Nonverbal Communication class

Saturday, August 7, 2010

nonverbal ...

Nonverbal feedback

Susan Epps
Kinesics
open body communication.
Leaning slightly forward rather than backward w arms crossed is usually more inviting

Paralinguistics
Silence can be used strategically & respectfully to enable families to share their own priorities and concerns

Proxemics
Having a desk between the family and provider may serve as a barrier to communication

Sara Barnhart
Nonverbal actions can provide a very good way to reemphasize something that was said. Exs,
Someone says “He ran toward Main Street” & pts in that direction
Someone says “I don’t want to do that again!” & slams a hand on the table when saying the word don’t

If ur verbal and nonverbal signals are incongruent people will probably believe ur nonverbal signals

works cited 3

Shell, Marc, ed. American Babel: Literatures of the United States from Abnaki to Zuni. Cambridge: Harvard UP, 2002. Print.

Double check that I have differentiated between authors and editors

Apgar, Kathryn, John Eaton and Donald P. Riley. Parent-child communication. New York: Family Service Association of America, 1977.
It will not be used in the presentation because it doesn’t provide information about the type of nonverbal communication that would be useful in our presentation. It talks about effective listening and problem solving skills. It addresses communication in the verbal and stuff you do inside your head communication areas. It provides good examples of making handouts and outlines for a presentation though.
This source was found by Stephanie Mott.

Barnhart, Sara A. Introduction to interpersonal communication. New York: Thomas Y. Crowell Company, 1976.
It will be used in the presentation because it has various tidbits of nonverbal interpersonal communication interspersed throughout the book that is not too hard to find because of the good index. It has a short chapter about nonverbal communication but most of the chapter is spent describing the terms associated with nonverbal interpersonal communication and with pictures that don’t enhance the ability of the reader to interpret nonverbal communication in real life. It has a good index.
This source was found by Stephanie Mott.

Bolstad, Richard and Margot Hamblett. Transforming Communication: Leading-edge professional and personal skills. New Zealand: Longman, 1997.
It will not be used in the presentation because it doesn’t provide information about the type of nonverbal communication that would be useful in our presentation. Formerly published as Communication Caring. Has one page about the nonverbal actions of listening that the increase the chances of a successful communication. Has one and a half pages with very general useful information about mirroring and rapport but I don’t think I could use it in our presentation because these skills are not very useful when disciplining someone or try to get someone to not do an action through having a discussion about it. He recommends another book Unlimited Power for more information about this subject. It has an index and further reading page. It has very good information about verbal ways to improve your communication skills with many types of people. They talk about how makes it harder to have positive communication but doesn’t discuss the nonverbal actions associated with this communication.
This source was found by Stephanie Mott.

Chinn, Philip C., Robert H. Walters, and Joyce Winn. Two-way talking with parents of special children: a process of positive communication. Missouri: C.V. Mosby Company, 1978.
This is going to be used in the presentation because it has four pages about nonverbal communication that can be used when communicating with anyone about serious topics that two different people may have very different views on. The principles in this book seem like they could be used in any kind of parent child relationship. One chapter is specifically dedicated to the family dynamics in families with special children. Three chapters practically explain when this type of communication is useful and how to use in many types of parent-child interactions. This type of communication includes many aspects of traditional communication including developing assertion as a skill.
This source was found by Stephanie Mott. Pg 59.69 and 70

Dossey, Barbara Montgomery, Cathie E. Guzzetta and Lynn Keegan. ed. Holistic Nursing: A Handbook for Practice. 4th ed. London: Jones and Bartlett Publishers, 2005.
Each chapter is based on a technique or practice and includes a section on Nurse Healer Objectives, Definitions, Conclusion, Directions for Future Research and Nurse Healer Reflections. Each chapter also includes short writings about other aspects of the technique or practice. At least two chapters of this book relate to nonverbal family communication. Chapter 24 provides an overview of current touch therapies and a few touch therapies that are being researched for the future. This would have been useful in the presentation if we were going to talk about physical ways of comforting family members. Chapter 31 provides an overview of how to use aromatherapy in the most beneficial way (including common mistakes people make and two case studies). It includes a page description about how to achieve effective communication and how active listening is a part of the effective communication that nurses practice. The aromatherapy will be used in the first part of the presentation after the introduction and statistics when we are talking about how to make a situation more positive when talking about sex and drugs with your children.
This source was found by Stephanie Mott.

Epps, Susan and Barbara J. Jackson. Empowered Families, Successful Children: Early Intervention Programs That Work. Washington D.C., American Physchological Association, 2000.
It will be used in the presentation because it has one example of open body communication. Only has one half page about nonverbal communication. Identifies kinesics, paralinguistics and proxemics with brief definition as the parts of nonverbal communication that create empowered families.
This source was found by Stephanie Mott.

Feldstein, Stanley and Aron W. Siegman, ed. Nonverbal Behavior and Communication. 2nd ed. New Jersey: Lawrence Erlbaum Associates, Inc., 1986.
Not very practical because there is more space spent describing the theory and testing of the concept than describing how the concept can be applied in human interactions. If the aspect of how the concept can be applied in human interactions is explained at all, it is explained in a concise and vague manner. It has no diagrams, sketches or pictures but does have an author and subject index.
This source was found by Stephanie Mott.

Fitzpatrick, Mary Anne and Patricia Noller. Communication in family relationships. New Jersey: Prentice Hall, 1993.
It is going to be used in the presentation because it has practical information about how to nonverbally show that you are listening. It is a book that briefly describes the theory behind the communication that it discusses and provides good practical information about individual actions can contribute to negative and positive family dynamics and communication. The table of contents doesn’t show whether the chapter contains information about nonverbal communication but the book has a good subject index. It has a page about nonverbal channels of communication. It very briefly discusses how nonverbal actions can contribute to negative family dynamics and communication. It has a section about nonverbal communication of intimacy. It has a name index but doesn’t really have any pictures, diagrams or sketches.
This source was found by Stephanie Mott.

Glynn, Shirley M. and Kim T. Mueser. Behavioral Family Therapy for Psychiatric Disorders. London: Allyn and Bacon, 1995.
This will be used in the presentation because it provides good information and examples of good and bad nonverbal communication for creating any kind of positive family relationship. It has a good index and provides handouts and homework sheets that may be useful in deciding what to use as handout (s) in the presentation. Provides a detailed and very practical explanation of how communication creates function or dysfunction within any family. This source was found by Stephanie Mott. Pgs 183 &190 may be useful and I havn’t looked past there

Harrison, Randall P. Beyond Words: an Introduction to Nonverbal Communication. New Jersey: Prentice-Hall, Inc., 1974.
This isn’t going to be used in the presentation because although it has good information the information isn’t as useful as the other information in the other sources. It has practical information and sketches and diagrams. It has an index, a glossary of key terms and an annotated bibliography of further readings. The book is very well organized and has a description of the main topics covered in each chapter below the chapter name.
This source was found by Stephanie Mott.

Guerrero, Laura K. and Michael L. Hecht. Ed. Nonverbal communication reader: classic and contemporary readings. 3rd Ed. Illinois: Waveland Press, 2008.
This isn’t going to be used in the presentation because it doesn’t contain the type of nonverbal communication that would be used in the family interactions that we are going to be describing in our presentation. It doesn’t include practical ways to incorporate this information into the human experience. It is a collection of articles talking about different nonverbal codes in many types of human relationships. Some articles are too theoretical to be able to be useful for the presentation. It has no sketches, diagrams or pictures. It doesn’t have an index.
This source was found by Stephanie Mott.

James, Judi. People talk: the skills of positive communication and customer care. London: The Industrial Society, 1997.
This source is not going to be used in the presentation because it didn’t provide any new information. It had two pages about nonverbal communication that were helpful because it confirmed general concepts that the other sources had discussed. It had a practical chapter on how to relieve stress so that you can come into a serious discussion about things like sex or drugs in a positive frame of mind. However, this isn’t the type of nonverbal communication that we are going to be focusing on in our presentation.
This source was found by Stephanie Mott.

Katz, Albert M. and Virginia T. Katz. Foundations of Nonverbal Communication: Readings, Exercise and Commmentary. Edwardsville: Southern Illinois University Press, 1983.
It is not going to be used in the presentation because it describes the general concepts but it doesn’t describe the how these general concepts can be used in a practical manner in family relationships. It provides many exercises and discussion questions that seem to be designed to have the reader discover how the concepts described in the book produce nonverbal communication in their lives.
This source was found by Stephanie Mott.

Kratz, Abby Robinson and Dennis M. Kratz. Effective Listening Skills. London: Mirror Press, 1995.
This is not going to be useful for the presentation because it provides information about all of the verbal actions or actions that you can do to be an effective listener. Although it does mention some nonverbal techniques it doesn’t explain in a way that allows someone to explain the concepts to someone else or would make someone feel confident about using them in their social interactions.
This source was found by Stephanie Mott.

Lamb, Warren and Elizabeth Watson. Body Code: The Meaning in Movement. New Jersey: Princeton Book Company, 1979.
This is not going to be useful in the presentation because it explains in a theoretical way how gesture and posture has influenced communication throughout history. It contains a good bibliography and has many sketches and diagrams. It would be excellent resource if information was needed about the nonverbal role of posture and gesture throughout history.

Langs, Robert. Unconcious Communication in Everyday Life. London: Jason Aronson, Inc. 1983.
This is not going to be used because it is not practical and too theoretical. The chapters are organized in an abstract way. It contains a short index and reference list.
This source was found by Stephanie Mott.

Leathers, Dale G. Nonverbal Communication Systems. London: Allyn and Bacon, 1976.
This isn’t going to be used in the presentation because although it has good information the information isn’t as useful as the other information in the other sources. It has practical information, sketches and diagrams. It has an index and a bibliography. The book is very well organized and has a description of the main topics covered in each chapter below the chapter name.
This source was found by Stephanie Mott.

Long, Lynette. Listening/Responding: Human-Relations Training for Teachers. Monterey, CA: Brooks/Cole Publishing Company, 1978.
This is going to be used in the presentation because it has some information that validates the other sources and some useful information in the chapter named nonverbal methods of facilitating the communication process. It has some practical information and sketches. It has an index and a bibliography. The book is very well organized and has a description of the main topics covered in each chapter below the chapter name. It has 17 simulation activities to personally experience what the book explains. This source was found by Stephanie Mott.

Machotka, Pavel and John Spiegel. Messages of the Body. New York: The Free Press, 1974.
This source isn’t going to be used because it doesn’t have easily accessible information about nonverbal communication in families. It focuses on communication between adult men and women. Good index and bibliography but too theoretical to be able to be useful for the presentation. It has some diagrams, pictures or sketches but is not very practical.
This source was found by Stephanie Mott.

Manusov, Valerie and Miles L. Patterson. Ed. The SAGE handbook of nonverbal communication. London: Sage Publications, 2006.
It is not very useful for this project because it focuses on explaining the type of nonverbal criteria that studies have analyzed and how that criteria could be improved or how when the results of the research are analyzed further research could be done. They suggest specific ways that research could be further enhanced in that area of nonverbal communication. For example, in the article Nonverbal and Verbal Communication: Hand Gestures and Facial Displays as Part of Language Use in Face-to-Face Dialogue, there were only four descriptions of nonverbal communication communicating an emotion or creating an atmosphere change and these were not applicable to situations where parents are communicating with their children. Possibly ch 17 and 20 would be helpful
This source was found by Stephanie Mott.

McCardle, Ellen Steele. Nonverbal Communication. New York: Marcel Dekker Inc., 1974.
This isn’t going to be used in the presentation because it doesn’t contain the type of nonverbal communication that would be used in the family interactions that we are going to be describing in our presentation. It doesn’t include practical ways to incorporate this information into the human experience. It focuses on theoretical and biological aspects of communication. It also focuses on nonverbal communication of aggression. It contains a short author, reference and subject list. It doesn’t contain pictures, diagrams or sketches.
This source was found by Stephanie Mott.

Mehrabian, Albert. Nonverbal Communication. New York: Aldine, Atherton, Inc., 1972.
It has no sketches, diagrams or pictures. It doesn’t present the information in a very practical way. It has a good bibliography and index.
This source was found by Stephanie Mott.

Molcho, Samy. Body Speech. New York: St. Martin’s Press, 1985.
This is going to be used in the presentation. It has very practical information with many pictures. It doesn’t use technical communication which makes it enjoyable to read for someone who isn’t in the communication ?discipline? but enjoys learning about the communication ?discipline?.
This source was found by Stephanie Mott.

Nichols, Michael P. The Lost Art of Listening. London: The Guilford Press, 1995.
This source isn’t going to be used because it doesn’t have easily accessible information about nonverbal communication. They talk about how makes it harder to have positive communication but doesn’t discuss the nonverbal actions associated with this communication. No index. No pictures, sketches or diagrams.
This source was found by Stephanie Mott.

Rollin, Walter J. Psychology of communication disorders in individuals and their families. New Jersey: Prentice Hall Inc, 1987.
This source isn’t going to be used because it doesn’t have easily accessible information about nonverbal communication. It contains an index but doesn’t have any keywords related to communication in the index. The chapters are organized by the type of communication disorders. There is a section of the use of positive power but it doesn’t talk about nonverbal communication. No diagrams, pictures or sketches.
This source was found by Stephanie Mott.

Scheflen, Albert E. How Behavior Means. New York: Gordon and Breach, 1973.
Good index and bibliography but too theoretical to be able to be useful for the presentation.
This source was found by Stephanie Mott.

Sebeok, Thomas A. and Jean Umiker-Sebeok. Nonverbal Communication, Interaction and Gesture. New York: Mouton Publishers, 1981.
It provides various articles about different kinds of nonverbal communication that are organized in a non-practical manner. It contains a few diagrams and sketches. One third of the book is dealing with methodical and theoretical issues that would not be useful for the presentation. There is no index and a short reference list.
This source was found by Stephanie Mott.

Sieburg, Evelyn. Family Communication: An Integrated Systems Approach. London: Gardner Press, Inc., 1985.
This source isn’t going to be used because it doesn’t have easily accessible information about nonverbal communication. They talk about how makes it harder to have positive communication but doesn’t discuss the nonverbal actions associated with this communication. It contains an index but doesn’t have any keywords related to communication in the index.
This source was found by Stephanie Mott.

Thompson, Rosemary A. Counseling Techniques: Improving Relationships with Others, Ourselves, Our Families, and Our Environment. 2nd ed. Great Britain: Brunner-Routledge, 2003.
There were three chapters that provided a very brief somewhat vague explanation of counseling techniques. These three chapters were nonverbal and metaphysical techniques, conflict mediation and conflict resolution techniques, ecletic techniques for use with family systems and family development.
This source was found by Stephanie Mott.

Vangelisti, Anita L., ed. Handbook of Family Communication. London: Lawrence Erlbaum Associates, 2004.
Has 30 articles about family communication ranging from the subject of premarital relationships and finding a mate to the subject of relating to a family member when they are sixty. They have three articles that could relate to family communication but don’t seem to have much or any discussion of nonverbal communication in them. It has an author and subject index.
This source was found by Stephanie Mott.

Villard, Kenneth L. and Leland J. Whipple. Beginnings in relational communication. London: John Wiley and Sons, Inc., 1976.

This source was found by Stephanie Mott.

Wahlroos, Sven. Family Communication: A Guide to Emotional Health. London: Collier Macmillan Publishers, 1974.
This source isn’t going to be used because it doesn’t have easily accessible information about nonverbal communication. It contains an index. It is has thirty rules and characteristics that describe how to handle situations in a way that contributes to good mental health within the family in the long run. It is somewhat well organized because it is organized by a verbal statement and a characteristic or rule that the statement represents.
No diagrams, pictures or sketches.
This source was found by Stephanie Mott.

2 bib

1 bib

tess and jane 10 ...

Making comments while someone else is talking, making the head (usually unconciously) be closer to the ground, physically moving farther from others, retreating and doing actions to try to leave (Andersen&Guerrero,1998b; Costa Dinsbach, Manstead, &Bitti, 2001; Cupach&Metts, 1990,1994; Keltner, 1995; Miller&Leary,1992;Schmidt&Cohn, 2001) (Andersen 157). When someone is embarrassed, they may try to hide what they feel, especially in public situations (Andersen 157).

Jane using a illustrator gesture when she first starts walking toward Jane (Andersen 39). There are eight categories of illustrating gestures used during speech (Ekman and Friesen, 1972) (Andersen 39). The different types are usually used separately in real life but can also be used together in real life (Andersen 39).
The first type of illustrative gesture, batons, are movements that try to accentuate a particular word or phrase (Andersen 39). Public speakers, especially political candidates, often use this baton gesture (Andersen 39). For example, they may use chopping and punching motions that relate to the words they are emphasizing in their speech (Andersen 39). The second type of illustrative gesture, ideographs, are gestures that draw or outline the course of a notion, complex thought, or personal association (Andersen 39). An economist may show the rising unemployment rate by drawing a version of the graph in the air with his gestures (Andersen 39). A health professional may raise they right hand as they say “As the level of relaxation in the body goes up”, and the left hand will get lowered as they say “the number of bodily things created by stress should go down” (Andersen 39). The third type of illustrative gestures, pointers or deictic movements, point to a thing, area, or occasion (Andersen 39). For example, a parent might say “Help me get the ornaments from the garage please” while standing in the direction of the door they want to go out of to get to the garage or a person might point to someone they want to have on their sports team instead of saying their name (Andersen 39). The fourth type of illustrative gestures, spatial movements, are movements that show dimensions or amounts of distance (Andersen 39). A snorkeler showing approximately how big the turtle was by adjusting the space between their hands (Andersen 39). The fifth type of illustrative gestures, rhythmic movements, are movements that show the tempo, speed, rate or time that an event occurs (Andersen 39). For example, a person that is talking about how their weekend went might gesture to show when each experience occurred throughout the weekend (Andersen 39). The sixth type of illustrative gestures, kinetographics, are movements that represent body movements that an organism would do (Andersen 39). The seventh type of illustrative gestures, pictographs, are movements that create a representation of a relatively static thing (Andersen 39). The eighth type of illustrative gestures, emblematic movements, are movements that use a culturally recognized gesture to make the statement that they are saying verbally (Andersen 39).
A nonverbal action that usually occurs when someone is experiencing fear is raised eyebrows (Andersen 151). In addition, the area that the lips and mouth take up on the face expands across the face so that the lower teeth are shown (Andersen 151). In addition, the eyelids at the top of the eye go up and the eyelids at the bottom of the eye become closer together (Andersen 151).

Immediacy cues

Sadness is displayed nonverbally in many ways (Andersen 150). Some of the facial signs are a mouth that is lower on the face than if the person was not sad, the eyes being physically further below the eyebrows than if the person was not sad (Andersen 150). Some behaviors that a person experiencing sadness might exhibit are their body bending in a way that makes them lower on the physical plane, pouting, fretting, making the head lower in the physical plane, bending the chest in a forward direction, having little or no vocal variation in the voice (monotone), periods of silence that are longer than usual, less smiling, less eye contact, and a decreased volume while talking (Andersen 150). One study demonstrated that avoiding a person’s gaze or purposely not gazing at a person communicates negative relational qualities (Andersen 195). These include sending messages of not having similar qualities, not being an affectionate and receptive and trustworthy person, and not being a person that practices immediacy actions (Andersen 195). Usually, when eye contact is used in an interpersonal communication situation it is considered a positive, immediate action (Andersen 195).
Eye contact can combine with other nonverbal behaviors to strengthen other messages created by other nonverbal behavior (Andersen 196). If eye contact lasts too long, for example a gaze that lasts longer than an average gaze, the person can feel threatened (Andersen 196). If eye contact last too long and is combined with certain facial expressions, for example a gaze with an angry facial expression, the person can feel threatened (Andersen 196).

Fidgeting can nonverbally show anxiety or anticipation (Andersen 148)

Happiness usually causes a person’s nonverbal behavior to change (Andersen 149). Some of these changes include speaking faster, laughing more, getting physically closer, a higher vocal tone, a greater amount of passion in the voice (Andersen 149). In addition, the voice is usually more harmonious and the person usually takes less heavy steps when they are happy (Andersen 149). In a study, when happiness was created by figures developed by a computer, happiness has produced the behaviors of moving the head backward without leaning the body forward (Andersen 149).
Smiling “involves a widening and upturning of the lips and mouth” (Andersen 148) “Genuine smiles, also called Duchenne smiles, not only include the upturned mouth but also involve raising the cheek muscles and squinting the eyes, producing smile lines at the corners of the eyes” (Andersen 148)

tess and jane 9

Guilt shares some similarities with regret, shame and embarrassment (White &Mullen, 1989) and may accompany these other emotions (Andersen 157). Guilty individuals may engage in interpersonal avoidance or seek to make up for their behavior through apologies, repairs, or promises to change their behaviors (Andersen 158). There is no single facial expression associated with guilt (Izard, 1977); however, sad or worried facial expressions, a lump in one’s throat, and remorseful, and sorry expressions accompanying apologies are common reactions to guilt” (Andersen 158).

Tess and Jane are sisters. Tess (the younger sister of Jane) is mad at Jane (the older sister of Tess) because Jane embarrassed her in front of every single person that she knows. Their father owns a hardware store. Jane is talking to her father in the hardware store and is behind a rack of products so she is not in plain view. Her father is not in plain view either.

• In this part of the event, Tess makes the decision to talk to Jane even though she came to talk to her dad. Tess (the younger sister of Jane) comes walking in the store and in a neutral tone says dad, sounds like she wants to ask her dad something, and continues walking towards her dad. Her voice sounds neutral because

Her father walks toward the entrance of the store (where Tess is) and Jane (the older sister of Tess) follows him. Tess says to her dad “What the hell is she doing here” and as she asks this she gestures toward Jane. She appears angry because . After she is done gesturing, Tess folds her arms so that they are crossed.

Tess, Jane and the dad all have different responses to them coming together as a group. When Tess notices Jane, Tess stops walking forward and Tess’s body language changes. Tess leans to the left by pushing her left hip out to the left side of her body and she leans against a product rack. Tess crosses her arms. Tess’s facial expressions change. Her face looks like it tightens because her eyebrows move closer together, her lips looked they are about to be pursed together, her eyes are narrowed and she stares directly at Jane for a half of a minute. Then Tess turns her attention away from Jane to her Dad and appears to feel less angry after she stops looking at Jane. She appears less angry because she relaxes her facial expression a little bit by opening her eyes more and moving her eyebrows back toward their original position. Jane is behind her dad and Tess is in front of her dad.
Anger .Tess’s actions fit within this definition because . Tess’s actions didn’t fit within this definition because

• The dad reacts with many nonverbal reactions as well as verbal reactions. Her dad verbally says two statements. These are “Tess, this is between you and her. I am out of this.” In addition, he exhibits many nonverbal actions. When the dad sees Tess he seems upset and under stress because of many body language cues. He sighs. When he sees Tess, his mouth becomes thin because it stretches to the right and left so that his lip is about an inch longer than it normally would be. His arms seem tense because they don’t fall naturally to his side. His forehead has about five visible lines that go above the eyebrows. These lines are not just in the central part of the forehead. Oval shaped lines originate from his nose and end just below his mouth. As he says “between you”, he gestures toward Tess and his head tilts toward the right (the direction he is gesturing). As he says “and her” he turns his head and hands to the left (the direction he is gesturing) around to gesture toward Jane. When he says “I am out of this”, he looks down and brings his hands up to his head, throws them down to his hips like he is throwing one thing from his left hand to the left of him and one thing from his right hand to the right of him. Then he looks at the front door of the store and walks out of the store. The dad seems like an illustrator because every word that he says is associated with a movement of one or both of his arms.
• As Jane walks toward Tess she has her head down, blushes and blinks. In addition, as Jane walks toward Tess she makes eye contact with Tess for a second, then seems to make eye contact with the floor until her dad starts talking about her and her sister. At this point she seems to make eye contact with her father’s gestures. Jane’s cheeks are sunken. Her lips are open but they are not open wide enough to see her teeth.
Jane leans against a post in the store as her way of standing up. Her arms are close to her sides and are folded in front of her and her hands are clasped. This nonverbally communicates that Jane feels subordinate. This position takes up less space and tends to make people feel and appear less powerful.

• Once the dad leaves Jane looks to the right, left, right and then to the middle using her eyes but not her head. Tess (Jane’s sister) stares down at the floor. Once her dad leaves, Tess stares at Jane with her arms folded; her head and body are still leaning toward the left. At this point, Tess tries to look directly into Jane’s eyes. Tess’s cheeks are sunken, her lips are closed and not pursed. Her head is slightly tilted to the left but otherwise her face looks like it did when she first walked in. Tess shakes her head to the left about an inch and to the right about an inch two times. Jane doesn’t look at Tess and says “I feel terrible” and then looks up at Tess for a second and then looks back down. Jane’s voice is deep, heavy, not firm, soft, and relatively monotone. She is talking slowly.

When Jane says that, Tess brings her head up so that her head is not tilted anymore, purses her lips slightly so that a half oval wrinkle forms on each side of her mouth. She widens her eyes (her eyebrows get elevated about two millimeters up as her eyes widen). As she stops tilting her head, she renews eye contact with Jane but this time she does it in a way that makes her seem like she is glaring at Jane. Jane says “I’m so sorry for what happened”. As she says this, she looks at the ground and shakes her head from side to side. Her voice is deep, heavy, not firm, soft, and relatively monotone; she is talking slowly.

Jane seems like she feels helpless. In addition, she seems like she seriously wants to feel relief and forgiveness for a negative thing that she feels that she did. Many things give me this impression. One of the things that gives me this impression is that her words and her voice are deep, heavy, not firm, soft, and relatively monotone. In addition, she is talking slowly.

• When Tess responds to these statements her voice is loud

and she is accentuating every word that she says. Tess says “Sorry?”. As she says this she throws her arms down like she is throwing them onto the floor. Tess’s voice becomes more loud. She moves her hand in circles and says “You think you can just say sorry?” and then has both of her arms bent to the side at about a 45 degree angle so that her hands are level with her head and both of her palms are pointing toward the sky. She moves her head up about two inches as her hands are forming their palm up position. Then Tess says that Jane has always been jealous of her. Tess’s voice is now high pitched and very loud. In addition, all of Tess’s words are said much quicker than Jane’s at this point in the conversation. Possibly could expand more on Tess voice. Tess’s facial expressions change and she looks like she is getting more angry-expand on this.

• After this statement, Jane makes eye contact with Tess and winks two times. Jane looks like she is confused because her eyes are squinting (especially her right eye) and her eyebrows come together forming three creases above her nose. Lines begin to appear on her forehead, her eyes close for a second and then reopen. Her mouth expands to the right and left to produce diagonal vertical indentations in her cheeks starting near her nostrils and not going past her bottom lip line.

• Next, Tess further explains the concept of why she believes Jane has always been jealous of her. She proceeds to throw one object from the store at Jane for examples of things she believes Jane has always been jealous about. For example, she throws one thing at Jane for being jealous of her boyfriends and one thing at Jane for being jealous of her clothes. As Tess is doing this, her cheeks are sunken, her eyes look smaller in area and her eyebrows look closer together. Tess looks extremely angry. After throwing three things at Jane, she says “You have just been waiting for the chance to tear me down” and she has her right and left arms at a 90 degree angle and is holding two objects above her head. Tess straightens her back, brings her head slightly up and the ?pupils? of her eyes go up towards her forehead and then she throws two objects at Jane. In addition, Tess is still exhibiting the behavior of her cheeks being sunken, her eyes looking smaller in area and her eyebrows looking closer together.

• Jane tells Tess that she is wrong and after Tess throws the last thing at Jane, Jane looks directly at Tess and tries to make as much eye contact with Tess as possible and has her hands at her sides (instead of her hands clasped together). At this point Jane and Tess are about 5 feet apart. Tess and Jane are in the social/consulting distance zone. There is one non official distance zone and four official distance zones in nonverbal communication (Anderson 46). In North America, each person is assumed to have a personal amount of space around them that is about three feet wide but a tiny bit larger than that directly in front of the person (Anderson 46). When anyone except friends, people that we are in a romantic relationship with, or family members enter this space reactions are usually not positive (Anderson 46). There are four official zones of interaction (Anderson 46). One zone is intimate distance and this starts at the person’s body and usually extends about 18 inches out (Anderson 46). Usually, the only people allowed in this zone are familiar friends and family (Anderson 46). Small children are usually accepted because it is assumed that they havn’t learned about personal space boundaries yet (Anderson 46). The next boundary is causal/personal distance. This occurs between 1 ½ feet to 4 feet past someone’s body (Anderson 46). Since this distance is so far away from the persons body, the touch that occurs in this zone is usually not intimate (Anderson 46). The third zone is social-consulting distance. This is usually about four to eight feet from the body (Anderson 46). This is sometimes called social space and can be maintained in group interactions and business meetings. (Anderson 46). People in business, people selling things and people teaching typically do this to try to appear more professional and avoid invading peoples’ personal space or seeming too intimate (Anderson 46). The final zone is public distance which is usually eight feet from the speaker and beyond (Anderson 46). This zone is usually reserved for high ranking officials like a president, and other high-ranking people, public speakers, celebrities and executives (Anderson 46). This construction of the zone creates easier access for public viewing and provides extra safety for these high ranking people (Anderson 46). However, this can decrease the quality of communication and can result in less social interaction (Anderson 46).

Public distance

• Jane starts walking toward Tess and starts to enter her casual/personal distance zone. Jane continues walking so that she walks into Tess’s intimate distance zone and ultimately just barely enters Tess’s personal space zone. Once Jane enters Tess’s personal space zone, Tess frantically looks for something to assault Jane with and has the look of fear on her face. She has accusatory nonverbal communication.

Her voice sounds accusatory because she is using accusatory language like you statements. For example, she says “You’re not taking any responsibility that you lied to George…”. Jane’s voice becomes loud and firm. She is using accusatory body language by stepping methodically (taking one step at a time slowly) and using one hand to point to Tess while she is walking. Every time that Jane says Tess did a certain action toward George she repoints her finger to Tess. All of Jane’s words are being said quicker and she is choosing to emphasize certain words in her sentences. Jane is barely blinking at all. When Jane says the word lied she emphasizes it and her eyebrows go up and the surface area of her eyes becomes a little bit bigger.

When Jane comes within a foot of Tess, Tess grabs the bug spray off of the store shelf and points it toward Jane. Tess seems like she is somewhat scared of Jane and feeling like she needs to nonverbally defend herself from Jane’s negative comments because as soon as Jane comes within a foot of her she starts frantically looking for something to grab. In addition, Tess looks at Jane’s upper body instead of Jane’s face. Tess looks like she is frantically looking for the bug spray because she has a worried facial expression when she is looking for the bug spray. Jane successfully grabs the bug spray from Tess and Tess seems scared of Jane for two main reasons. As Tess runs behind the store shelf she has the worried facial expression and Tess makes noises. The first noise sounds like a high pitched squeaky noise that lasts about a half a minute. The second noise sounds like another high pitched squeaky noise that is lower in volume and lasts about five seconds. Jane runs to the other side of the shelf, Tess and Jane meet, and Jane asks Tess another question. When Tess answers the question she doesn’t make eye contact with Jane and Tess walks in front of Jane to the back of the store. Jane walks toward Tess with an expression of disbelief. During part of this conversation, Jane tilts her head to the left very slightly in what looks like an effort to make sure she is understanding her sister (Tess) correctly.

Tess continues talking and says that “You have always thought that my life was so easy” and at the beginning of the statement she seems like she is making eye contact with the ceiling. She doesn’t make eye contact with Jane when she says this statement. She emphasizes the word easy and Tess moves her head up, down and to one side in a nonsensical way to convey to Jane that the sentence is not true.

Jane responds by saying that “you are beautiful, you are fun, you are charming, your life is perfect”. Jane shows that Tess’s life seemed like that to her and she really believed that by breaking into a broad smile and her eyebrows moving up on her face temporarily, the surface area of her eyes increasing for a minute, and a louder, lighter voice.
As Jane is saying “you are beautiful…” Tess is looking annoyed because she is not making eye contact with Jane and she is rolling her head and eyes to the left and right.
Tess gives Jane a look of disgust, shakes her head, and makes eye contact with Jane, and moves herself so that her face it is within 5 inches of Jane’s face as she tells Jane “Perfect, Are you crazy?”.

Jane is making eye contact with Tess but looks very surprised because her face looks blank (like a deer in the headlights)

Tess says “The reason that I stayed in New York” and lifts her shoulders up, sighs, and moves her head 5 to 6 inches back as she says this phrase. Tess continues explaining that she got fired from her job and, in addition, Ruldopho (her boyfriend) dumped her. When she says the word dumped, her voice gets louder and her mouth gets bigger. And then she explains that when she met George he was the first positive thing that had happened for a while. As she starts talking about meeting George she shifts direction to the right and a genuine smile appears on her face.

At the end of the interaction Tess is near to Jane and is increasing her immediacy with Jane by minimizing height differences by sitting in a way that makes her head about a foot below Jane’s head. The daughters don’t look like illustrators because the only time that they move their arms when they are talking is when they are experiencing a strong emotion like anger. The daughters look like they are producing adaptive hand gestures.
Expand on diff types of hand gestures
For example, Jane may be putting her hands in a slight wringing position to protect herself against Tess’s verbal abuse and to make it easier to protect herself from Tess’s physical abuse.

Tess (Jane’s sister) is staring down at Jane with her arms folded. This nonverbally communicates that she is angry at her sister and is trying to increase her power over her. It seems that Tess maybe attempting to change Jane’s recent negative actions into positive actions and create positive actions in the future (Andersen 198).

Anger is a strong emotion that usually occurs because someone feels that they have been physically or emotionally hurt, insulted or ill-treated by another human being (Andersen 153). Anger disconnects people because it makes people not want to be around people that have hurt them in some way (Andersen 153). Anger produces unusual facial features: eyebrows that are lowered and closer together than in a non-angry face, a direct stare, narrowed eyes, and a strained jaw, usually with the mouth open and the teeth visible (Andersen 153). The voice in angry situations is louder, rougher, more intense and usually has a deeper tone than non-angry situations (Andersen 153). Angry actions can consist of exhibiting menacing movements, forming one’s hand (s) into a fist, making threatening gestures, clenching one’s fist, staring at someone in a hostile way, not respecting someone’s personal space in terms of their face and usually negatively reacting within that space, not responding to someone as frequently or as loudly as usual (if at all), walking away from a statement that has been made or a situation (Andersen 153). In computerized situations, anger produced a head movement that consisted of moving the head back while moving it slightly to the left or right, non-slouching postures, and usually non sitting postures (Andersen 153). In addition, the angry arms were in a higher position than in non-angry computer generated situations” (Andersen 153). Anger is not characterized by a specific volume or tone (Andersen 146). Instead, it is characterized by many variations in volume and tone which include yelling, screaming and shouting (Andersen 146). Fear, disgust, shame and silence can be shown through silence (Andersen 146). “Loudness and speed of talking were the most commonly reported vocal cues that indicated emotion was being expressed” (Andersen 147).

Fear, disgust, shame and silence can be shown through silence (Andersen 146). Disgust produces some recognizable facial features. An average level of disgust includes the facial features of the eyes being almost closed, the nose being crinkled, and the bottom lower lip of the mouth being further down the face than if the person was not disgusted (Andersen 153). When a person is excessively disgust, the tongue is usually towards the bottom of the mouth and is closer to the teeth than if the person was not excessively disgusted (Andersen 153).

Smiling is usually the most easily recognizable cue that someone is happy (Andersen 147). However, there are many other nonverbal signals that can show happiness (Andersen 147). The tone, the passion and the rate of speaking in verbal interactions usually increases when someone is happy (Andersen 147). In addition, the vocal tone usually becomes more flowing and steady in terms of rhythm (Andersen 147). A happy person usually walks lighter. For example, a person might have a spring in their step (Andersen 147). A happy person usually feels more comfortable having closer interpersonal distances and laughs more often than a non-happy person (Andersen 147). In a hypothetical computer produced situation, people who are happy produce actions that include lifting their arms higher up and a backward head tilt without bending forward (Andersen 147). Unkind physical behavior is usually not exhibited by happy people (Andersen 147).
Smiling is a popular way to show that you are or can be calm (and sometimes quiet) and passive, and usually is intended to calm and create positive interactions (Andersen 149).

Immediacy can be shown by conversing on the same level (in terms of a state of being) or physical plane such as height as another person (Andersen 198). When someone is much taller than you, their power increases over you and your power decreases; this makes you seem more acquiescent and them seem less warm and approachable and more psychologically different, unapproachable and uncompromising (Andersen 198). When young children are interacting with adults it can be very difficult for the adults to be at the same physical level as the children and the children may feel like the adults are negatively hovering over them (Andersen 198).
One way people can show more immediacy is to sit or bend in a way that reduces height differences (Andersen 198). Interacting at the same physical level as another person can show harmony and intimacy between those two people (Andersen 198).
At the end of the interaction Tess is near to Jane and is increasing her immediacy with Jane by minimizing height differences through sitting in a way that makes her head about a foot below Jane’s head.

Folded arms usually means that two people are not in agreement (Andersen 147) Pointed or diagonal motions and body figures including angry frowns and uptight muscles usually make people feel threatened (Andersen 147).
If someone feels warmth from the other person and has a positive impression of the other person, the two people will be closer together (Andersen 196). If someone feels negativity from the other person and has a negative impression of the other person, the two people will be farther away from each other (Andersen 196).

Guilt
Guilty emotions tend to happen when a person feels that they have been unfairly treated, duped, swindled, damaged, or harmed (Andersen 157). In addition, guilty emotions tend to occur when someone has been betrayed or has been unsuccessful when they have tried to help someone (Andersen 157).
Guilt can have some of the same nonverbal cues as regret, shame and embarrassment (White &Mullen, 1989) (Andersen 157). Guilt is not always present as a singular emotion and people can be feeling regret, shame and embarrassment along with guilt (Andersen 157). People who feel guilty might intentionally avoid people who make that sense of guilt stronger (Andersen 158). In addition, people who feel guilty usually try to compensate for their actions by asking for forgiveness, expressing regret and offering excuses and agreeing to change their behavior (Andersen 158). There is more than one single facial appearances that nonverbally communicates guilt (Izard, 1977) (Andersen 158). Sad or worried facial appearances, a lump in one’s throat, and remorseful, and sorry appearances accompanying apologies are ordinary responses to guilt (Andersen 158).
The opposite of contempt is admiration.
Some professionals state that contempt creates an identifiable nonverbal physical state (Andersen 155). This state usually includes a blank face with a tense, arch lip (Andersen 155).

Shame is an extremely negative emotion that usually occurs because someone feels not equal to others. Shame often occurs when people lose the positive regard that they had from the other people because of the person’s non-moral actions or the person chose to do a task even though they were unqualified to do it (Andersen and Guerrero, 1998b) (Andersen 156). The second most common reason people blush is because they are feeling the emotion of shame (Andersen 148).

There are many types of avoidance reactions. Avoidance reactions (actions that can be produced by a feeling of shame) include minimizing the physical space created by a person’s physical body. Some examples of this are people exhaling air from their chest, the person concealing their face with their hands, trying to prevent eye contact, slouching, the person physically bringing down their head, and doing actions to attempt to escape from public communication (Andersen &Guerrero, 1998b) (Andersen 156). Other avoidance reactions are behaviors that manipulate one’s body in an effort to establish control over one’s body such as a person biting or licking their lip. Other avoidance reactions are creating creases in their forehead, touching their face more often and artificial, flimsy smiling (Keltner, 195; Leary&Meadows, 1991; Scheff, 1995) (Andersen 156-157). People may blush for many reasons (Andersen 148).

Embarrassment
The most common reason that people blush is because they feel embarrassed (Andersen 148).
A great number of the nonverbal results of being embarrassed are analogic requests for forgiveness used to maintain dignity in an embarrassing situation) (Andersen 157). Other behaviors are used to placate spectators, try to prevent being noticed, and let go of stress (Andersen 157). Some examples of these behaviors are trying to prevent gazing and making eye contact, concealing the mouth, eyes or whole face, pushing the lips together making artificial, flimsy or stupid smiles, giggling reluctantly, blushing, making comments while someone else is talking, making the head (usually unconciously) be closer to the ground, physically moving farther from others, retreating and doing actions to try to leave (Andersen&Guerrero,1998b; Costa Dinsbach, Manstead, &Bitti, 2001; Cupach&Metts, 1990,1994; Keltner, 1995; Miller&Leary,1992;Schmidt&Cohn, 2001) (Andersen 157). When someone is embarrassed, they may try to hide what they feel, especially in public situations (Andersen 157).

Jane using a illustrator gesture when she first starts walking toward Jane (Andersen 39). There are eight categories of illustrating gestures used during speech (Ekman and Friesen, 1972) (Andersen 39). The different types are usually used separately in real life but can also be used together in real life (Andersen 39).
The first type of illustrative gesture, batons, are movements that try to accentuate a particular word or phrase (Andersen 39). Public speakers, especially political candidates, often use this baton gesture (Andersen 39). For example, they may use chopping and punching motions that relate to the words they are emphasizing in their speech (Andersen 39). The second type of illustrative gesture, ideographs, are gestures that draw or outline the course of a notion, complex thought, or personal association (Andersen 39). An economist may show the rising unemployment rate by drawing a version of the graph in the air with his gestures (Andersen 39). A health professional may raise they right hand as they say “As the level of relaxation in the body goes up”, and the left hand will get lowered as they say “the number of bodily things created by stress should go down” (Andersen 39). The third type of illustrative gestures, pointers or deictic movements, point to a thing, area, or occasion (Andersen 39). For example, a parent might say “Help me get the ornaments from the garage please” while standing in the direction of the door they want to go out of to get to the garage or a person might point to someone they want to have on their sports team instead of saying their name (Andersen 39). The fourth type of illustrative gestures, spatial movements, are movements that show dimensions or amounts of distance (Andersen 39). A snorkeler showing approximately how big the turtle was by adjusting the space between their hands (Andersen 39). The fifth type of illustrative gestures, rhythmic movements, are movements that show the tempo, speed, rate or time that an event occurs (Andersen 39). For example, a person that is talking about how their weekend went might gesture to show when each experience occurred throughout the weekend (Andersen 39). The sixth type of illustrative gestures, kinetographics, are movements that represent body movements that an organism would do (Andersen 39). The seventh type of illustrative gestures, pictographs, are movements that create a representation of a relatively static thing (Andersen 39). The eighth type of illustrative gestures, emblematic movements, are movements that use a culturally recognized gesture to make the statement that they are saying verbally (Andersen 39).

A nonverbal action that usually occurs when someone is experiencing fear is raised eyebrows (Andersen 151). In addition, the area that the lips and mouth take up on the face expands across the face so that the lower teeth are shown (Andersen 151). In addition, the eyelids at the top of the eye go up and the eyelids at the bottom of the eye become closer together (Andersen 151).

Immediacy cues

Sadness is displayed nonverbally in many ways (Andersen 150). Some of the facial signs are a mouth that is lower on the face than if the person was not sad, the eyes being physically further below the eyebrows than if the person was not sad (Andersen 150). Some behaviors that a person experiencing sadness might exhibit are their body bending in a way that makes them lower on the physical plane, pouting, fretting, making the head lower in the physical plane, bending the chest in a forward direction, having little or no vocal variation in the voice (monotone), periods of silence that are longer than usual, less smiling, less eye contact, and a decreased volume while talking (Andersen 150). One study demonstrated that avoiding a person’s gaze or purposely not gazing at a person communicates negative relational qualities (Andersen 195). These include sending messages of not having similar qualities, not being an affectionate and receptive and trustworthy person, and not being a person that practices immediacy actions (Andersen 195). Usually, when eye contact is used in an interpersonal communication situation it is considered a positive, immediate action (Andersen 195).
Eye contact can combine with other nonverbal behaviors to strengthen other messages created by other nonverbal behavior (Andersen 196). If eye contact lasts too long, for example a gaze that lasts longer than an average gaze, the person can feel threatened (Andersen 196). If eye contact last too long and is combined with certain facial expressions, for example a gaze with an angry facial expression, the person can feel threatened (Andersen 196).

Fidgeting can nonverbally show anxiety or anticipation (Andersen 148)

Happiness usually causes a person’s nonverbal behavior to change (Andersen 149). Some of these changes include speaking faster, laughing more, getting physically closer, a higher vocal tone, a greater amount of passion in the voice (Andersen 149). In addition, the voice is usually more harmonious and the person usually takes less heavy steps when they are happy (Andersen 149). In a study, when happiness was created by figures developed by a computer, happiness has produced the behaviors of moving the head produced a head movement that moving the head back while moving it slightly to the left or right, without leaning the body forward (Andersen 149).
Smiling entails a stretching of the mouth horizontally, lifting the mouth physically higher up on the face and turning the lips up or over, and lifting the arms up (Andersen 148). Sincere smiles, also called Duchenne smiles, not only include the nonverbal behaviors mentioned in the previous sentence but also involve lifting the cheek muscles and slightly narrowing the eyes, making wrinkles at the corner of the eye (Andersen 148).

tess and jane 5

Guilt shares some similarities with regret, shame and embarrassment (White &Mullen, 1989) and may accompany these other emotions (Andersen 157). Guilty individuals may engage in interpersonal avoidance or seek to make up for their behavior through apologies, repairs, or promises to change their behaviors (Andersen 158). There is no single facial expression associated with guilt (Izard, 1977); however, sad or worried facial expressions, a lump in one’s throat, and remorseful, and sorry expressions accompanying apologies are common reactions to guilt” (Andersen 158).

Tess and Jane are sisters. Tess (the younger sister of Jane) is mad at Jane (the older sister of Tess) because Jane embarrassed her in front of every single person that she knows. Their father owns a hardware store. Jane is talking to her father in the hardware store and is behind a rack of products so she is not in plain view. Her father is not in plain view either.

• In this part of the event, Tess makes the decision to talk to Jane even though she came to talk to her dad. Tess (the younger sister of Jane) comes walking in the store and in a neutral tone says dad, sounds like she wants to ask her dad something, and continues walking towards her dad. Her voice sounds neutral because

Her father walks toward the entrance of the store (where Tess is) and Jane (the older sister of Tess) follows him. Tess says to her dad “What the hell is she doing here” and as she asks this she gestures toward Jane. She appears angry because . After she is done gesturing, Tess folds her arms so that they are crossed.

Tess, Jane and the dad all have different responses to them coming together as a group. When Tess notices Jane, Tess stops walking forward and Tess’s body language changes. Tess leans to the left by pushing her left hip out to the left side of her body and she leans against a product rack. Tess crosses her arms. Tess’s facial expressions change. Her face looks like it tightens because her eyebrows move closer together, her lips looked they are about to be pursed together, her eyes are narrowed and she stares directly at Jane for a half of a minute. Then Tess turns her attention away from Jane to her Dad and appears to feel less angry after she stops looking at Jane. She appears less angry because she relaxes her facial expression a little bit by opening her eyes more and moving her eyebrows back toward their original position. Jane is behind her dad and Tess is in front of her dad.
Anger .Tess’s actions fit within this definition because . Tess’s actions didn’t fit within this definition because

• The dad reacts with many nonverbal reactions as well as verbal reactions. Her dad verbally says two statements. These are “Tess, this is between you and her. I am out of this.” In addition, he exhibits many nonverbal actions. When the dad sees Tess he seems upset and under stress because of many body language cues. He sighs. When he sees Tess, his mouth becomes thin because it stretches to the right and left so that his lip is about an inch longer than it normally would be. His arms seem tense because they don’t fall naturally to his side. His forehead has about five visible lines that go above the eyebrows. These lines are not just in the central part of the forehead. Oval shaped lines originate from his nose and end just below his mouth. As he says “between you”, he gestures toward Tess and his head tilts toward the right (the direction he is gesturing). As he says “and her” he turns his head and hands to the left (the direction he is gesturing) around to gesture toward Jane. When he says “I am out of this”, he looks down and brings his hands up to his head, throws them down to his hips like he is throwing one thing from his left hand to the left of him and one thing from his right hand to the right of him. Then he looks at the front door of the store and walks out of the store. The dad seems like an illustrator because every word that he says is associated with a movement of one or both of his arms.
• As Jane walks toward Tess she has her head down, blushes and blinks. In addition, as Jane walks toward Tess she makes eye contact with Tess for a second, then seems to make eye contact with the floor until her dad starts talking about her and her sister. At this point she seems to make eye contact with her father’s gestures. Jane’s cheeks are sunken. Her lips are open but they are not open wide enough to see her teeth.
Jane leans against a post in the store as her way of standing up. Her arms are close to her sides and are folded in front of her and her hands are clasped. This nonverbally communicates that Jane feels subordinate. This position takes up less space and tends to make people feel and appear less powerful.

• Once the dad leaves Jane looks to the right, left, right and then to the middle using her eyes but not her head. Tess (Jane’s sister) stares down at the floor. Once her dad leaves, Tess stares at Jane with her arms folded; her head and body are still leaning toward the left. At this point, Tess tries to look directly into Jane’s eyes. Tess’s cheeks are sunken, her lips are closed and not pursed. Her head is slightly tilted to the left but otherwise her face looks like it did when she first walked in. Tess shakes her head to the left about an inch and to the right about an inch two times. Jane doesn’t look at Tess and says “I feel terrible” and then looks up at Tess for a second and then looks back down. Jane’s voice is deep, heavy, not firm, soft, and relatively monotone. She is talking slowly.

When Jane says that, Tess brings her head up so that her head is not tilted anymore, purses her lips slightly so that a half oval wrinkle forms on each side of her mouth. She widens her eyes (her eyebrows get elevated about two millimeters up as her eyes widen). As she stops tilting her head, she renews eye contact with Jane but this time she does it in a way that makes her seem like she is glaring at Jane. Jane says “I’m so sorry for what happened”. As she says this, she looks at the ground and shakes her head from side to side. Her voice is deep, heavy, not firm, soft, and relatively monotone; she is talking slowly.

Jane seems like she feels helpless. In addition, she seems like she seriously wants to feel relief and forgiveness for a negative thing that she feels that she did. Many things give me this impression. One of the things that gives me this impression is that her words and her voice are deep, heavy, not firm, soft, and relatively monotone. In addition, she is talking slowly.

• When Tess responds to these statements her voice is loud

and she is accentuating every word that she says. Tess says “Sorry?”. As she says this she throws her arms down like she is throwing them onto the floor. Tess’s voice becomes more loud. She moves her hand in circles and says “You think you can just say sorry?” and then has both of her arms bent to the side at about a 45 degree angle so that her hands are level with her head and both of her palms are pointing toward the sky. She moves her head up about two inches as her hands are forming their palm up position. Then Tess says that Jane has always been jealous of her. Tess’s voice is now high pitched and very loud. In addition, all of Tess’s words are said much quicker than Jane’s at this point in the conversation. Possibly could expand more on Tess voice. Tess’s facial expressions change and she looks like she is getting more angry-expand on this.

• After this statement, Jane makes eye contact with Tess and winks two times. Jane looks like she is confused because her eyes are squinting (especially her right eye) and her eyebrows come together forming three creases above her nose. Lines begin to appear on her forehead, her eyes close for a second and then reopen. Her mouth expands to the right and left to produce diagonal vertical indentations in her cheeks starting near her nostrils and not going past her bottom lip line.

• Next, Tess further explains the concept of why she believes Jane has always been jealous of her. She proceeds to throw one object from the store at Jane for examples of things she believes Jane has always been jealous about. For example, she throws one thing at Jane for being jealous of her boyfriends and one thing at Jane for being jealous of her clothes. As Tess is doing this, her cheeks are sunken, her eyes look smaller in area and her eyebrows look closer together. Tess looks extremely angry. After throwing three things at Jane, she says “You have just been waiting for the chance to tear me down” and she has her right and left arms at a 90 degree angle and is holding two objects above her head. Tess straightens her back, brings her head slightly up and the ?pupils? of her eyes go up towards her forehead and then she throws two objects at Jane. In addition, Tess is still exhibiting the behavior of her cheeks being sunken, her eyes looking smaller in area and her eyebrows looking closer together.

• Jane tells Tess that she is wrong and after Tess throws the last thing at Jane, Jane looks directly at Tess and tries to make as much eye contact with Tess as possible and has her hands at her sides (instead of her hands clasped together). At this point Jane and Tess are about 5 feet apart. Tess and Jane are in the social/consulting distance zone. There is one non official distance zone and four official distance zones in nonverbal communication (Anderson 46). In North America, each person is assumed to have a personal amount of space around them that is about three feet wide but a tiny bit larger than that directly in front of the person (Anderson 46). When anyone except friends, people that we are in a romantic relationship with, or family members enter this space reactions are usually not positive (Anderson 46). There are four official zones of interaction (Anderson 46). One zone is intimate distance and this starts at the person’s body and usually extends about 18 inches out (Anderson 46). Usually, the only people allowed in this zone are familiar friends and family (Anderson 46). Small children are usually accepted because it is assumed that they havn’t learned about personal space boundaries yet (Anderson 46). The next boundary is causal/personal distance. This occurs between 1 ½ feet to 4 feet past someone’s body (Anderson 46). Since this distance is so far away from the persons body, the touch that occurs in this zone is usually not intimate (Anderson 46). The third zone is social-consulting distance. This is usually about four to eight feet from the body (Anderson 46). This is sometimes called social space and can be maintained in group interactions and business meetings. (Anderson 46). People in business, people selling things and people teaching typically do this to try to appear more professional and avoid invading peoples’ personal space or seeming too intimate (Anderson 46). The final zone is public distance which is usually eight feet from the speaker and beyond (Anderson 46). This zone is usually reserved for high ranking officials like a president, and other high-ranking people, public speakers, celebrities and executives (Anderson 46). This construction of the zone creates easier access for public viewing and provides extra safety for these high ranking people (Anderson 46). However, this can decrease the quality of communication and can result in less social interaction (Anderson 46).

Public distance

• Jane starts walking toward Tess and starts to enter her casual/personal distance zone. Jane continues walking so that she walks into Tess’s intimate distance zone and ultimately just barely enters Tess’s personal space zone. Once Jane enters Tess’s personal space zone, Tess frantically looks for something to assault Jane with. She has accusatory nonverbal communication.

Her voice sounds accusatory because she is saying accusatory language like “… You’re not taking any responsibility that you leid to George”. Jane’s voice becomes loud and firm. She is using accusatory body language by stepping methodically (taking one step at a time slowly) and using one hand to point to Tess while she is walking. Every time that Jane says Tess did a certain action toward George she repoints her finger to Tess. All of Jane’s words are being said quicker and she is choosing to emphasize certain words in her sentences. Jane is barely blinking at all. When Jane says the word lied she emphasizes it and her eyebrows go up and the surface area of her eyes becomes a little bit bigger.

When Jane comes within a foot of Tess, Tess grabs the bug spray off of the store shelf and points it toward Jane. Tess seems like she is somewhat scared of Jane and feeling like she needs to nonverbally defend herself from Janes negative comments because as soon as Jane comes within a foot of her she starts frantically looking for something to grab. In addition, Tess looks at Jane’s upper body instead of Jane’s face. Tess looks like she is frantically looking for the bug spray because she has a worried facial expression when she is looking for the bug spray. Jane successfully grabs the bug spray from Tess and Tess seems scared of Jane for two main reasons. As Tess runs behind the store shelf she has the worried facial expression and Tess makes noises. The first noise sounds like a high pitched squaky noise that lasts about a half a minute. The second noise sounds like another high pitched squeaky noise that is lower in volume and lasts about five seconds. Jane runs to the other side of the shelf, Tess and Jane meet, and Jane asks Tess another question. When Tess answers the question she doesn’t make eye contact with Jane and Tess walks in front of Jane to the back of the store. Jane walks toward Tess with an expression of disbelief. During part of this conversation, Jane tilts her head to the left very slightly in what looks like an effort to make sure she is understanding her sister (Tess) correctly.

Tess continues talking and says that “You have always thought that my life was so easy” and at the beginning of the statement she seems like she is making eye contact with the ceiling. She doesn’t make eye contact with Jane when she says this statement. She emphasizes the word easy and Tess moves her head up, down and to one side in a nonsensical way to convey to Jane that the sentence is not true.

Jane responds by saying that “you are beautiful, you are fun, you are charming, your life is perfect”. Jane shows that Tess’s life seemed like that to her and she really believed that by breaking into a broad smile and her eyebrows moving up on her face temporarily, her surface area of her eyes increasing for a minute, and a louder, lighter voice.
As Jane is saying “you are beautiful…” Tess is looking annoyed because she is not making eye contact with Jane and she is rolling her head and eyes to the left and right.
Tess gives Jane a look of disgust, shakes her head, and makes eye contact with Jane, and moves herself so that her face it is within 5 inches of Jane’s face as she tells Jane “Perfect, Are you crazy?”.

Jane is making eye contact with Tess but looks very surprised because her face looks blank (like a deer in the headlights)

Tess says “The reason that I stayed in New York” and lifts her shoulders up, sighs, moves her head 5 to 6 inches back
was that I got fired from my job and, in addition, Ruldopho (her boyfriend) dumped me” When she says the word dumped, her voice gets louder and her mouth gets bigger. And then she explains that when she met George he was the first positive thing that had happened for a while. As she starts talking about meeting George she shifts direction to the right and a genuine smile appears on her face.

At the end of the interaction Tess is near to Jane and is increasing her immediacy with Jane by minimizing height differences by sitting in a way that makes her head about a foot below Jane’s head. The daughters don’t look like illustrators because the only time that they move their arms when they are talking is when they are experiencing a strong emotion like anger. The daughters look like they are producing adaptive hand gestures. For example, Jane may be putting her hands in a slight wringing position to protect herself against Tess’s verbal abuse and to make it easier to protect herself from Tess’s physical abuse.

Tess (Jane’s sister) is staring down at Jane with her arms folded. This nonverbally communicates that she is angry at her sister and is trying to increase her power over her sister to attempt to change Jane’s recent negative actions into positive actions and create positive actions in the future (Andersen 198).

Anger is a strong emotion that usually occurs because someone feels that they have been physically or emotionally hurt, insulted or ill-treated by another human being (Andersen 153). Anger produces unusual facial features: eyebrows that are lowered and closer together than in a non-angry face, a direct stare, narrowed eyes, and a strained jaw, usually with the mouth open and the teeth visible (Andersen 153). The voice in angry situations is louder, rougher, more intense and usually has a deeper tone than non-angry situations (Andersen 153). Angry actions can consist of exhibiting menacing movements, forming one’s hand (s) into a fist, may include making threatening gestures, clenching one’s fist, staring at someone in a hostile way, not respecting someone’s personal space in terms of their face and usually negatively reacting within that space, not responding to someone as frequently or as loudly as usual (if at all), walking away from a statement that has been made or a situation (Andersen 153). In computerized situations, anger produced a head movement that moving the head back while moving it slightly to the left or right, non-slouching postures, and usually non sitting posture and arms in a higher position than non-computer generated situations” (Andersen 153). Anger is not characterized by a specific volume or tone (Andersen 146). Instead, it is characterized by many variations in volume and tone which include yelling, screaming and shouting (Andersen 146). Fear, disgust, shame and silence can be shown through silence (Andersen 146). “Loudness and speed of talking were the most commonly reported vocal cues that indicated emotion was being expressed” (Andersen 147).

Fear, disgust, shame and silence can be shown through silence (Andersen 146). Disgust produces some recognizable facial features. An average level of disgust includes the facial features of the eyes being almost closed, the nose being crinkled, and the bottom lower lip of the mouth being further down the face than if the person was not disgusted (Andersen 153). When a person is excessively disgust, the tongue is usually towards the bottom of the mouth and is closer to the teeth than if the person was not excessively disgusted (Andersen 153).

Smiling is usually the most easily recognizable cue that someone is happy (Andersen 147). However, there are many other nonverbal signals that can show happiness (Andersen 147). The tone, the passion and the rate of speaking in verbal interactions usually increases when someone is happy (Andersen 147). In addition, the vocal tone usually becomes more flowing and steady in terms of rhythm (Andersen 147). A happy person usually walks lighter. For example, a person might have a spring in their step (Andersen 147). A happy person usually feels more comfortable having closer interpersonal distances and laughs more often than a non-happy person (Andersen 147). In a hypothetical computer produced situation, people who are happy produce actions that include lifting their arms higher up and a backward head tilt without bending forward (Andersen 147). Unkind physical behavior is usually not exhibited by happy people (Andersen 147).
Smiling is a popular way to show that you are or can be calm (and sometimes quiet) and passive, and usually is intended to calm and create positive interactions (Andersen 149).

Immediacy can be shown by conversing on the same level (in terms of state of being) or physical plane such as height as another person (Andersen 198). When someone is much taller than you, their power increases over you and your power decreases; this makes you seem more acquiescent and them seem less warm and approachable and more psychologically different, unapproachable and uncompromising (Andersen 198). “Interacting on the same physical plane is particularly problematic in interactions between young children and adults who tower over them” (Andersen 198).
One way people can show more immediacy is to sit or bend in a way that reduces height differences (Andersen 198). Interacting at the same physical level as another person can show harmony and intimacy between those two people (Andersen 198).
At the end of the interaction Tess is near to Jane and is increasing her immediacy with Jane by minimizing height differences by sitting in a way that makes her head about a foot below Jane’s head.

Folded arms usually means that two people are not in agreement (Andersen 147) Pointed or diagonal motions and body figures including angry frowns and uptight muscles usually make humans feel threatened (Andersen 147).
If someone feels warmth from the other person and has a positive impression of the other person, the two people will be closer together (Andersen 196). If someone feels negativity from the other person and has a negative impression of the other person, the two people will be farther away from each other (Andersen 196).

Guilt
Guilty emotions tend to happen when a person has been unfairly treated, duped, swindled, damaged, or harmed (Andersen 157). In addition, guilty emotions tend to occur when someone has been betrayed or has been unsuccessful when they have tried to help someone (Andersen 157).
Guilt can have some of the same nonverbal cues as regret, shame and embarrassment (White &Mullen, 1989) (Andersen 157). Guilt is not always present as a singular emotion and people can be feeling regret, shame and embarrassment along with guilt (Andersen 157). People who feel guilty might intentionally avoid people who make that sense of guilt stronger (Andersen 158). In addition, people who feel guilty usually try to compensate for their actions by asking for forgiveness, expressing regret and offering excuses and agreeing to change their behavior (Andersen 158). There is more than one single facial appearances that nonverbally communicates guilt (Izard, 1977) (Andersen 158). Sad or worried facial appearances, a lump in one’s throat, and remorseful, and sorry appearances accompanying apologies are ordinary responses to guilt (Andersen 158).
The opposite of contempt is admiration.
Some professionals state that contempt creates an identifiable nonverbal physical state (Andersen 155). This state usually includes a blank face with a tense, arch lip (Andersen 155).

Shame is an extremely negative emotion that usually occurs because someone feels not equal to others usually because the positive regard that they had from the other people is gone most likely because of the person’s non-moral actions or the person was unqualified to do the task (Andersen and Guerrero, 1998b) (Andersen 156).

There are many types of avoidance reactions. Avoidance reactions (actions that can be produced by a feeling of shame) include minimizing the physical space created by a person’s physical body. Some examples of this are people exhaling air from their chest, the person concealing their face with their hands, trying to prevent eye contact, slouching, the person physically bringing down their head, and escape from public communication (Andersen &Guerrero, 1998b) (Andersen 156). Other avoidance reactions are behaviors that manipulate one’s body in an effort to establish control over one’s body such as a person biting or licking their lip. Other avoidance reactions are creating creases in their forehead, touching their face more often and artificial, flimsy smiling (Keltner, 195; Leary&Meadows, 1991; Scheff, 1995) (Andersen 156-157). People may blush for many reasons (Andersen 148).
The most common reason that people blush is a feeling of embarrassment and another reason is a feeling of shame (Andersen 148).

Embarrassment
The most common reason that people blush is a feeling of embarrassment (Andersen 148).
A great number of the nonverbal results of being embarrassed are analogic requests for forgiveness used to maintain dignity in an embarrassing situation) (Andersen 157). Other behaviors are used to placate spectators, try to prevent being noticed, and let go of stress (Andersen 157). Some examples of these behaviors are trying to prevent gazing and making eye contact, concealing the mouth, eyes or whole face, pushing the lips together making artificial, flimsy or stupid smiles, giggling reluctantly, blushing, making comments while someone else is talking, making the head (usually unconciously) be closer to the ground, physically moving farther from others, retreating and doing actions to try to leave (Andersen&Guerrero,1998b; Costa Dinsbach, Manstead, &Bitti, 2001; Cupach&Metts, 1990,1994; Keltner, 1995; Miller&Leary,1992;Schmidt&Cohn, 2001) (Andersen 157). When someone is embarrassed, they may try to hide what they feel, especially in public situations (Andersen 157).

Jane using a illustrator gesture when she first starts walking toward Jane (Andersen 39). There are eight categories of illustrating gestures used during speech (Ekman and Friesen, 1972) (Andersen 39). The different types are usually used separately in real life but can also be used together in real life (Andersen 39).
The first type of illustrative gesture, batons, are movements that try to accentuate a particular word or phrase (Andersen 39). Public speakers, especially political candidates, often use this baton gesture (Andersen 39). For example, they may use chopping and punching motions that relate to the words they are emphasizing in their speech (Andersen 39). The second type of illustrative gesture, ideographs, are gestures that draw or outline the course of a notion, complex thought, or personal association (Andersen 39). An economist may show the rising unemployment rate by drawing a version of the graph in the air with his gestures (Andersen 39). A health professional may raise they right hand as they say “As the level of relaxation in the body goes up”, and the left hand will get lowered as they say “the number of bodily things created by stress should go down” (Andersen 39). The third type of illustrative gestures, pointers or deictic movements, point to a thing, area, or occasion (Andersen 39). For example, a parent might say “Help me get the ornaments from the garage please” while standing in the direction of the door they want to go out of to get to the garage or a person might point to someone they want to have on their sports team instead of saying their name (Andersen 39). The fourth type of illustrative gestures, spatial movements, are movements that show dimensions or amounts of distance (Andersen 39). A snorkeler showing approximately how big the turtle was by adjusting the space between their hands (Andersen 39). The fifth type of illustrative gestures, rhythmic movements, are movements that show the tempo, speed, rate or time that an event occurs (Andersen 39). For example, a person that is talking about how their weekend went might gesture to show when each experience occurred throughout the weekend (Andersen 39). The sixth type of illustrative gestures, kinetographics, are movements that represent body movements that an organism would do (Andersen 39). The seventh type of illustrative gestures, pictographs, are movements that create a representation of a relatively static thing (Andersen 39). The eighth type of illustrative gestures, emblematic movements, are movements that use a culturally recognized gesture to make the statement that they are saying verbally (Andersen 39).

A nonverbal action that usually occurs when someone is experiencing fear is raised eyebrows (Andersen 151). In addition, the area that the lips and mouth take up on the face expands across the face so that the lower teeth are shown (Andersen 151). In addition, the eyelids at the top of the eye go up and the eyelids at the bottom of the eye become closer together (Andersen 151).

Immediacy cues

Sadness is displayed nonverbally in many ways (Andersen 150). Some of the facial signs are a mouth that is lower on the face than if the person was not sad, the eyes being physically further below the eyebrows than if the person was not sad (Andersen 150). Some behaviors that a person experiencing sadness might exhibit are their body bending in a way that makes them lower on the physical plane, pouting, fretting, making the head lower in the physical plane, bending the chest in a forward direction, having little or no vocal variation in the voice (monotone), periods of silence that are longer than usual, less smiling, less eye contact, and a decreased volume while talking (Andersen 150). One study demonstrated that avoiding a person’s gaze or purposely not gazing at a person communicates negative relational qualities (Andersen 195). These include sending messages of not having similar qualities, not being an affectionate and receptive and trustworthy person, and not being a person that practices immediacy actions (Andersen 195). Usually, when eye contact is used in an interpersonal communication situation it is considered a positive, immediate action (Andersen 195).
Eye contact can combine with other nonverbal behaviors to strengthen other messages created by other nonverbal behavior (Andersen 196). If eye contact lasts too long, for example a gaze that lasts longer than an average gaze, the person can feel threatened (Andersen 196). If eye contact last too long and is combined with certain facial expressions, for example a gaze with an angry facial expression, the person can feel threatened (Andersen 196).

Fidgeting can nonverbally show anxiety or anticipation (Andersen 148)

Happiness usually causes a person’s nonverbal behavior to change (Andersen 149). Some of these changes include speaking faster, laughing more, getting physically closer, a higher vocal tone, a greater amount of passion in the voice (Andersen 149). In addition, the voice is usually more harmonious and the person usually takes less heavy steps when they are happy (Andersen 149). In a study, when happiness was created by figures developed by a computer, happiness has produced the behaviors of moving the head produced a head movement that moving the head back while moving it slightly to the left or right, without leaning the body forward (Andersen 149).
Smiling entails a stretching of the mouth horizontally, lifting the mouth physically higher up on the face and turning the lips up or over, and lifting the arms up (Andersen 148). Sincere smiles, also called Duchenne smiles, not only include the nonverbal behaviors mentioned in the previous sentence but also involve lifting the cheek muscles and slightly narrowing the eyes, making wrinkles at the corner of the eye (Andersen 148).