. Interethnic communication

II. CultureA. Culture definedB. Characteristics of culture

1. Culture is learned – not inborn2. Culture is dynamic3. Culture is pervasive, omnipresent, and natural

C. Foundations of Culture1. Xenophobia2. Ethnocentrism

III. Nonverbal BehaviorA. Appearance and attractivenessB. Gesture and movementC. Face and eye behaviorD. Vocal behaviorE. SpaceF. Touch

1. Non-contact oriented cultures2. Moderate-contact oriented cultures3. Contact oriented cultures

G. EnvironmentH. ScentI. Time

1. Monochronic oriented cultures2. Polychronic oriented cultures

IV. Goals to SeekA. Learning other languagesB. Types of people in the world

1. Monocultural2. Bi- or multicultural3. Acultural

C. Skills to learn

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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.

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Nonverbal Communication Test (NCT)

1. The student who wears nonconventional dress to class is:a. A deviant dresserb. Trying to arouse othersc. Trying to get attentiond. Has designer tendenciese. Clothing consciousness

2. A teacher is interested in improving her students’ ability to remember and recall important information. The teacher should:a. Be more excitingb. Use a variety of gesturesc. Use vocal varietyd. Be nonverbally open to questionse. 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 contactb. Slow rates of speakingc. Fewer head nodsd. Fewer pleasant facial expressione. 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 seatsb. Dress casuallyc. Smiled. Acknowledge students as they enter the roome. Nod as each enters the classroom

5. To signal that you wish to "yield the floor" when conversing, you should:a. Stop gesticulatingb. Drop in vocal pitchc. Stop speakingd. Look at other person to speake. Allow speech to trail off

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6. If an instructor wants to decrease the distance between her/himself and students, he or she should:

a. Use more eye contactb. Lean toward studentsc. Move closerd. Rearrange the classroom to a more open arrangemente. 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 workb. Lazyc. Unfocusedd. Does better in the afternoone. Tired and sleepy

8. First impressions are:a. Often based on stereotypesb. Influenced by appearancec. Often determinants of the opening commentsd. Influenced by accessories a person is wearinge. Influenced by scent and smell

9. The color “red” is often associated with:a. Hot and fieryb. Excitementc. Enthusiasmd. Exhilaratione. Speed

10. An employee whom taps a pen on the table during a long meeting is:a. Nervousb. Boredc. Trying to annoy coworkersd. Unaware he or she is tapping the pene. Anxious

11. The “A okay sign” is:a. An emblemb. A gesturec. Representative of an obscene gesture in certain parts of the worldd. A hand movemente. An emblem, which says, “things are fine.”

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12. A common acceptable sign of friendship or greeting in this culture could be:a. A quick hugb. Pat on upper backc. Pat on upper shoulderd. A handshakee. Pat on lower arm

13. Silence during normal interaction can signal:a. A person is thinkingb. A person is processing informationc. Unsure of what to say nextd. Respect for the other person and what he or she has to saye. The person is giving the other “the silent treatment”

14. During job seeking, many applicants fail because:a. Their attire is inappropriateb. Their accessories are too overwhelmingc. Their scent is too strongd. Their mannerisms indicate nervousnesse. They have little eye contact with the interviewer

15. Often our eyes will dilate when:a. Someone is interesting to usb. What someone is saying is interesting to usc. We are using certain drugsd. Something looks pleasant to use. We are in a romantic situation

16. The triangular body shape is often associated with:a. Leadership abilityb. Good healthc. Activityd. Confidencee. Efficiency

17. Based on nonverbal cues we employ, North Americans are often viewed by other cultures as:a. Rudeb. Aggressivec. Distantd. Aloofe. Unfriendly

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FUNCTIONS OF NONVERBAL BEHAVIORSDO 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-

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IMAGE FIXATION QUESTIONNAIREDO THIS AT HOME- BRING YOUR FINDINGS TO CLASS FOR WEEK 2

This exercise corresponds with Chapter 2. Write True or False beside each statement. Then using the scoring at the end of the questionnaire determine how you are doing compared to other North American women and men.

1. I think my life would improve if my body was better looking.2. I would like to have/or have had cosmetic surgeries.3. I starve or do not eat as least one day a week.4. I am uncomfortable around attractive persons of the same age/sex.5. I am constantly comparing my body and face to my peers.6. I think my life would improve if my face were better looking.7. I am very sensitive to other people’s comments about my general appearance.8. I am very sensitive to other people’s comments about my weight.9. I am very sensitive to other people’s comments about my height.10. I feel the North American culture focuses too much on appearance.11. I would like to lose weight.12. I would like to be taller.13. I overeat at least once a week.14. I will not go out in public if I do not look perfect.15. I exercise so I will not get fat.16. Several times each week, I feel I look fat.17. I berate myself about my general physical appearance.18. Most of the time, I think I look bad in my clothes.19. I change clothes constantly in order to get the “right” look.20. I feel there is a lot of pressure in this culture to have the “right” look.21. I often buy new clothes in hopes that I will look better.22. Rarely do I feel good about my overall appearance.23. I will avoid social situations if I feel I do not have the right body or clothing.24. I wear big clothes to hide my appearance defects.25. I look in the mirror and wish I looked better.26. Often I would like to trade bodies with one of my friends.27. Comments from peers about what is the “right” look makes me want to change my appearance.28. I find myself focusing more on how I look than who I am.29. I think people judge others on their appearance more than their competencies.30. If you do not have the “right” look in this culture, you will get the less than

prestigious jobs.

Interpretation: 0-10 True statements means you are handling the North American culture image fixation fairly well. 10-15 True statements means you are very sensitive to the North American culture image fixation. More than 15 true statements means you are very fixated or focused on your appearance. You may be very dissatisfied with your appearance.

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BODY TYPESDO 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, , , and .calm relaxed complacentanxious confident reticentcheerful tense energeticcontented impetuous self-conscious

2. When I study or work, I seem to be , and .efficient sluggish preciseenthusiastic competitive determinedreflective leisurely thoughtfulplacid meticulous cooperative

3. Socially, I am , , and .outgoing considerate argumentativeaffable awkward shytolerant affected talkativegentle-tempered soft-tempered hot-tempered

4. I am rather , , and .active forgiving sympatheticwarm courageous seriousdomineering suspicious soft-heartedintrospective cool enterprising

5. Other people consider me rather , ,and .generous optimistic sensitiveadventurous affectionate kindwithdrawn reckless cautiousdominant detached dependent

6. Underline one word out of each group of three below which closely describes the way you are:

assertive, relaxed, tense hot-tempered, cool, warm withdrawn, sociable, active confident, tactful, kind dependent, dominant, detached enterprising, affable, anxious

Total # of words circled = 21 – Now transfer to back of page.

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ENDOMORPHIC MESOMORPHIC ECTOMORPHIC

dependent dominant detachedcalm cheerful tenserelaxed confident anxiouscomplacent energetic reticentsluggish efficient self-consciousplacid enthusiastic reflectiveleisurely competitive precisecooperative determined thoughtfulaffable outgoing consideratetolerant argumentative shyaffected talkative awkwardwarm active coolforgiving domineering suspicioussympathetic courageous introspectivesoft-hearted enterprising seriousgenerous adventurous cautiousaffectionate reckless tactfulkind assertive sensitivesociable optimistic withdrawnsoft-tempered hot-tempered 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.

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PHYSICAL ATTRACTIONDO 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 7Somewhat important, write 6

Slightly important, write 5Neither important nor unimportant, write 4

Slightly unimportant, write 3Somewhat unimportant, write 2Extremely 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 muscle tone

overall chest/breasts buttocks overall bodyfacial attractiveness appearance

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How satisfied are you with the way your body looks?

Extremely satisfied, write 7Somewhat satisfied, write 6

Slightly satisfied, write 5Neither satisfied or dissatisfied, write 4

Slightly dissatisfied, write 3Somewhat dissatisfied, write 2Extremely 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 chest/breasts buttocks overall body facial attractiveness appearance

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VERBAL EQUIVALENTS OF EMBLEMSDO 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 I need a rideGo Come here/forwardYes NoGo away Not nowTo the right Glad to meet youI don’t trust him/her To the leftThat stinks! HelloGoodbye She/he’s crazyVictory PeaceWell done or good! UpDown How stupid of me!Hang loose I can’t rememberI can’t hear you I refuse to listenShe/he’s out of it Stick it!I’ve had it! Not bad (or great) so/soGet lost Forget itDrop dead You stinkCool/Neat Sit on it! Boring Do not talk to meI’m listening Praise - good jobI’m defensive I need to thinkI’m thinking I surrender/give upI’m surprised I like youMaking fun or mocking another That’s disgustingSign of flirtation I’m confused/skepticalForgetfulness IrritationModesty EmbarrassmentGood luck Impatience

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. Most of the time, my face maintains one expression.2. I look neutral or blank much of the time.3. I wear my emotions on my face.4. I have been told I have an unexpressive face.5. I think I conceal my emotions well. However, other people seem to know how I am

feeling.6. Often I sound different from how I look. 7. My face seems to keep a frozen expression.8. My face never appears to be neutral or blank.9. Initially I display one emotion to most situations, then I express other facial expressions.10. I substitute one facial expression for another.11. I often mask my true feelings.12. I smile when I should not.13. I try to keep a positive expression on my face, despite what I am feeling.14. I unknowingly leak expressions about how I feel. Often these expressions do not match

the situation.15. I seldom have any expression. I hold back showing emotion on my face.

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 1I enjoy eating onions for breakfast.1.2.3.4.5.6.7.8.9.10.11.12.13.

Partner 2I feel great when I flunk a major exam.1.2.3.4.5.6.7.8.9.10.11.12.13.

SPACE VIOLATIONDO THIS AT HOME AND WE WILL REPEAT IT IN CLASS AND COMPARE YOUR

RESULTSThis 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?

TOUCH APPREHENSIONDO 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 underlinedStep 2: Add responses to the items not underlinedStep 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)

ARCHITECTURE ATTRACTIVENESS MEASUREDO 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?

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.

TIME and TIME AGAINDO 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.

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.

SELF-ASSESSMENT OF IMMEDIACYDO 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

THE TWELVE STEPS TO SEXUAL INTIMACYDO 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

MALE/FEMALE DIFFERENCESDO 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 Primarily PerformedPerformed by Performed by Equally byMales Females Both Sexes Behaviors _____ _____ _____ 1. Stares more_____ _____ _____ 2. Lowers eyes_____ _____ _____ 3. Interrupts often_____ _____ _____ 4. Frowns more_____ _____ _____ 5. Smiles more_____ _____ _____ 6. Tilts head to side_____ _____ _____ 7. Points_____ _____ _____ 8. Moves out of the way of

other person_____ _____ _____ 9. Cuddles_____ _____ _____ 10. Glances away/down_____ _____ _____ 11. Takes up more space_____ _____ _____ 12. Initiates_____ _____ _____ 13. Allows other to interrupt_____ _____ _____ 14. Moves in other’s space_____ _____ _____ 15. Bats eye lashes_____ _____ _____ 16. Has erect body posture_____ _____ _____ 17. Hands on hips_____ _____ _____ 18. Stands with legs apart_____ _____ _____ 19. Takes up less space_____ _____ _____ 20. Holds head erect_____ _____ _____ 21. Sits with knees together_____ _____ _____ 22. Crosses legs at ankles_____ _____ _____ 23. Sits with hands dangling

between legs_____ _____ _____ 24. Arms across chest_____ _____ _____ 25. Plants feet firmly_____ _____ _____ 26. More open body position

YOU ONLY GET ONE CHANCE TO MAKE A GOOD “FIRST” IMPRESSIONDO 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:

IMAGE TIPS FOR WOMEN AND MENDO 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:

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:

IT’S CULTURALDO THIS AT HOME

YOU WILL SHARE YOUR FINDINGSThis 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:

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 Disagree Neutral Agree Strongly Agree 1 2 3 4 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.

_____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 = 52 = 43 = 34 = 25 = 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.