COMM 415: EXAM 1
65 Cards in this Set
| Front | Back |
|---|---|
|
Given behaviors
|
on purpose and intentional under control of the actor
|
|
Given off behaviors
|
not on purpose and intentional not under control of the sender
|
|
Intention (encoding):
|
what are people's intentions when they emit this behavior
|
|
Perception / interpretation (decoding):
|
how do the revivers of this behavior interpret it.
|
|
Shared encoding and decoding what are some of the important aspects that affect the usage of nonverbal behaviors (e.g.,external conditions, awareness, external feedback)
|
are there behaviors whose meaning receivers constantly agree on (Usage, Origins, Coding)
|
|
Idiosyncratic behaviors :
|
Usage and meaning is peculiar to the individual decoding the message .
|
|
Informative behaviors :
|
shared encoding and decoding
|
|
Communicative behaviors:
|
enacted with clear, conscious intention to convey and message
|
|
Origin and sources of behavior
|
1. Innate neurological mechanisms (DNA)
2. Species constant experiences
3. Learning and socialization (environment motivates action)
|
|
Arbitrary
|
No intrinsic meaning in behavior; meaning happens by convention
|
|
Iconic (metaphoric):
|
Preserve some aspects of the referent (what the word or symbol denotes), do not need verbal to be understood.
|
|
Intrinsic:
|
the act is or a case of the thing that it is signifying.
|
|
five categories of nonverbal behavior (from Ekman & Friesen)
|
Emblems- nonverbal behavior that work like words
Illustrators- illustrate behavior
Adaptors- used to manage our emotions (arousal)
Regulators - traffic laws of human communication
Emotional display- how we convey emotions
|
|
Emblems
|
nonverbal behavior that work like words
Illustrators- illustrate behavior
|
|
Illustrators
|
illustrate behavior
|
|
Adaptors
|
used to manage our emotions (arousal)
|
|
Regulators
|
traffic laws of human communication
|
|
Emotional Display
|
how we convey emotions
|
|
Relationship between verbal and nonverbal
(Words and Gestures )
|
Substitution,Complement- (Coloring a page pink with a highlighter) .Accent - (covering a key word or phrase with a highlighter )
Regulate- (traffic laws of human communication are nonverbal.)
|
|
how do Words and Gestures Complement each other
|
Coloring a page pink with a highlighter
|
|
how do Words and Gestures Accent each other
|
covering a key word or phrase with a highlighter
|
|
how do Words and Gestures regulate each other
|
traffic laws of human communication are nonverbal.
|
|
Factors that renewed interest in the study of gesture
|
Speculation about the origins of language Hewes for gestural origin of language
The discovery that chimpanzees can be taught at least some aspects of sign language
The linguistic study of sign language
People who cant speak can still effectively communicate using sign language
|
|
Gestural vs. symbolic representation in communication among great apes.
|
Functional and formal similarity of gestures between chimpanzee, bonobo and child
Apes' symbols were lexigrams
Children's symbols were words
Apes always used more gestures then symbols
As children age, they use more symbols than gestures Chimps show a preferences for gesturing With r…
|
|
Gesture:
|
a movement of the body, or any part of the body that is considered to be a expression of thought and feeling.
|
|
Practical Action:
|
Completes a goal with put thoughts or feelings (ex. drinking water)
|
|
what are they types of gestures ?
|
Emblems: substitutes for speech (thumps up, waving, stop sign) people have the same level of understanding emblems with in the same culture
Illustrators: Give a visual meaning to the person you are communicating with.
Regulators; a group of nonverbal messages used to guide the conversat…
|
|
Emblems:
|
substitutes for speech (thumps up, waving, stop sign) people have the same level of understanding emblems with in the same culture
|
|
Illustrators:
|
Give a visual meaning to the person you are communicating with.
|
|
Regulators
|
a group of nonverbal messages used to guide the conversation's flow
|
|
Adaptors:
|
Behaviors that are made to mange human arousal
|
|
Body focused gestures
|
discomfort
|
|
Object focused gestures (e.g., illustrators)
|
expressivity and outgoingness
|
|
In what ways do chimpanzees use gesture?
|
Chimpanzees show a preference for gesturing with right hand especially when vocalizing
Chimpanzees intentionally alter their use of gestures to match the attentional focus of their human partners
|
|
Development of gesture in children (e.g., as it relates to language, and parents' gesturing)
|
Children's capacity to gesture expands in conjunction with their capacity for language use.
Gesture comes first to kids, before they can speak
|
|
When do children start to accurately decode gestures?
|
Between 12-18 months, children show intensive development of gesture decoding skills, particularly response to pointing
|
|
Neurological issues in gesture (e.g., brain damage and gesture; brain processing of speech and gesture)
|
Brain processing of speech and gesture
People watched video clips showing an actor perform speech or gestures in more or less meaningful varieties
Aphasia and gesture
Broca's aphasia: severe impairment of speech output
Also interrupts orchestration of gesture
Wernicke's aphasia: se…
|
|
why do gestures aid communication? when does gesture help listeners' comprehension the most? (e.g., depicting motor actions)
|
They contribute to the redundancy of the uttered message
They enable listener comprehension and speech production of the sender
Gestures aid listeners'Effects strongest when
Gestures depicted motor actions vs abstract concepts
Are not completely redundant with speech
The listeners a…
|
|
Reasons for why people use gesture (e.g., when speech can't be received, etc.)
|
When communication is difficult or impossible
Ex: when airplane lands and the people are using gestures to guide the plane to the gate
To substitute for speech when speech might be regarded as too explicit or delicate
When the spoken utterance, taken by itself, is incomplete
To add …
|
|
relationship between speech and gesture
|
Body movements tend to bunch up at the beginning of phonetic clauses
There are fewer body movements during fluent phonetic clauses
There are more body movements during dysfluent clauses
Body movements occur at the beginning of clauses
Gestures that occur at the beginning of clauses of…
|
|
under what conditions do we use illustrators?
|
We use illustrators face to face (increase)
Complicated (increase)
Familiar (decrease)
Gesture aids performance
|
|
relationship between gesture and recall of material
|
Gestures and recall
6-7 year old children
Pirate game
Interviewed ~2 weeks later
Some allowed to gesture, some instructed to gesture (use hands and body), some could not gesture (memory apron)
Children instructed to gesture provided more correction info than other 2 conditions
No ge…
|
|
Grounding thoughts in action
|
Tower of hanoi task
Describe how they solved the problem
Researchers switched smallest disk so that it was too heavy to lift with one hand
Task performed again
The more the switch groups gestures depicted moving the smallest disk one handed, the worse they performed
Interrupted t…
|
|
gesture and word retrieval:
|
while viewing them subjects make gestures that are congruent with the image.
|
|
decoding of illustrators, emblems, and adaptors
|
A. Emblems
Very well shared; agreement between encoders and decoders
Within different cultures
B. Illustrators
Degree to which there is a shared meaning is unclear (the more iconic they are the easier they are to understand)
Adaptors
The most difficult to decode; interpretation…
|
|
postural congruence:
|
The act of mirroring someone else's gestures
|
|
synchrony
|
Degree to which there is a shared meaning is unclear (the more iconic they are the easier they are to understand)
|
|
Mirror neurons:
|
Brain cells that respond equally when performing vs. observing same action • Neurons is brains of monkeys who grabbed object vs. observed another grabbing same object
Human documentation
Experience of disgust vs. observation of disgust
Touch on upper leg vs. observation of touch of u…
|
|
the qualities of a true language (e.g., simplify original material, etc.)
|
The nature of language
Simplify the original material
Organize so that the relationship among the elements is clear
Syntax
Restructure the whole for easy transmission
|
|
qualities of gaze
|
salient, arousing, involving
|
|
functions of gaze (e.g., regulate information input)
|
regulation of information input (can be polar opposite meanings)
• Attraction (couple)
• Dominance (ex boxers)
|
|
Primary function of gaze
|
to regulate information input. Attraction and Dominance.
|
|
gaze aversion (sex):
|
females gaze more then men even infants
|
|
gaze aversion (age):
|
Young and old people gaze more the middle aged people ,Youngsters and elderly use gaze to make up for other sensory uses.
|
|
Extroversion
|
very outgoing
|
|
introversion
|
very drawn within self; not very talkative
|
|
Gaze while speaking vs. while listening why do people look away while concentrating? does this help?
|
% of looking is usually greater then % of listening
• Norm of attention
• In most societies, when someone is talking to you, we like to show that we are listening to them as they are talking, hence why we look at them
• When we are about to start conversation, we tend to look away beca…
|
|
Self monitoring :
|
consciously change behavior to fit as best as possible to their surroundings adjusting social behavior
Low self-monitors are not as concerned with monitoring behaviors High self-monitors use the most eye contact
|
|
gaze in nonhuman primates vs. infants (looking at gazing faces) vs. children (e.g., autistic children)
|
role of gaze in initiating and avoiding interaction
eye contact and the priming of the brain to process language
|
|
• what are the different components of clothing? (examples of each)
|
Garments: dress, costume, apparel, headwear, footwear, underwear
Ornaments (artifacts): badges, tattoos, masks, jewelry, beads, gems, chains, straps, buttons, metal bands, buckles, ribbons, lace, furs
Cosmetics: paints, powders, oils, perfumes
|
|
what functions do clothing serve?
|
Protection: both physical and psychological
Sexual attraction and availability
Self assertion
Self denial
Concealment
Group Identification
Status or role
|
|
• What is the relationship between emblems and some clothing artifacts?
|
Artifacts= function as language!
|
|
Effect of certain types of clothing on encoders (e.g., black uniforms and sports teams; business attire)
|
Clothing style and self description
Police line up study
Suspect described as well dressed or casually dressed
Self description inventory
Well dressed participants: neat, cultivated, accurate, restrained, strategic
Casual dressed: easy going, clumsy, tolerant, emotional, nonchalant…
|
|
Does formal clothing enhance cognitive processing?
|
Survey of business professionals
Felt most competent and authoritative when wearing formal business or business casual
More trustworthy and productive when wearing business casual
Least friendly and creative when wearing formal business attire
When university students wore more formal…
|
|
how is group membership and status communicated through clothing?
|
Status
Conspicuous consumption -> 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
Social motivations
|
COMM 415: Quiz 2