Monday, January 11, 2010

India & nonverbal communication

India a high PDI score, 4th highest high-power-distance culture in the world (97)

high PDI score =

  • heavily influenced by a cultural pattern of authoritarianism, riches and persuasiveness are able to be used by a handful of people and are not equally spread throughout the people in the culture (97)

look up population of India versus pop of US at the time that Ghandi was doing his nonverbal stuff. The population of a country or culture usually is one factor in determining the level of power distance in the country or culture (98). The power distance index is a measure of the extent that power, prestige and wealth are not equally distributed within a culture (98).

Check to see a better way of saying this

As a culture becomes larger in population, the level of the country on the power distance index increases (98).

Therefore, in most cases, cultures with a large population have a high power distance index score (98). The text produces one theory of why this occurs (98). When the size of a group becomes larger (including larger classrooms, larger governments, and larger organizations) awkward and increasingly unmanageable using an informal system (98). Most of the time if the population becomes increasingly unmanageable using informal relationships the culture will change to using official procedures including political hierarchies, rules, regulations and formalities to create a stable culture or country (98).

Vocal or paralinguistic behaviors using vary according to the power distance dimension of a certain place (99). Citizens of high-power-distance cultures are usually less loud than people in low-power-distance cultures (99). In places where political power is very concentrated in the hands of a few people (which is usually a characteristic of high-power-distance countries), singing voices are tighter and the voice box is more closed and the sounds are less relaxed and clear than in places where political power is more equally distributed (99).

Places that have a high-power-distance score produce different kinesic behaviors (99). High-power-distance cultures support emotions that emphasize class discrepancies (99). People are expected to show solely positive emotions to people with high status and negative emotions to people with low status (99). The body tension of people in lower positions is more obvious and people in lower positions tend to smile more to smooth social relations and people with a higher status and appear polite in high-power-distance places (99).

Status differences have more of an effect on non-verbal behavior in high-power-distance countries (98). For example, Japanese workers may be startled by the fact that American (The United States is considered a low-power-distance country) workers would sit while interacting with a seated superior (99).

Power distance affects the nonverbal communication (98). In high-power-distance cultures, especially India, with its inflexible caste system, association between the classes is very restricted (98). Greater than 20 percent of the population of India is classified as the “untouchables” and these people are at the bottom of the five-caste arrangement in India (98). Any interaction with the “untouchables” in India is strictly forbidden and is regarded as “polluting” (98). Perceptible communication is extremely reduced in India’s culture (98). India does not allow free interclass dating, marriage, and contact. India didn’t allow generous interpersonal space and connecting possibilites and visual conversing (98).

Historically in India, a person’s status is determined by their class (98).

Uncertainty tolerant cultures versus uncertainty avoidant cultures

Uncertainty tolerant

?low more tolerant

?levels accept ambiguous answers

? see many shades of gray

?of embrace future change (99)

? uncertainty

? avoidance

uncertainty avoidant

I don’t understand why tolerance is part of the individual level definition

How can the definition include two opposite ideas?

at the individual level = tolerance or (99)

this predisposition intolerance for

ambiguity

Tend to display less emotions than uncertainty avoidant cultures (100)

More tolerant in their attitudes toward young people and their emotional displays than uncertainty avoidant cultures

Are more likely to tolerate change or nonconformity (100)

May seem excessively unconventional and lacking in manners to uncertainty avoidant people (101)

Hindu and Buddhist countries tend to be more accepting of uncertainty

India an uncertainty tolerant culture, 7th highest uncertainty tolerant culture in the world

Dislike ambiguiety and uncertainty (99)

Believe that certain rules and beliefs will reduce uncertainty (99)

Want clear, black-and-white answers, fear change and dread the future (99)

“Demonstrated that a country’s uncertainty avoidance is highly correlated with a high incidence of neuroticism and anxiety in its population. High uncertainty avoidance is negatively correlated with risk taking and positively correlated with a fear of failure”

Practice dogmatism

May seem too controlled and rigid to uncertainty tolerant people (101)

titles of books about nonverbal communication

Loud and clear : a guide to effective communication / Sy Lazarus.
Lazarus, Sy.
1975
HM258 L36
available, Second Floor, south

Nonverbal interaction / John M. Wiemann and Randall P. Harrison, editors.

1983
P99.5 N64 1983
available, Third Floor, south



How behavior means [by] Albert E. Scheflen.
Scheflen, Albert E.
1974
BF637 C45 S35 1974
available, Second Floor, south



Development of nonverbal behavior in children / edited by Robert S. Feldman.

1982
BF723.C57 D47 1982
available, Second Floor, south


Messages of the body [by] John Spiegel & Pavel Machotka.
Spiegel, John P. (John Paul), 1911-
1974
BF637 C45 S66
available, Second Floor, south

Beyond words; an introduction to nonverbal communication.
Harrison, Randall, 1929-
1974
BF637 C45 H34
available, Second Floor, south

People space : the making and breaking of human boundaries / Norman Ashcraft and Albert E. Scheflen.
Ashcraft, Norman.
1976
HM291 A84
available, Second Floor, south

Louder than words : an introduction to nonverbal communication / Marjorie Fink Vargas.
Vargas, Marjorie Fink, 1935-
1986
BF637.N66 V37 1986
available, Second Floor, south

Nonverbal communication systems / Dale G. Leathers.
Leathers, Dale G., 1938-
1976
BF637 C45 L4
available, Second Floor, south

How behavior means / Albert E. Scheflen.
Scheflen, Albert E.
1974-1973
BF637.C45 S35 1974b
available, Second Floor, south

Signs and symbols : a review of literature and survey of the use of non-vocal communication systems / Chris Kiernan, Barbara Reid and Linda Jones.
Kiernan, Chris.
1982
BF723.C57 K54
available, Second Floor, south

Talk : an analysis of speech and non-verbal behaviour in conversation / Geoffrey Beattie.
Beattie, Geoffrey.
1983
P37 B438
available, Third Floor, south

Nonverbal communication and marital interaction / by Patricia Noller.
Noller, Patricia.
1984
HQ734 N67 1984
available, Second Floor, south

Nonverbal communication. Edited by David C. Speer.

1972-1972
BF637 C45 N63
available, Second Floor, south

Handbook of non-verbal group exercises, by Kenneth T. Morris and Kenneth M. Cinnamon. With a foreword by Goodwin Watson.
Morris, Kenneth T.
1975
HM134 M66 1975
available, Second Floor, south

Nonverbal behavior and communication / edited by Aron W. Siegman, Stanley Feldstein.

1978
BF637 C45 N62
available, Second Floor, south

Moving bodies : nonverbal communication in social relationships / Marianne LaFrance, Clara Mayo.
LaFrance, Marianne, 1947-
1978
multiple holdings available

Shared experiences in human communication / edited by Stewart L. Tubbs and Robert M. Carter.

1978
HM258 S414
available, Second Floor, south

Moving bodies : nonverbal communication in social relationships / Marianne LaFrance, Clara Mayo.
LaFrance, Marianne, 1947-
1978
multiple holdings available

Body reader : social aspects of the human body / edited by Ted Polhemus ; in association with the Institute of Contemporary Arts, London.

1978
BF161 B57 1978
available, Second Floor, south

Bodily communication / Michael Argyle.
Argyle, Michael.
1988
BF637.N66 A74 1988
available, Second Floor, south

Rhetoric of nonverbal communication; readings [compiled by] Haig A. Bosmajian.
Bosmajian, Haig A.
1971
HM258 B67
available, Second Floor, south

Secret language of your child : how childen talk before they speak / by David Lewis.
Lewis, David, 1942-
1978
BF723 I6 L415
available, Second Floor, south

Understanding body talk / by Thomas G. Aylesworth.
Aylesworth, Thomas G.
1979
152.3AYLESWORTH
available, Children's Literature Collection, 2nd floor northwest corner

Communication of emotion / Ross Buck.
Buck, Ross.
1984
BF531 B78 1984
available, Second Floor, south

Body movement and interpersonal communication / Peter Bull.
Bull, Peter, 1949-
1983
BF637.C45 B84 1983
available, Second Floor, south

Beyond words; an introduction to nonverbal communication.
Harrison, Randall, 1929-
1974
BF637 C45 H34
available, Second Floor, south

Children and communication : verbal and nonverbal language development / Barbara S. Wood.
Wood, Barbara S., 1941-
1976
P118 W6
available, Third Floor, south

Body speech / by Samy Molcho ; translated by Ivanka Roberts.
Molcho, Samy.
1985
BF637.C45 M614 1985
available, Second Floor, south



Telling lies : clues to deceit in the marketplace, politics, and marriage / Paul Ekman.
Ekman, Paul.
1985
BF637.T77 E38 1985
available, Reserve Desk, first floor


positive impressions & speaking rates

hapter 10
Identification of concept
I am going to talk about whether the ability to persuade people and give a positive impression is related to your speaking rate.
What the concept means
A study done by Miller et al. conducted in Cleveland, Los Angeles and New York (where speech rates tend to be very fast) in 1976 found that a quick speaking rate augments the believability of what the person is saying, and, in addition increases the possibility of persuading the person. Another belief that came out of this study was that in order to be able to talk fast and not wait to say certain things because of trying to think of the correct words demonstrates that they are confident and correct about what they are talking about. Another summary of research done by Ketrow determined that for a person to reach their maximum integrity and trustworthiness and societal appeal, a person should speak continuously and a little faster than their company and use a somewhat noisy voice. Woodal and Burgoon found something different when they conducted a study in Florida, where people talk at slower rates. This study suggested that fast speakers appeared more extroverted but didn’t appear more credible and it seemed that it possibly increased agitation in the audience and possibly projected a negative view of the speaker’s character. The book states that the reason different results were found was because the people listening to the speakers reacted most positively to the speakers when the speakers were sing a speech rate that was similar to what was used in that area naturally. (Andersen 280) one and one half min
This concept is noteworthy to me for two main reasons. It demonstrates the concept that certain aspects of nonverbal communication are interpreted in different ways in different areas of a country, the world, etc.
WHY THE CONCEPT IS NOTEWORTHY TO YOU
I tend to be a person that doesn’t have a fast speaking pattern and it is comforting to know that this will not always make me seem less credible.
EX OF CONCEPT IN MY OWN EXPERIENCE
I was surprised that this theory that I have experienced was not mentioned in the book. When people are talking really fast in my opinion sometimes I have the thought that they may not be telling the entire truth because in order to talk so fast about the topic that had to have memorized everything and they can’t speak from the heart (what they believe to be really true). In my experience, when people have a fast speaking rate they do appear more introverted to me.

tutor for help with making presentations at hsu

Stefanie Vasseghi
Office Hours (for drop-in tutoring): Thursday, 10:00 to Noon
Office: Redwood Residence Hall Building 1st Floor Assistant Coordinator Office
e-mail (to set up an appointment): sbv4@humboldt.edu

Remember that her expertise is in helping you develop and rehearse your presentation. Don't expect her to be able to tell you anything about the article that you will present. And if you go to her, be sure to bring the assignment with you so she knows what it is.

grading of Assignment #5

1. If your writing is done well, you develop the explanations of concepts well, you describe the NVC well, and you explain how the NV actions helped to communicate an idea well, then you need to include at least three concepts from the text other than the 10 Nonverbal Codes to earn a "C." You will need at least five concepts for a "B," and at least 7 concepts for an "A."

2. Be sure to fully describe the nonverbal actions first, before discussing any concepts. The description section would be a good place to refer to nonverbal codes, if you want. You don't have to refer to them, though.

3. Remember that you are allowed/encouraged to use a "could have used" approach if you can't find the number of concepts you need for the grade you want in the NVC you observed. By "could have used" I mean you can say that the communicator could have used certain actions that you clearly identify, but didn't use them, and then explain the concept from the text that relates to to the actions he/she could have used. If you do this, it should come in the section that you explain the concepts.

4. It will probably help me a lot, and thus help your score, if you put each concept in bold type when you start to explain it. That will help me recognize the ideas you consider the concepts, which helps me give you the appropriate credit. After the first time for each concept don't continue to use bold print.

5. Remember that this assignment is about ideas, not feelings. When you observe someone there will inevitably be feelings involved in the NVC but including them is not helpful for this assignment. And don't try to get around this by saying something like, "The idea the person communicated was that he was angry."

6. Remember that your purpose for this assignment is to show that you know a good deal about NVC and that you can write like a college student ought to be able to write. This is not the time to write as little as possible.

7. Remember that there's a good chance that the NVC you write about accompanied verbal communication. It could help you to also include what the person said in your description.

A generic outline of the assignment looks something like the following. (Sorry about the formatting, but my mail software won't allow me to indent any other way and your mail software may change it in unexpected ways.)

I. Whatever introduction you want. I don't really need much of an introduction, but if you like to develop introductions it won't hurt you.

II. Description of the nonverbal communication you observed for this assignment. Remember to make it action-by-action without summarizing or interpreting. Summarizing is something like, "The person I observed kept looking away." Interpreting is something like, "The person I observed was angry."

III. Connections to concepts from the text

A. Concept #1 (use bold print when you identify the concept)

1. Well developed explanation of what the concept means

a. What Anderson said it means. Be sure to introduce any quotations and always put the page number in parentheses at the end of what Anderson said. For this assignment you should do that for both quotations and summaries of what he said.

b. Your interpretation of what Anderson said (DO NOT write anything like "This concept is just what it says." That doesn't help you explain the concept and makes it look like you're evading the issue.) I think a good way to think of this part is try to explain the concept as if you were talking to a fairly intelligent 9-year-old. Another way to explain this part is to take the different segments of the concept and and explain what each of them means. Think of this as if it were a short answer test question like, "What does concept X mean?"

2. Clear and well developed explanation of how the concept was apparent in the communication you observed. You will probably refer back to what you said in part II here. DO NOT expect that this is obvious and you need little or no explanation. That kind of thinking doesn't help you show that you know a good deal about NVC.

B. Concept #2

The same as what is for concept #1

C. Concept #3

The same as what is for concept #1

D. Concept #4

The same as what is for concept #1

E. Concept #5

The same as what is for concept #1

F. Concept #6

The same as what is for concept #1

G. Concept #7

The same as what is for concept #1

IV. Clear and well developed explanation of how the NVC helped to communicate the idea.