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Nonverbal communication-Midterm 1 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

given behaviors

A

purposive and intentional; under control of the actor

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2
Q

given off behaviors

A

not purposive OR intentional, not under control of the sender

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3
Q

4 aspects of meaning in nonverbal behavior

A
  1. intention (encoding)
  2. perception/interpretation (decoding)
  3. interactive
  4. shared encoding-decoding
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4
Q

intention (encoding)

A

what are people’s intentions when they emit this behavior?

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5
Q

perception/interpretation (decoding)

A

how do receivers of this behavior interpret it?

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6
Q

interactive

A

are there behaviors that have a reliable behavioral effect on others? (ex: invasion of space)

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7
Q

shared encoding-decoding

A

are there behaviors whose meaning senders and receivers consistently agree on?

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8
Q

usage

A

circumstances in which the behavior happens (ex: external behaviors, public vs. private)
-does the behavior draw external feedback?

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9
Q

4 types of information conveyed (part of usage)

A

1 idiosyncratic

  1. informative
  2. communicative
  3. interactive
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10
Q

idiosyncratic

A

usage and meaning is peculiar to individual

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11
Q

informative

A

shared encoding and decoding

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12
Q

communicative

A

enacted with a clear, conscious intention to convey a message

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13
Q

interactive

A

influence or modify another persons behavior

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14
Q

origins- three things where nonverbal behaviors come from?

A
  • innate neurological mechanisms (ex: startled expression, hard-wired)
  • species constant experiences- all have to do
  • learning and socialization (o.k. sign)
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15
Q

coding and three types

A 
-relationship between behavior and what it stands for
3 types:
-arbitrary
-iconic (metaphoric)
-intrinsic
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16
Q

arbitrary

A

no intrinsic meaning in behavior, meaning happens by convention (ex: peace sign)

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17
Q

iconic (metaphoric)

A

(v for victory) preserve some aspects of the referent, do not need verbal to be understood (call me, gun)

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18
Q

intrinsic

A

the act IS a case of the thing that is signifying (aggression)

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19
Q

symbolic/arbitrary example

A

flipping off

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20
Q

Five categories of nonverbal behavior (Ekman and Friesen)

A
  1. emblems
  2. illustrators
  3. adaptors
  4. regulators
  5. emotion displays
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21
Q

emblems

A

nonverbal behavior that function like words, can replace language. (ex: waving, hi, bye). Most cultural specific, learned by convention

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22
Q

illustrators

A

adds visual dimension to verbal part

  • 100% dependent on language, means nothing without it and vice versa
  • ex: I got a fish that was THIS big
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23
Q

adaptors

A

largely unconscious, behavior we emit to manage or regulate our arousal (when it’s too high or too low) (ex: twirling keys (object), touching hair (self), rarely aware

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24
Q

regulators

A

traffic code example, stop sign, light.

  • red lights of convo
  • manage flow of conversation (over, over and out)
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25
Q

emotion displays

A
  • collection of nonverbal behavior behavior used to convey emotion to others
  • face, voice, posture, gesture, touch, space
  • not just facial expressions
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26
Q

relationship between verbal and nonverbal (4)

A

-substitute
-complement
-accent
-regulate
(can sometimes serve multiple concepts at once)

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27
Q

substitute

A

verbal may not always be possible or appropriate, substitute for nonverbal
ex: plane signals to land-hand gestures, emblems

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28
Q

complement

A

modify message in some way, ex: shouting a message, packaged deal

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29
Q

accent

A

highlight particular part of message (not over there, over HERE)

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30
Q

regulate

A

regulators, regulate verbal, goal sign of convo (let me finish, hurry up), no informational value, regulate flow of conversation, very important

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31
Q

revival of gesture stems from (3)

A
  • speculation about the origins of language; Hewes for gestural origin of language
  • the discovery that chimps can be taught at least some aspects of sign language (Koko)
  • the linguistic study of sign language
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32
Q

Gestural origin of language

A
  • studied gestures in humans, chimps, and bonobo (encultured), all language
  • gestural representation of a referent preceded symbolic representation of the same referent in humans and apes
  • across species, ratio of symbol to gesture increased significantly with age.
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33
Q

gesture

A

movement of the body, or any part of the body, that is considered to be expressive of thought or feeling

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34
Q

diff. b/t gesture and practical actions

A

ex: drinking water

- andrew dice clay cigs in pretty in pink, example of practical becoming gesture

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35
Q

4 types of gestures

A
  1. ) emblems- replaced with one or two words, function just like words (peace sign)
  2. ) illustrators- need speech, pointing
  3. ) regulators- raising hand, batons-talk with hands in sync with speech
  4. ) adaptors-largely unconcious- control arousal (self and object), examples on d2l. like sucking thumb
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36
Q

Two groups of gestures (Freedman)

A
  1. ) object-focused gestures (e.g. illustrators)=expressivity, outgoing
  2. ) body-focused gestures (e.g. self-adaptors), discomfort, nervousness
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37
Q

development of gestures

A

in notes

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38
Q

neurological issues (2)

A
  1. ) broca’s aphasia- severe impairments of speech output, also interrupts orchestration of gesture
  2. ) Wernicke’s aphasia- severe disruption of speech comprehension, gestures lack intelligible semantic content.
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39
Q

gestures aid

A

communication

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40
Q

gestures also aid

A

listener’s comprehension (elaborated on notes)

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41
Q

when do we use gestures?

A
  • when comm. is difficult or impossible
  • to substitute for speech when speech might be regarded as too explicit or delicate (Seinfeld example)
  • when the spoken utterance taken by itself is imcomplete (sit HERE)
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42
Q

Illustrators and Conditions- when do they increase and decrease?

A
  • face-to-face: increase (skirt example on d2l and in notes)
  • complicated: increase, simple…decrease
  • familiar: decrease, unfamiliar…increase
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43
Q

Gesture and recall: pirate game

A
  • some allowed to gesture, some instructed to gesture, some could not gesture
  • children instructed to gesture provided more correct information than other two conditions
  • no gesture=least information
  • gesture reduces processing demands
  • offloading allows for more allocation to retrieval (ex: 4 by 4 example)
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44
Q

Grounding thoughts in action (Tower of Hanoi)

A
  • the more the switch groups gesture depicted moving the smallest disk one-handed, the worse they performed.
  • when gestures are no longer compatible with the action constraints of the task, problem solving suffers
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45
Q

Gesture and word retrieval (degraded images)

A
  • e.g. airplane, microwave
  • while viewing them, subjects make gestures that are congruent with the image (e.g. flat hand with airplane)
  • or incongruent with image (clenched fist with airplane)
  • how quickly can you name object (d2l), quickest response-congruent
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46
Q

Gesture and computational task performance-video taped math lessons

A
  • speech
  • speech and gesture
  • performance best in speech and gesture condition
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47
Q

Cultural differences

A

video

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48
Q

Decoding gestures, easiest to hardest

A
  • emblems: very well shared, agreement between encoders and decoders, some “universal” emblems appear to exist
  • illustrators: degree to which there is shared meaning is unclear (the more iconic they are, the easier they are to understand)
  • adaptors: the most difficult to decode; interpretation is probably idiosyncratic (behavior peculiar to individual)
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49
Q

5 interactive aspects of gesture and body movement

A
  1. ) postural congruence-matching posture of someone you’re with
  2. ) synchrony-move with people in sync with them (ex: The Transporter)
  3. ) sensitivity to behavioral mimicry
  4. ) greater mimicry of in-group vs outgroup, and liked vs disliked (actors)
  5. ) mirror neurons-in human brain
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50
Q

mirror neurons

A
  • brain cells that respond equally when performing vs. observing same action
  • neurons in brains of monkeys who grabbed object vs. observed another grabbing same object
  • human documentation
  • experience of disgust vs. observation of disgust
  • touch of upper leg vs observation of tough to upper leg
  • empathy: experience through observation
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51
Q

empathy

A

“experience” through observation

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52
Q

Nature of language (4)

A
  • simplify the original material
  • organize so that the relationship among the elements is clear (syntax)
  • restructuve the whole for easy transmission
  • no syntax in animal language
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53
Q

ASL (6)

A
  • 12 basic hand positions
  • 19 configurations
  • 24 movements
  • involves a lot of facial animation
  • loose syntax
  • fairly new language (about 150 years)
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54
Q

ISL (4)

A
  • 18 hand configurations
  • 24 movements
  • no facial expression
  • very loose syntax
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55
Q

Discrete behaviors (8)

A
  • emblems
  • kinesic markers
  • eye contact
  • smile
  • nod
  • head shake
  • arms akimbo
  • leg position (open/closed)
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56
Q

Continuous behaviors (5)

A
  • gesture that accompanies speech
  • posture shifting
  • forward/backward lean
  • body orientation
  • adaptors (when under/over aroused)
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57
Q

Gaze is… (3)

A
  • salient (stands out)
  • arousing
  • involving
58
Q

Primary function of gaze

A

regulation of information input

59
Q

other functions of gaze (2)

A
  • attraction

- dominance (or threat) (ex: boxers before a match)

60
Q

gaze or faced-directed gaze

A

one person’s eye contact with another persons face

61
Q

gaze aversion

A

looking away from person, very obvious

62
Q

mutual gaze

A

both looking at each other’s faces/eyes, rarely for a long period of time

63
Q

Kendon (1967)

A
  • total gaze during conversation: 18-70% of the time
  • looking while speaking: 20-65%
  • looking while listening: 30-80%
  • mutual gaze: 10-30%
64
Q

Individual sex differences in gaze

A
  • F>M
  • even in infants
  • F visual monitoring
65
Q

Individual age differences in gaze

A

-young and old > middle aged

66
Q

personality traits associated with gaze: extroversion/introversion

A

extroverts make more

67
Q

self-monitoring

A
  • change how you act around others (high self-monitor)-want to fit in
  • behavior driven by internal standards (low self-monitor)
  • high self-monitor makes more eye contact
68
Q

social anxiety (including study)

A
  • less eye contact, gaze aversion
  • Study: participants view video clips
  • 13 involved positive social feedback/13 negative
  • computerized eye tracking system
  • people with social anxiety disorder exhibited greater global gaze avoidance in response to both the pos. and neg. video clips, compared to controls
69
Q

dominance

A
  • use gaze more freely, but break gaze first in mutual gaze
  • also, look more while speaking
  • more likely to look away in listening role
70
Q

need for affiliation

A
  • strong desire to connect with other people
  • terrified of solitude
  • make more eye contact, but only in situations where they’re comfortable (chart on d2l)
71
Q

Speaker and listening roles

A

LL (looking while listening)
LS (looking while speaking)
- % LL> % LS-virtual law of human behavior

72
Q

norm of attention

A

-taught to make eye contact with people who are talking to you

73
Q

why do we look away during beginning of speaking turn

A

planning utterances

74
Q

why do we look toward at end of turn

A

let them know they can talk now

75
Q

using gaze to manage cognitive load

A
  • abstract shapes described to children and adults
  • children made more correct responses when looking at floor during description
  • adults performed equally well when looking at the floor or face of speaker during description
  • looking at anothers face increases cognitive load
  • we manage this by looking away during mentally challenging tasks
76
Q

Breed and Coluaita (1974) study

A
  • sampled visual attentiveness of college students in social psychology class lectures
  • samples were 20 sec for class for 15 class sessions
  • those who received the highest midterm and final exam scores spent more time looking at the instructor and less time “looking around” than those who performed more poorly
77
Q

decoding gaze

A
  • anxiety
  • credibility, compotence, intelliegence- direct gaze increases perception of this
  • attractiveness- gaze enhaces perceptions of attractiveness
78
Q

attractiveness study

A
  • Subjects viewed 40 photos of unfamiliar models
  • brain activity monitored with fMRI
  • gaze directed at subject: brain activity in ventral striatum (+) correlated with perceptions of attractiveness
  • gaze directed away from subjects: brain activity in ventral striatum (-) correlated with perceptions of attractiveness
  • ventral striatum associated with reward prediction
  • this region is activated when decoding gaze
79
Q

clothing is…

A

uniquely human

80
Q

clothing definition

A

any ARTIFACTUAL addition to the body that changes its appearance

81
Q

clothing is the first…

A

nonverbal cue to be noticed

82
Q

is clothing regulated by law?

A

yes, one of 2 nonverbal behaviors regulated by law

83
Q

Vicary (1989)

A

“clothing on the moving body becomes a sign and symbol of a communication system as complex and precise as most verbal languages”

84
Q

garments

A

dress, costume, apparel, headwear, footwear, underwear

85
Q

ornaments (artifacts)

A

badges, tattoos, masks, beads, gems, chains

86
Q

cosmetics

A

paints, powders, oils, perfumes

87
Q

devices

A

wigs, corsets, braces

88
Q

treatments

A

hair dying, tattoos, curling, dyes

89
Q

equipment

A

eyeglasses, watches

90
Q

tools

A

knives, toothpicks, mirrors, scissors

91
Q

clothing constantly changes…

A

over time, in flux

92
Q

different functions of clothing

A
  • decoration
  • protection (physical and psychological)
  • sexual attraction and availability
  • self-assertion
  • self-denial
  • concealment (i.e. I don’t like my arms, so I cover them)
  • group identification
  • status or role
93
Q

Reed (1973) “fashionability” 4 types

A 
high fashion (latest styles)
low fashion (casual)
non fashion (out of style, old clothes) ex: grunge
counter fashion (opposite of establishment, emphasis on comfort) ex: punk rock
94
Q

results of reeds 4 types

A

high=lowest gpas
low=moderate
non=highest
counter=moderate GPAs

95
Q

artifacts

A
  • jewelry as emblematic comm. (ex: wedding ring)
  • tattoo emblems (teardrop prison tat)
  • badge emblem (police)
96
Q

effects on encoders: black uniforms

A

more penalties in NHL and NFL

97
Q

clothing style and self description police line up study

A
  • suspect described as well dressed or casually dressed
  • self description inventory
  • well dress: neat, cultivated, accurate, restrained, strategic (formal traits)
  • casual: easy going, clumsy, tolerant, emotional, nonchalant
98
Q

effects of business attire on the wearer

A
  • survey of business professionals
  • felt most compotent and authoritative when wearing formal business or business casual
  • most trustworthy and productive when wearing business casual
  • least friendly/creative when wearing formal business attire
  • chart on d2l
99
Q

clothing and status

A
  • conspicuous consumption (stands out) > social status
  • clothes indicate affluence, but only for certain groups
  • working class students use brand name clothes to suggest economic capital
  • upper class students distance themselves from this use of clothing
100
Q

“aesthetic distancing”

A

between yourself and conspicuous consumption, purposely not wearing snotty clothes

101
Q

Personality and clothing (differences in females and males)

A
  • clothing concious males: deliberate, guarded, defer to authority, traditional
  • clothing practicailty males: inhibited, cautious, dissatisfied, low motivation to make friends
  • clothing conscious females: inhibited, anxious, defer to authority
  • clothing practicality females: clever, enthusiastic, confident, outgoing
102
Q

Clothing and social motivations study (2004)

A
  • 353 female patrons of vienna nightclubs
  • video photo, saliva sample, questionarre
  • motivation to “hang around” rated their clothing as less “sexy” and more “modest”
  • motivation to “flirt” rated their clothing as more “sexy” and “bold”
  • wearers understand the social code (dress to impress)
  • hormone levels were related to self-description of clothing as “sexy” and “bold” and to actual clothing use (e.g. skin display, skirt length) among many participants
  • during most fertile phase of ovulatory cycle women wore most attractive clothing
  • judges rated their clothing during high fertility phase as more fashionable, nicer, showing more skin, etc.
  • study was replicated in 2008, but were also asked to draw an outfit that they’d want to wear to a social event
  • women sketched outfits that were sexier when they were nearest ovulation
103
Q

wearing red to attract

A
  • women expecting to converse with an attractive man choose to wear a red (vs. green) shirt than women expecting to converse with an unattractive man or avg. woman
  • women expecting to converse with an attractive man choose to wear a red (vs. blue) shirt than women expecting to converse with an attractive female
104
Q

Impression formation grammar school study

A
  • grammar school girls
  • judged photos: snobbish, fun loving, shy, gay, intelligent, anxious
  • had high agreement among them all-clear their judging clothing, judging individually
105
Q

Occupational attributes study

A

salesman dressed like:

  • three piece suit
  • dark navy 2 piece suit
  • medium gray two piece suit
  • sport coat and slacks
  • casual look (striped sweater, khakis)
  • european look (miami vice)
  • tourist (beige jacket, peach slacks, pink and paisley tie)
  • results: salesmen in dark suit seen as better salesman, more ambitious, and optimistic
  • salesmen in any of the traditional outfits (1st 4), were seen as rep. a company that was large, has good service, many products, and good credit
106
Q

Teacher attributes and clothing (1991) study

A
  • long sleeve casual shirt, jeans, tennis shoes
  • long sleeve crew neck sweater with white shirt, grey dress pants, plain shoes
  • long sleeve, rolled up, striped tie, dress pants, plain shoes
  • shirt with small print tie, navy sports coat, grey pants, dress shoes
107
Q

Teacher attributes and clothing study results

A
  • jeans: could discuss problems with, fun in classroom, given least respect, doesn’t know anything
  • sweater: neutral, little response
  • shirt and tie: looks like a teacher, knows subject matter, graded fairly, approachable
  • sport coat: knows subject, no sense of humor, doesn’t listen to opinions, too much homework, embarrass students, would prefer not to have him.
108
Q

Clothing and interactive phenomena (1955)

A
  • walk against traffic signal if other people do
  • dress: high status (suit)/low status (soiled and patched pants, denim shirt)
  • more pedestrians followed high status model against traffic signal (same guy both times)
109
Q

Tattoos and piercings: traits

A
  • weaker social bonds to parent, school, religion (in gen.)
  • victimized in past
  • negative self appraisal, low self esteem, depression, suicial thoughts
  • more involved in alcohol, marijuana, and delinquency
  • less conscientious
  • more extraverted
  • high sensation seeking
  • more accepting of sex without commitment
110
Q

What do tattoos mean to the wearer study

A
  • 18-38 year old women with tattoos
  • major themes: connection to the self, life events, relationships, spirituality
  • obtaining tattoos resulted in a change in how participants viewed themselves and caused some self and behavioral changes
111
Q

Impressions of women with tattoos (2007)

A
  • university students rated tattooed women as:
    a. ) less physically attractive
    b. ) more sexually promiscious
    c. ) heavier drinkers (confirmed in 2012 findings)
  • line drawing of model with 0-3 visible/subtle tattoos
112
Q

motivation for tattoos and body piercings (historically and recently) (5)

A
  • historically:
    a. ) symbol of some past event, love, friendship
    b. ) group membership (ex: marines)
    c. ) a marker of individuality (set yourself apart)
  • more recently:
    d. ) “human canvas” hypothesis: treating body like a canvas: decorate it
    e. ) “upping the anty” hypothesis: seeking new and unique displays of self, self fitness (ex: prison, face tattoo)
113
Q

Sex differences and para language

A

The easiest individual difference to identify from the voice

-fundamental frequency or pitch (larynx, vocal chords)

114
Q

Fundamental frequency

A

Pitch

115
Q

Detecting speaker differences in pre adolescents

A
  • 26 children, 4-14 read a standard passage
  • judges correctly guessed their sex 81% of the time
  • no anatomical basis YET, for the diff. In male and female voices
  • boys appear to PRONOUNCE formant vowels at lower frequency than girls
  • a learned behavior?
116
Q

Age and para language

A

Changes speaking rate and pause capacity (d2l graphs)

-for men, changes pitch

117
Q

Decoding speaker qualities study

A
  • Ss listened to speakers reading standard sentence
  • had to guess from 2 photos who the speaker was
  • guessed 76.5% correctly
  • then listened to voices and guess age, height, weight
  • people who had photos did no better than those in voice only condition
  • slower speech rate=perception of older age
118
Q

Slower speech rate=

A

Perceptions of older age

119
Q

Amount of talk, pos. correlated with perceptions of (4)

A

Leadership, control, power, status

120
Q

Better to have

A

Something to say than nothing

121
Q

Decoding pitch study (1979)

A
  • made tapes of males answering interview questions
  • varied pitch by +20% (high) or -20% (low)
  • high pitched males were judged as less truthful, less empathetic, more nervous than low pitched males
122
Q

Attractive voices study

A
  • student judges listened to 110, 30 sec segments of people reading a standard passage
  • voices rated on attractive unattractive scale
123
Q

Attractive voice study results, most attractive voices were (5):

A
  • loudness range
  • lack of monotone
  • resonance (smooth, strong)
  • lack of nasality (Fran dreschner)
  • good articulation
124
Q

Attractive voice=attractive face?

A
  • m judges aged 17-30 listened to f voices pronouncing vowel sounds and rated their attractiveness
  • then rated attractiveness of photos
  • those with attractive voices were also rated as having attractive faces
  • low BMI led to more attractive voices
  • higher pitch or f0 led to more attractive sound (sound younger?)
125
Q

Recognizing maternal voice

A

Born with ability to recognize and discriminate mothers voice

  • tape recordings of mothers voice played
  • subjects were 38.4 weeks along GA(average)
  • fetal heart rate monitored
  • tapes of mothers voice led to increased FHR
  • tapes of strangers voice led to decreased FHR(d2l chart)
126
Q

Filled pauses and recall study

A
  • subjects listen to a spoken passage with either filled pauses, nonlinguistic interruptions, or fluent speech
  • subjects recalled content of the story best when there were filled pauses
  • filled pauses may direct attention to the speech stream and this aids in recall
127
Q

Interactive aspects- accent and dialect

A
  • accommodation/imitation of dialect
  • only face to face situations
  • unconscious
128
Q

Interruptions-success depends upon

A
  • difference in loudness between speakers
  • how much loudness increases from normal level of dialogue
  • interruption leads to interruption
129
Q

Interactive speech rate study

A
  • 3-7 year olds at day care
  • grad students increase speech rate
  • children reciprocated
  • found that autistic teens would not match speech rate with parents
130
Q

Loudness and duration

A

Match with others

131
Q

Convergence and cooperation study with students at UCLA

A
  • triads of same sex strangers had 10 min convo
  • played prisoners’dilemma game
  • when speech rates converged from beginning to the end of the convo, they were more likely to cooperate in prisoners dilemma game
  • adj. speech rate may ease cognitive processing and itself be a form of cooperation.
132
Q

functions of paralanguage

A
  • regulating the flow of conversation (i.e. pitch and loudness)
  • emotional states
  • cognition (i.e. pauses)
  • speaker characteristics
  • information (i.e. content meaning)
  • impressions (power, leadership, status, ex: Darth Vader)
133
Q

qualities (in paralanguage)

A

-vary from speaker to speaker (eg articulation, resonance, thinness) ex: Keith Richards bad articulation

134
Q

vocalizations (in paralanguage)

A

-characteristics that are modified by all speakers (e.g. loudness, pitch, stress)

135
Q

temporal characteristics (in paralanguage)

A

-aspects of speech that are a function of time (e.g. speech rate, pause duration, response latency)

136
Q

3 types of pauses

A
  • phoentic pause: duration of 250ms
  • silent pause: duration>250 ms
  • filled pause: duration >250ms but has no sound to it (e.g umm ahh, etc)
137
Q

personality and paralanguage (4 types)

A
  • extraversion- answer back fast, fewer silent pauses, gen. more fluent speech, faster, louder)
  • introversion- slower in speech, many pauses and repitition and stuttering (speech errors), quiet, withdrawn
  • dominance- overlap with extraversion, loud and fast, fluent, not many errors
  • “type A” behavior- urgent, impatient, faster speech rate, louder volume, need environment to bring it out of them
138
Q

studying emotional qualities of the voice (content free)

A

-read a standard passage
-random splicing
-electronic content filtering
-synthesize voices
(read more in notes)

139
Q

anxiety and vocal behavior

A
  • increase in speech disturbance ratio (unfilled pauses, hesitancies, repititions, false starts, less fluent)
  • more speech disturbance, repetition, sentence incomplete, omission, tongue slips, stutters, “ah”s, less fluent speech
  • more speech latency (ex: “cops”
  • more speech rate, higher speech rate
  • negative affect of arousal on performance (yerkes-dodson), too high and too low anxiety are both bad
140
Q

cognitive state and vocal behavior

A
  • speech production is cognitively arousing
  • decision making leads to more speech hesitations
  • hesitations cluster at the beginning of clauses
  • Reynold and Pavio described abstract nouns (i.e. freedom) led to longer response latency, more silent pauses, and filled pauses than describing concrete nouns (i.e. dog, tree)-less cognitively demanding, less pauses
  • ambiguous interviewer probes (tell me about your family) leads to more filled and silent pauses than specific interviewer probes what kind of work do you do
  • alcohol increases silent pauses and hesitations-before indication of intoxication in blood level
141
Q

90% of utterances are…

A

10 words or less

142
Q

33% of utterances are

A

3 words or less

Nonverbal communication-Midterm 1 (8 decks)

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