Chapter 4 - Lecture notes 4 PDF

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These are the lecture notes for Chapter 4. My Professor was Householder....

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Nonverbal Communication Three Important Characteristics of Nonverbal Communication 1) A number of factors influence nonverbal communication 2) Nonverbal messages generally have any number of potential meanings 3) The interpretation of nonverbal communication depends on the nonverbal messages themselves and also on the circumstance and the observer

● Particular in circumstances where we are forming first impressions, or where there are conflicts between words and actions, nonverbal messages are often far more influential than verbal ones ○ Albert Mehrabian suggests that when we are trying to understand a speaker’s intent (e.g., is the word love meant sincerely or sarcastically?), the verbal message (the word) accounts for only 7% of our overall impression and the rest is accounted for by nonverbal factors such as tone of voice and facial expression

Rule-Governed ● “Rules” might be placed in quotation marks because these are generally not the sort of guidelines that are written down, formally taught, or officially enforced ● In facial expressions, studies suggest that there is a predictable relationship among emotions such as happiness, sadness, anger, disgust, surprise, or fear, and distinctive movements of facial muscles regardless of a person’s personal and cultural background

Intentionality ● Nonverbal communication is often a more subtle and unintentional process ● We use particular facial expressions, gestures, and dress on a first date, job interview, or a group meeting, with the intention of creating a desired effect.

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○ There will be many additional unintentional nonverbal messages created in these situations ○ These cues might include lowering your eyebrows and tightening your lips in anger, nervousness, or frustration in a particular situation, even when you are trying to appear calm, relaxed, and accepting

Common Message Functions ● Redundancy: Nonverbal behavior can be used to say the same thing that is being said verbally ○ Person says “I am going to sit down” and then walks over to a chair and sits in it ● Substitution: signalling something nonverbally rather than saying it ○ Handshake may substitute for saying “Hello, it’s nice to meet you” ● Complementation: using nonverbal behavior to supplement or modify what is being transmitted verbally ○ Smiling and saying, “Come in, I’m glad to see you” ● Emphasis: using nonverbal behavior to accentuate or punctuate what we are saying verbally ○ Making a fist or shaking your finger to underscore a point being made verbally ● Contradiction: using nonverbal behavior to send messages that conflict with the verbal one ○ “Nothing is the matter” in a tone of voice that makes it clear to the hearer that something is wrong ● Regulation: using nonverbal behavior to regulate communication interactions determining who will speak, for how long, and even when a change in topic will occur Persuasion and Social Influence ● To the extent that people are able to use nonverbal behavior to appear

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authoritative, credible, or attractive they may also be able to achieve their persuasive goals ● Burgoon, Guerrero, and Manusov identify several reasons why nonverbal communication can be an important factor in social influence: ○ We can use intentionally provided nonverbal messages such as expressions, gestures, or dress to create positive impressions of ourselves ○ Nonverbal communication including touch, the use of personal space, and eye contact can play an important role in the establishment of rapport and intimacy ○ Nonverbal behavior including gestures or expressions can be used to heighten or detract attention from persuasive verbal messages ○ Nonverbal messages can encourage others to imitate our behaviors ○ Nonverbal messages such as disapproving or encouraging glances can reinforce or discourage others’ actions

Awareness and Attention ● Proficiency in verbal communication is, in fact, considered to be so important that it is regarded as one of “the basic skills” and great effort is expended to ensure that we are taught rules of pronunciation, syntax, semantics, and pragmatics as a part of our formal education ○ Nonverbal skills receive little attention in most schools (activities that involve nonverbal often are before or after school activities or optional)

Overt and Covert Rules ● Greater emphasis is placed on verbal communication because in all cultures there are overt rules and structure for language and language use ○ Guidelines for language use are available from various sources ○ Nothing like this exists for nonverbal communication ● We learn the covert rules of nonverbal communication more indirectly, through observation, and through patterns of reward and punishment

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○ Thus we “know the rules” for greeting and expressions affection to others nonverbally, but these rules are covert and not as universally agreed on

Control ● We are often more successful in controlling our verbal messages ● Through planning and rehearsal, we will probably be able to gain predictability regarding the messages we will send verbally ● Despite our best efforts to manage our nonverbal behavior, nervousness or embarrassment may be quite apparent through nonverbal leakage (nonverbal behavior that contradicts our verbal messages)–a trembling voice for instance

Public versus Private Status ● Language usage patterns have long been regarded as a topic that is appropriate for public discussion and scrutiny (for understanding or disagreement) ● Matters relating to our appearance, gestures, mannerisms, and body positions are often considered private, personal, and even taboo topics, therefore far less likely topics of open discussion

Hemispheric Specialization ● Another major difference and a topic of scholarly interest is the location in the brain in which nonverbal activities are centered ● Left hemisphere of brain is thought to play a predominant role in language processes ○ Other activities that require the sequential processing of information, such as math, also seem to rely heavily on the left hemisphere ● Right hemisphere is of special significance in the recognition of faces and body images, art, music, and other creativity or imaginative endeavors ○ Some individuals with damage to the right side of their brains have trouble with location and spatial relationships, faces or other familiar objects ○ Damage to language centers in the left side is so severe that people may have trouble talking (BUT THE ABILITY TO SING IS UNAFFECTED)

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○ People with severe stutters can often sing with difficulty

Paralanguage ● “It’s not what you said, but how you said it” ● Paralanguage: refers to any message that accompanies and supplements language

Vocalic Forms ● Vocalics: auditory messages, other than words, created in the process of speaking ○ Include pitch, rate of speech, rhythm, coughs, giggles, nasality, pauses, and even silence, are very significant sources of impressions in face-to-face communication ○ When an individual is trying to determine their feelings about another person, vocalics account for nearly 40% of the impression that is formed ● Child acquire a familiarity with the tonal pattern of the language they hear in their surroundings ● Paralinguistic patterns acquired by children reflect not only the language patterns of the region in which they are being raised, but also the unique patterns of their family and friends ● Pitch helps us determine whether or not a particular utterance is a statement, question, serious comment, or a sarcastic barb ○ Pitch also is the difference between a positive or negative impression ● Interjections: (nonfluencies) such as like, um, huh, or you know–and stuttering may also have an impact on the way an utterance is interpreted ● In some languages, tones determine the meanings of the words ● Paralanguage can also provide the basis for assumptions about the speaker’s educational level, interest in the topic, and mood

Written Forms ● Paralanguage relates to spoken language ● The form of a word or statement is also important to interpretation in written language use

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● The visual appearance of the writing are likely to influence a reader’s reaction to the words and its source ● Paralinguistic cues in written language serve as a basis for generalized inferences as to how educated, careful, respectful, or serious a person is, and may provide clues as to his or her mood or emotions at the time of writing

The Face ● When we look at someone’s face, we get an overall impression and seldom think of the face in terms of its distinctive features ○ The human face comes in many sizes and shapes ● Facial expressions serve as message sources providing probably the best source of information as to an individual’s emotional state ● Our feelings are “written all over our faces” ● It’s estimated that our faces are capable of creating 250,000 expressions ○ Researchers estimate there are only about 44 distinct ways in which facial muscles move ○ Researches also believe that the role of the face in relation to emotion is common to all humans ● Dilated pupils and frequent blinking have been associated with evidence of being less truthful

Eye Gaze ● The most influential features of the face in terms of communication are the eyes ● A direct gaze has a high probability of being noticed ● One Sided look: gaze by one person in direction of another’s face ● Face-gaze: directing of one person’s gaze at another’s face ● Eye-gaze: directing of one person’s gaze at another’s eyes ● Mutual look: two persons gaze at each other’s face ● Eye contact: two persons look into each other’s eyes and are aware of each other’s eye gaze

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● Gaze avoidance: avoidance of another’s eye gaze ● Gaze omission: failure to look at another without intention to avoid eye contact ● In U.S. culture, children are told that “it’s not polite to stare” ○ We generally try to avoid “getting caught looking” ● “It’s not polite to stare at people you don’t know very well, unless you can do so without having them notice you” ● Among close friends, extended eye contact is not only acceptable in many cultures, but is expected ● In the case of intimate friends and lovers, prolonged glance may be exchanged periodically even when no accompanying words are spoken ● A primary function of eye gaze is to regulate interaction ○ Other studies suggest that eye gaze plays an important role in personal attraction ○ In U.S. culture, positive feelings towards an individual and a high degree of eye contact go together ● More eye contact will occur when a person is physically more distant from another, when the topic being discussed is impersonal, and when there is a high degree of interest in the other person’s reactions ● Eye gaze is one area of nonverbal communication in which there are many cultural differences

Pupil Dilation ● Pupils of the eye can be an indication of interest or attraction ● Appealing = pupils enlarge ○ There is evidence that pupil size can be a factor in judgments of a person’s attractiveness

The Body ● “Beauty is only skin-deep” and “You can’t judge a book by its cover” ● “Surface level” information plays a critical role in human communication

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● Most important information source of first impressions = appearance ● Physical attractiveness is not only important to dating preferences but also is often a predictor of how successful, popular, sociable, sexually attractive, credible, and even how happy people are ○ What is considered attractive varies by culture ● A number of factors contribute to appearance, among them one’s hair, physique, dress, adornment, and artifacts

Hair ● Hair style (including facial), length, and color are important nonverbal message sources ○ Contributes to overall attractiveness and may serve as the basis of inferences about a person

Physique ● Includes body type, size, and shape ● Inferences may be drawn about personality based on somatype–body shape and size ○ Endomorphs: appear softer or rounder ■ Assumed to be affectionate, calm, cheerful, extroverted, forgiving, kind, soft-hearted, or warm ○ Mesomorphs: appear to be muscular, bony, and athletic-looking ■ Stereotyped as active, argumentative, assertive, competitive, confident, dominant, optimistic, or reckless ○ Ectomorphs: appear to be tall and thin ■ Perceived as aloof, anxious, cautious, cool, introspective, meticulous, sensitive, or shy ● There is little correlation between somatypes and actual behavioral characteristics ● A person’s height alone may provide the basis for negative stereotyping ○ Tall American males may be associated with positive qualities, opposite is the

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case for females ○ Shorter people are unfairly often portrayed as villians, liars, or annoying neighbors

Dress and Adornment ● “Our social identity and image is defined, sustained and positively or negatively modified by communication through appearance” ● Dress is the major facet of appearance through which we can exercise control over the messages we create ○ Styles and color of dress and adornment also play a noteworthy role in nonverbal communication ○ Dress often serves as an occupational badge (police officers, nurses)

Artifacts ● We surround ourselves with artifacts–toys, tech, furniture, etc. ○ Cars and homes are also artifacts that provide additional messages which others may draw inferences about us

Gestures (Kinesics) ● Kinesics: movements of body, head, arms, legs, or feet ● Gestures may either be purposeful or incidental/unintended ○ Purposeful: messages which are intended to achieve a particular purpose ○ Incidental/Unintended: messages with no particular purpose ● Some gestures are used as complements for language ○ Shaking your head back and forth while saying “no” to a question ● We progress in the development of our capacity for gesturing through four basic stages 1) Birth to three months: irregular, jerky movements of an infant’s body indicate excitement and distress 2) Three months to five months: infants are able to move their bodies more rhythmically in patterns associated with anger and delight

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3) Five to 14 months: children develop specialized gestures such as making faces, head turning, poking 4) 14 and 24 months: children are able to express affection for particular people, as well as joy and jealousy, through contact movements such as poking, hitting, and caressing

Inherited, Discovered, Imitated, and Trained Actions ● Anthropologist Desmond Morris suggests that people acquire their gestures through inheritance, discovery, imitation, and training ● Inherited (inborn) gestures: include the sucking response of a baby and the use of body contact gestures as a part of courtship ● The typical handshake is acquired through imitation, as are many other greeting forms and cultural and subcultural mannerisms ● Actions such as winking, playing tennis, jumping on one foot, whistling, or walking on your hands, require active training in order to master

Types of Gestures ● Baton Signals and Guide Signs: ○ Baton signal is used to underscore or emphasize a particular point being made verbally ○ Guide sign is used to indicate directions to others, as when we point, direct, or beckon another person nonverbally ● Yes/No Signals: ○ Yes/No signals are a category of gesture created primarily by movements of the head ○ “No” gesture has different meanings in different parts of the world ○ Vertical “yes” head nod is fairly universal 1) Acknowledging nod: “yes I am still listening” 2) Encouraging nod: “yes, how fascinating” 3) Understanding nod: “yes, I see what you mean” 10

4) Agreeing nod: “yes, I will” 5) Factual nod: “yes, that is correct” ● Greetings and Salutation Displays: ○ Most familiar greeting forms are the handshake, embrace, and kiss by which people signal their pleasure at someone’s arrival or the significance of their departure ○ There are several stages in the greeting or salutation process 1) Inconvenience display: to show the strength of our friendliness, we “put ourselves out” to varying degrees 2) Distant display: the moment the guest and host see each other, they can indicate the other’s presence by several other gestures including a smile, eyebrow flash, head tilt, etc. ● The Signs: ○ Bonding or tie sign is a category of gesture through which individuals indicate that they are in a relationship ○ Hand-holding, etc. provide the basis for impressions about the individuals and nature of their relationship even in the absence of verbal messages ● Isolation Gestures: ○ Isolating gestures may serve as intentional messages, though more often they are less purposeful ○ These and other gestures called barrier signal or auto-contact behaviors include hugging yourself, supporting your chin or cheek with a hand or arm, may signal discomfort or anxiety even though we may be unaware of these feelings ● Other Gestures: ○ Preening behavior: stroking or flipping your hair, etc. call attention to yourself or increase your attractiveness

Touch (Haptics) ● Physical contact = tactile messages 11

○ For human beings, significance of tactile messages (haptics) beings well before birth in the prenatal contact between mother and infant ○ Touch is the primary means by which children and parents relate to one another ● Touching continues to be the central means for expressions of warmth and caring among family members and close friends ○ Teens touching = warmth, love, intimacy ● Tactiles messages could be used to say hi, or for expressions of intimacy and sex, or for hostility ● Levels of contact and comfort with touching vary to some extent from one culture to another

Use of Space (Proxemics) ● Plays an important role in human communication in its own right and in conjunction with other modes of nonverbal and verbal behavior ● It can feel uncomfortable when our personal space, the “portable territory” we carry with us from place to place, is “invaded” ○ A typical response is to readjust our own position to regain the amount of space we think we need ● Extreme violation of personal space over time leads to frustration, intense reactions, and sometimes aggression ● North American interactants varied predictably depending on the setting and the content of conversation: ○ Public conversations: 12 feet to the limits of visibility ○ Informal business conversations: 4 to 12 feet ○ Casual conversations: 1.5 feet to 4 feet ○ Intimate conversations: 0 to 18 inches ● Fluctuations in each category depend on a number of factors: ○ The culture in which the conversation takes place ○ The ages of the participants 12

○ Topic ○ Setting ○ Nature of the relationship ○ Attitudes and feelings of the individual ● Use of space and position is also important in seating ● A person’s position within a large room can also have an influence on verbal behavior ○ 50% of comments are initiated by class members located in the front and center positions of the room referred to the “participation zone” ○ Smaller groups = head of the table usually has the power

The Physical Environment ● Our buildings, furniture, etc. are the result of human decision making ● The man-made elements of our physical environment also serve a number of informational functions–some intentionally, many by accident ● Directing behavior: ○ Some information is “designed-in” by the architect or designer to shape the way the environment or its parts are used ● Provide symbolic value: ○ Religious buildings and their contents are often symbolic by their very nature ○ Churches for example are large, high ceiling rooms with stained glass windows ● Regulating interaction: ○ Environments may also provide the basis for information that regulates– encourages or discourages–interaction ○ Private study carrels in a library serve to separate and isolate their users, discouraging interaction ○ Classroom with permanently attached chairs contributes to “one-way” message flow

Time (Chronemics...