Core Nonverbal Comm Concepts

8/3/2019 Core Nonverbal Comm Concepts

1/28

A. Core Nonverbal Communication Concepts

1. What is nonverbal communication (NVC)?

Communicating without the use of words

NVC is not a language

2. How does NVC differ from verbal communication?

Some basic properties of language:

a. Propositionality Language contains propositions that can beproven false.

b. Discreteness Words have discrete, agreed-upon meanings(e.g., dictionary definitions).

c. Displacement Language can refer to things removed in timeand space.

d. Structure Language must adhere to grammatical rules.

Some basic properties of NVC:

a. Universality Some forms of NVC are common everywhere.

b. Simultaneity NV messages can occur at the same time.

c. Spontaneity NVC can occur mindlessly and automatically.

d. Iconicity NV signs may resemble their referents.

Nonverbal Communication Training Brinkert & Remland March 18, 2006 p. 1

An additional key distinction between verbal andnonverbal communication is that NVC largely

deals with a prehistoric signaling system oranimal communication in humans.


2/28

3. What are the primary (universal) functions of NVC?

The Identification Function

Signaling individuality, gender, age, ethnicity,personality, group membership

Communicated primarily through physicalappearance

The Relationship Function

Signaling the two dimensions of relationships:intimacy and control

Communicated primarily through gaze, touch, and

proximity (i.e., contact codes)

The Emotion Function

Signaling basic emotional states and expressingsocial intentions

Communicated primarily through facialexpressions and also vocal expressions.

The Delivery Function

Conveying verbal messages primarily throughvoice and gestures

Nonverbal channels can support, modify, andreplace spoken messages



3/28

B. Some Basic Nonverbal Communication Activities

Gesture and Movement as Iconic Communication Activity INSTRUCTOROVERVIEW

Objective To demonstrate how gesture and body movements, throughpantomime, function as an iconic form of communication (i.e.,signs resemble referents).

Materials Iconic instructions handout and envelope (see below).

Preparation Cut out individual iconic instructions.

Procedure Cut out the messages below and place them in an envelope.For multiple groups create multiple sets. Instruct participants toselect 2 or 3 messages from the envelope, choose one and act

it out for the group. If they are unsuccessful after a fewattempts, they put the message back in the envelope and passit on to the next participant. If they are successful, they keepthat message out of the envelope. Participants can take turnsuntil all the messages have been successfully delivered.

Discussion Invite participants to share which messages were easy anddifficult to encode and decode.

Source andCopyright

Remland, M. (2000). Gesture and Movement as IconicCommunication Activity. Unpublished manuscript, West

Chester University.



4/28

Gesture and Movement as Iconic Communication Activity CUT OUT FOR PARTICIPANT ENVELOPES

------------------------------------------------------------------------------------------------------------

Do you know what time is it?

------------------------------------------------------------------------------------------------------------

Can you tell me where I can get a room for the night?

------------------------------------------------------------------------------------------------------------

Can you give me a ride into town? Im willing to pay you.

------------------------------------------------------------------------------------------------------------

Is there a restroom around here?

------------------------------------------------------------------------------------------------------------

Id like to get something to eat. Where is the closest restaurant?

------------------------------------------------------------------------------------------------------------

Where can I get a drink of water?

------------------------------------------------------------------------------------------------------------

Is there a drug store around here?

------------------------------------------------------------------------------------------------------------

How do I get to the train station from here?

------------------------------------------------------------------------------------------------------------

Do you know where the bank is?

------------------------------------------------------------------------------------------------------------

I need to make a phone call. Is there a phone around here?

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



5/28

Can you tell me how to get to the hospital?

------------------------------------------------------------------------------------------------------------

How much money does this cost?

------------------------------------------------------------------------------------------------------------

Im looking for the police station. Do you know where it is?

------------------------------------------------------------------------------------------------------------

I need to get some cash. Is there an ATM machine close by?

------------------------------------------------------------------------------------------------------------

Where is the church?

------------------------------------------------------------------------------------------------------------

Can you help me put this box into my car?

------------------------------------------------------------------------------------------------------------

Where is the nearest grocery store?

------------------------------------------------------------------------------------------------------------

Im looking for a map of this town. Do you know where I can get one?

------------------------------------------------------------------------------------------------------------

Can you tell me where the post office is?

------------------------------------------------------------------------------------------------------------

Im not sure where I am. Can you tell me the name of this town?

------------------------------------------------------------------------------------------------------------

Where can I go to find someone who speaks English?

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------



6/28

How do I get to the beach from here?

------------------------------------------------------------------------------------------------------------

My car is almost out of gas. Is there a gas station around here?

------------------------------------------------------------------------------------------------------------

Where can I go to exchange American dollars?

------------------------------------------------------------------------------------------------------------

How far is it to the zoo?

------------------------------------------------------------------------------------------------------------

Have you seen a small dog out here?

------------------------------------------------------------------------------------------------------------

Where can I get some film for my camera?

------------------------------------------------------------------------------------------------------------

Is there a bookstore around here?

------------------------------------------------------------------------------------------------------------

Do you sell alcoholic beverages?

------------------------------------------------------------------------------------------------------------

Is there a place here where I can rent a bicycle?

------------------------------------------------------------------------------------------------------------

Is there a movie theatre in town?

------------------------------------------------------------------------------------------------------------



7/28

The Nonverbal Communication Card Game: Facial Expression Version INSTRUCTOR OVERVIEW

Objective To obtain experience encoding and decoding various facial

expressions.

Materials Deck of cards and handout

Preparation Aside from the handout below, youll need to prepare a deck ofcards 40 cards numbered on one side from 1-40.

Procedure The instructions for this card game are similar to those used inthe gesture and voice versions of the game, but not the same(see instructions for students below). First, divide the class intosmall groups: with 5-person groups, each person gets 8 cards;

with 6-person groups, each person gets 6 cards (discard the 4extra cards); with 7-person groups, each person gets 5 cards(discard 5 extras); and so on. After the cards are dealt,distribute the handout below to each student. Go over theinstructions.

Discussion After the allotted time (or when most groups are done), ask forreactions to the game: Was it more or less difficult than theythought it would be? Were some facial expressions moredifficult to do or interpret than others? Were blends moredifficult than single expressions? Was there agreement onfacial gestures such as Im bored, Im thinking, or Imskeptical? Did the women do a better job than the men(theres a lot of research on a gender difference in bothencoding and decoding skill).

Source andCopyright

Remland, M., and Neal, K. (2004). Teaching nonverbalcommunication. Boston: Houghton Mifflin.



8/28

The Nonverbal Communication Card Game: Facial Expression VersionPARTICIPANT HANDOUT

Directions In this card game, your two goals are to (1) get rid of all the cards in yourhand and (2) decode as many facial expressions as you can. Eachperson in your group will take a turn using a single facial expression tosend one of the messages on the cards you have in your hand. Aftereach person in your group makes a face to send one of the messages,record what you think the message is (code number) on the scoringsheet to the right. If the facial expression is successfully decoded bymore than half the group, the sender can discard only that card. If not,the sender must keep the card.After each individual turn, everyone will

pass a card to the person on their immediate left. The game ends assoon as someone gets rid of all their cards. The first person to get rid ofall their cards is the best sender; the person with the highest score is thebest receiver.

Message Code Number Decoding Score

I'm angryI'm sadI'm happyI'm surprisedI'm disgustedIm afraidIm ashamedI'm interestedI'm skepticalI'm confusedI'm boredI'm thinking

I'm superiorI'm happy and surprisedI'm surprised and afraidI'm angry and disgustedI'm sad and disgustedI'm surprised and angryI'm angry and happyNEUTRAL

123456789101112

1314151617181920

1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. _____9. _____10. _____11. _____12. _____

13. _____14. _____15. _____16. _____17. _____18. _____19. _____20. _____21. _____22. _____23. _____24. _____

25. _____26. _____



9/28

The Nonverbal Communication Card Game: Voice Version INSTRUCTOROVERVIEW

Objective To obtain experience encoding and decoding various vocal

messages.

Materials Deck of cards and handout (see above).

Preparation Aside from the handout below, youll need to prepare a deck ofcards24 cards numbered on one side from 1-24.

Procedure The instructions for this card game are similar to those used inthe facial expression and gesture versions of the game, but notthe same (see instructions for students below). First, divide theclass into small groups: with 4-person groups, each person

gets 6 cards; with 5-person groups, each person gets 4 cards(discard the 4 extra cards); with 6-person groups, each persongets 4 cards; and so on. After the cards are dealt, distribute thehandout below to each student. Go over the instructions.

Discussion After the allotted time (or when most groups are done), ask forreactions to the game. Was it more or less difficult than theythought it would be? Was encoding more or less difficult thandecoding? Were some messages more or less difficult to sendor interpret than other messages? How did they alter theirvoices to communicate some of the messages (e.g., childish,snobbish, unintelligent, etc.)?

Source andCopyright




10/28

The Nonverbal Communication Card Game: Voice VersionPARTICIPANT HANDOUT

Directions In this card game, as a sender, your goal is to get rid of all the cards inyour hand by successfully communicatingwith your voice alone(listeners should close their eyes)each of the messages contained onyour cards (code numbers). Youll do this by counting from one to ten,altering your voice to convey the message corresponding to your card.When it is your turn, choose one card in your hand, count to ten in theappropriate voice, wait for all group members to record their answer, andtell them the correct answer. You are successful when at least half thepersons in your group correctly guess the message you are trying toconvey (encoding). If you are successful, discard the card youperformed. After each individual turn, everyone passes one card to theperson on your left (a card you dont want to perform). When you are adecoder (guesser) keep track of how many messages you got right onthe answer sheet provided on the right.

Code (Decoding) Message (Encoding) Answer Sheet1234567891011

121314151617181920212223

24

AngryIn painSecretiveOldAggressiveDepressedAfraid/NervousSouthern AccentCold (freezing)In a hurryHappy

ChildishNew York AccentConceited (snobbish)Weak/TimidWinded (exhausted)Sexy/SeductiveIll/SickForeign AccentDisgustedExcitedUnintelligentGiving a Speech (performing)

None of the above (neutral)

1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. _____9. _____10. _____11. _____

12. _____13. _____14. _____15. _____16. _____17. _____18. _____19. _____20. _____21. _____22. _____23. _____

24. _____25. _____26. _____27. _____28. _____29. _____30. _____



11/28

The Nonverbal Communication Card Game: Gesture Version INSTRUCTOR OVERVIEW

Objective To obtain experience encoding and decoding variousemblematic gestures.

Materials Deck of cards and handout (see above).

Preparation Aside from the handout below, youll need to prepare a deck ofcards37 cards numbered on one side from 1-37.

Procedure The instructions for this card game are similar to those used inthe facial expression and voice versions of the game, but notthe same (see instructions for students below). First, divide theclass into small groups: with 5-person groups, each persongets 7 cards (discard the two extras); with 6-person groups,

each person gets 6 cards (discard the 1 extra card); with 7-person groups, each person gets 5 cards (discard two extras),and so on. After the cards are dealt, distribute the handoutbelow to each student. Go over the instructions.

Discussion After the allotted time (or when most groups are done), ask forreactions to the game. Was it more or less difficult than theythought it would be? What gestures did they use for some ofthe messages? Were there any instances of multisignalgestures, where one gesture had different meanings? Couldsome of the messages be communicated with differentgestures (multigesture signals)? Emphasize the iconic natureof most emblematic gestures (i.e., in some way the gesturesresemble the action being communicated).

Source andCopyright

Remland, M. (1990). The nonverbal communication cardgame. Unpublished manuscript, West Chester University.



12/28

The Nonverbal Communication Card Game: Gesture VersionPARTICIPANT HANDOUT (2 pp.)

Directions In this card game, your two goals are to (1) get rid of all the cards in yourhand and (2) decode as many gestures as you can. Each person in yourgroup will take a turn using a single gesture to send one of themessages on the cards you have in your hand. After each person in yourgroup uses a gesture to send one of the messages, record what youthink the message is (code number) on the scoring sheet to the right. Ifthe gesture is successfully decoded by more than half the group, thesender can discard only that card. If not, the sender must keep the card.

After each individual turn, everyone will pass a card to the person ontheir immediate left. The game ends as soon as someone gets rid of alltheir cards. The first person to get rid of all their cards is the best sender;the person with the highest score is the best receiver.

Code (Decoding) Message (Encoding) Answer Sheet

123456789101112

131415161718192021222324

252627282930313233

Good luckI'm warning youIt's coldHurry upI can't hear youI think I'm going to be sickOKThat sucksYou're kidding meI've had it (I'm fed up)He/she's great lookingNice job (well done)

Back offI doubt itShame on youThat was deliciousI feel so sorry for him (sarcastically)That was a close callGet out of hereDo you have any money?Shut upFollow meCome hereWe won!

I don't knowI've got a headacheDo you want to say something?No way!I'm stuffed (I ate too much)StopWhat time is it?Stay hereI'm really smart

1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. _____9. _____10. _____11. _____12. _____

13. _____14. _____15. _____16. _____17. _____18. _____19. _____20. _____21. _____22. _____23. _____24. _____

25. _____26. _____27. _____28. _____29. _____30. _____31. _____32. _____33. _____



13/28

34353637

How could I be so dumbThe hell with youShe's crazyCalm down

34. _____35. _____36. _____37. _____



14/28

1. Spatial Invasion (SI) Activity INSTRUCTOR OVERVIEW

Objective To illustrate how people react when their personal space isinvaded.

MaterialsNone.

Preparation Copy and cut out the appropriate number of participantinstruction sheets.

Procedure Divide the class into triads. Distribute a Person 1, Person 2 andPerson 3 card to each group. Indicate that the students withthe Person 2 card will be the observers in each group. Tell theother students to follow the instructions given to them on thecard, but not to reveal this information to anyone else. Give thestudents about 5 minutes for the conversations.

Discussion By the conclusion of the conversation, Person #3 shouldrealize that they were deliberately misled by the instructionslisted on their card for this activity. The real objective was toobserve how Person #3 reacts to a violation of personal space.Questions posed to the class could include: (l) how far back didthe person move and why? (2) whether person #3 was awarethat they were moving away from Person #1, (3) whatavoidance signals were used by Person #3 related to gaze,body orientation, and other defensive behaviors, such as armfolding and other forms of self-touch (adaptors).

Source andCopyright




15/28

The SI ActivityINDIVIDUALIZED PARTICIPANT INSTRUCTIONS(Note: Cut out and distribute only one of these

instruction segments to each small group member.)

Person #1 Your goal is to carry on a conversation with Person #3 abouta controversial issue. It could be about a policy recentlyadopted on campus, a controversial issue at the state level,or some issue at the national level (i.e. drinking age,presidential candidates, legalized gambling, etc.) Veryslowly (so that you will not be noticed) begin to movein on Person #3 during the discussion. Move closer onlywhen it appears natural. Try to see how close you can get toPerson #3 before he or she realizes what you are doing.Your ultimate goal is to get your conversation partner to move

their chair back.

Person #2 You are the observer. You should position yourself so thatyou can read nonverbal signals, but far enough away so youare not part of the conversation.You should be careful toobserve the approach signals of conversational distanceand eye contact used by Person #1 and their effect onPerson #3 as well as the types of avoidance signalsused.

Person #3 You are going to be involved in a conversation with Person#1. The goal of the conversation is to select a controversialtopic related to campus, state or national issues (i.e. drinkingage, presidential candidates, legalized gambling, etc.) anddiscuss it. Try to choose a topic about which Person #1 hasstrong opinions. Slowly make it clear that your position isopposed to his. While you are disagreeing, observe his orher eye contact and facial expressions. Pay closeattention nonverbal signs of frustration ordefensiveness.



16/28

2. Role Play for Nonverbal Involvement ActivityINSTRUCTOR OVERVIEW

Objective To illustrate how people nonverbally communicate low andhigh involvement.

Materials None.

Preparation Copy the required number of observer recording sheets.

Procedure Introduce the scene to all participants. Share observerinstructions with the observers only. Privately instruct the twovolunteer role players in version 1 and then act out version 1.Privately instruct the two role players in version 2 and then actout version 2.

Discussion Debrief by focusing on the meaning of specific low and highinvolvement behaviors as well as the significance of context.

Source andCopyright

Remland, M. (2006)



17/28

Role Play Instructions for Nonverbal Involvement ActivityROLE PLAYER VERSION

The Scene Person A is shopping at the mall and stops to look at the

display in a clothing store. She hears someone calling hername and turns around to see someone she knows (PersonB). The two persons begin a conversation.

Version 1:LowInvolvement

Person B really likes Person A, but the feeling is definitely notmutual. Person A doesnt want to talk to Person B, but at thesame time, doesnt want to be rude. She hopes theconversation doesnt take much time, so she can get on withher shopping.

Version 2:HighInvolvement

Person B really likes Person A, and the feeling is definitelymutual. Person A is excited to see Person B and would like toget to know her better. She is happy about this opportunity totalk and spend time with her.



18/28

Role Play Instructions for Nonverbal Involvement ActivityOBSERVER VERSION

The Scene Person A is shopping at the mall and stops to look at the

display in a clothing store. She hears someone calling hername and turns around to see someone she knows (PersonB). The two persons begin a conversation.

Observers As you watch these two role plays, try to identify how thenonverbal communication of Person A, in the second roleplay, differs from her nonverbal communication in the firstrole play. Use the checklist to note what you observe.



19/28

Observer Checklist for Nonverbal Involvement Activity

INSTRUCTIONS:

Use this checklist to note differences in the nonverbal involvement behaviors youobserve in these conversations. Compare the first conversation (unfriendly) with the

second (friendly) and mark only the behaviors that are different: whether the friendlyconversation has more (>), or less (


20/28

3. Role Play for Nonverbal Power ActivityINSTRUCTOR OVERVIEW

Objective To illustrate how people nonverbally communicate power andalso to recognize the connection between attributions and

behavior.

Materials None.

Preparation Copy the required number of observer recording sheets.

Procedure Briefly introduce the scene to all participants. Share observerinstructions with the observers only. Privately and separatelyinstruct the two volunteer role players for role plays version 1and version 2.

Discussion Debrief by focusing on the nonverbal communication of poweras well as the significance of positive and negative attributions.

Source andCopyright

Remland, M. (2006)



21/28

Role Play Instructions for Nonverbal Cafeteria Role Play ActivityROLE PLAYER #1 Tiffany

Instructions Role Plays #1 and #2

Youre standing in line in the cafeteria. You notice Nicole (Girl 2) in line behindyou. You cant stand her. Shes real stuck up and thinks shes better thaneveryone else. Youve heard from a couple of people that shes been badmouthing you around school, calling you low class and stupid.

Now you see her staring at you while shes talking and giggling with one of herfriends. When you turn around, facing away from her, she shoves you for noreason. Then you see her smiling as you get upset.

Now you turn around and confront her. This has been building up for too long.

Youve had enough and you want her to know it! You start telling her what youthink.



22/28

Role Play Instructions for Nonverbal Cafeteria Role Play ActivityROLE PLAYER #2 Nicole

Instructions for Role Plays #1 and #2

Youre standing in line in the cafeteria. You notice Tiffany is in front of you. Youthink shes a jerk with a bad temper who likes to get in trouble.

Youre talking to a good friend of yours, laughing and having a good time. All of asudden you lose your balance and fall into Tiffany. Your friend calls you a klutzand you grin sheepishly.

But Tiffany seems to be losing it and starts yelling at you.

Additional Instructions for Role Play #1: Hostile Attribution

Who does she think she is yelling at you, trying to put you down, bullying you infront of everyone? Youre not about to be intimidated by this loud mouthed jerk,especially when you didnt do anything wrong. You want her to know that you cangive as good as you get!

Additional Instructions for Role Play #1: Non-Hostile Attribution

Youre sorry for bumping into her. It was your fault. You can understand why shemight be angry, especially because youve heard that she thinks youve been badmouthing her, even though you havent been. She might be a jerk, but you dont

want this incident to get out of hand.



23/28

Power Role Play

PARTICIPANT OBSERVER HANDOUT

Directions You will be observing two role plays. As you watch the role

plays, put a check beside the behaviors that you observe in roleplayer #2. IMPORTANT: Only record behaviors for role player#2.

Threatening Behaviors Non-Threatening Behaviors

oStaring and glaring

o Invading personal space

oTouching

oPointing

oRaising voice

oSmirking

oLaughing

oTurning away

oPuffing up

oMocking

oPatronizing

oInterrupting

oShaking head

oRolling eyes

oOther: _________________

oSmiling

oBowed head

oGaze avoidance

oConstricted body positions

oSoft tone of voice

oKeeping distance

oOther: _________________

oOther: _________________



24/28

oOther: _________________



25/28

Power Role Play

PARTICIPANT OBSERVER HANDOUT

Directions You will be observing two role plays. As you watch the role

plays, put a check beside the behaviors that you observe in roleplayer #2. IMPORTANT: Only record behaviors for role player#2.

Threatening Behaviors Non-Threatening Behaviors

oStaring and glaring

o Invading personal space

oTouching

oPointing

oRaising voice

oSmirking

oLaughing

oTurning away

oPuffing up

oMocking

oPatronizing

oInterrupting

oShaking head

oRolling eyes

oOther: _________________

oSmiling

oBowed head

oGaze avoidance

oConstricted body positions

oSoft tone of voice

oKeeping distance

oOther: _________________

oOther: _________________



26/28

oOther: _________________



27/28

C. Developing and Assessing Nonverbal skills

1. Simple and Complex Nonverbal Communication Skills

Simple sending and receiving skills show up early in a childs

development

Complex sending and receiving skills develop slowly as a childmatures, involve multiple channels of communication, and requirecritical thinking abilities.

Sending Skills Receiving Skills

Simple Spontaneous expression of emotions

(joy, anger, fear, surprise,disgust, sadness) andattitudes (like-dislike;dominant-submissive)

Deliberatetransmission of single-channel messages (e.g.,social smile, show of anger,emblematic gesture,affectionate hug, etc.)

Attunement automatically picking up

spontaneously expressedemotions and attitudes

Accuratelydeciphering single-channelnonverbal messages (e.g.,reading a smile, decoding agesture, interpreting a hug,etc.)

Complex Adapting tothe situation understanding and applyingof rules about what isappropriate in a givensituation

Coordinating multiple channels ofcommunication in order toachieve the desired result

(e.g., effective speaking)

Contextualizing taking the situation intoaccount when interpretingothers actions

Integratingmultiple channels ofcommunication in order tocomprehend and/orevaluate messages



28/28

2. Assessment of Nonverbal Communication Skills

Select research findings on the importance of NVC skillso Expressing and reading emotions related

o Women more skilled than men

o Most skills improve with ageo Personality affects skill

o Skills affect relationship success

o Family environment affects skill

Standardized assessments of simple and complex NVC skills:

o The DANVA-2: Diagnostic Analysis of Nonverbal Accuracy

o The IPT: The Interpersonal Perception Task

Dyssemia: a nonverbal communication skills deficit

Documents

Core Nonverbal Comm Concepts