4.5: Interpreting Nonverbal Communication
- Page ID
- 109584
Lesson Objectives
- To explain why it is important to exercise caution when interpreting the nonverbal communication of others.
- To explain nonverbal learning disabilities and how they may impact nonverbal communication.
As you have learned, we communicate and interpret the communication of others through our own cultural lens or worldview. It is important to keep this in mind and exercise caution about making assumptions or judgments about others based solely on their nonverbal communication; otherwise your conclusions may be inaccurate and unkind. Nonverbal communication is influenced by many different factors, including culture and co-culture, gender, and age. Nonverbal communication disabilities or social skills disorders may also affect another's nonverbal communication.
Nonverbal Communication Disabilities
Some children and adults may have a nonverbal learning disability. These individuals have a difficult time interacting with others, communicating in a group, or beginning a conversation. They may also have difficulty conforming to group norms required in the classroom. In addition, they may have a hard time showing empathy for others, or resolving conflicts. Some school children may show varying levels of disregard for acceptable behavior, for example, active listening, and paying attention to or following directions.
It is important that we are aware of the kinds of disabilities related to nonverbal communication. If you are a family member or teacher of an individual with this type of disability, you can help by modeling the specific social skills and nonverbal communication skills. Teachers sometimes use modeling in the classroom during a class meeting or open focus groups specifically dedicated to problem-solving. Modeling can be done with the use of role playing, simulations, and games.
Nonverbal social skills disorders or inability to read emotions is also associated with Asperger's syndrome, a mild form of Autism, Attention Deficit Disorder (ADD), and Attention Deficit Disorder (ADHD). You can learn more information about various types of Nonverbal Learning Disabilities from the articles, books, and websites provided below. (Jones)
Resources for Nonverbal Learning Disabilities
Promoting Social Skills Among Students With Nonverbal Learning Disabilities from Teaching Exceptional Children, JAN/FEB 2002 Author: Stephanie Morris
Vol. 34, No. 3, pp. 66-70. Copyright 2002 CEC. Link to Article: http://www.dldcec.org/pdf/Article9.pdf
There is an informative article describing Asperger's Syndrome on Wikipedia at the link below:
http://en.wikipedia.org/wiki/Asperger_syndrome
Please check out the article on ADHD (ADD) respectively at the link below:
Chapter Summary
In this chapter, you have learned that we define nonverbal communication as communication without words. It includes facial expressions, eye contact, touching, personal appearance, and use of personal space. One difference between verbal and nonverbal communication is that verbal communication uses one channel while nonverbal communication occurs through multiple channels simultaneously. As a result, verbal communication is distinct while nonverbal communication is continuous. For the most part, nonverbal communication is enacted at an unconscious level while we are almost always conscious of our verbal communication. As a result, if we receive a mixed message, we tend to believe the nonverbal over the verbal message. Finally, even though some facial expressions are recognizable by people all over the world, nonverbal communication is heavily influenced by culture.
There are many types of nonverbal communication including kinesics, haptics, personal appearance, objects, artifacts, proxemics, chronemics, and paralanguage. These types of nonverbal communication help us share meanings in our interactions.
Since most nonverbal communication is strongly influenced by culture, it is extremely important to exercise caution when interpreting another's nonverbal behavior. We learned that some individuals have nonverbal communication disabilities or other conditions that affect their nonverbal behavior.
Chapter Terms
- artifacts
- chronemics
- continuous
- conscious
- distinct
- environment
- Feng Shui
- haptics
- inflections
- intimate distance
- kinesics
- mixed messages
- nonverbal communication
- nonfluencies
- paralanguage
- personal appearance
- personal distance
- pitch
- proxemics
- public distance
- rate
- silent treatment
- social distance
- vertical distance
- volume
- continuous
- distinct
- silence
- unconscious
Questions for Review and Discussion
1. List four reasons humans use nonverbal communication even after developing the ability to use language.
2. In this chapter you learned that verbal communication uses one channel. However, when we communicate nonverbally, we can use multiple channels at the same time. Pretend your best friend or significant other has forgotten to meet you for an important engagement. Explain how you might use multiple channels to communicate your disappointment.
3. While verbal communication is distinct, nonverbal communication is continuous and ongoing. Explain your understanding of the continuous and ongoing nature of nonverbal of communication
4. Agree or disagree: In face-to-face interactions, we are always communicating nonverbally.
5. Discuss a time when it would be advisable to be conscious of and perhaps even practice your nonverbal communication.
6. What sorts of nonverbal signals might imply that a friend or acquaintance partner is nervous or distressed.
7. Are any facial expressions interpreted in the same way across many different cultures? Explain.
8. Why is nonverbal communication referred to as “culture bound” communication? Give examples.
9. Think of an environment where you spend a lot of time –such as your home, room automobile, or office space. What impressions might others form about you based on this environment?
10. What are some personal artifacts or objects that you often have with you? Explain.
11. In the United States, we have a very strict view of time and value punctuality. Discuss a culture where time is viewed differently.
12. What nonfluencies do you commonly or occasionally use? What is the danger of overusing nonfluencies? What can you do to limit your use of nonfluencies?
13. In “Recording Effective Smartphone Videos,” you were given many tips for recording a speech or presenting virtually. In your opinion, what are the five most important guidelines? Are any guidelines missing that need to be added?
14. Explain how nonverbal communication can be used to regulate the flow of conversation or communication.
15. According to studies done by Albert Mehrabian, if a listener is in doubt about a speaker's meaning, what channel or channels will have the greatest impact on his or her interpretation?
16. Have you communicated with someone you knew or suspected had a nonverbal communication disability? Why did you suspect this? How did it affect his or her treatment by others?
17. Have you ever had your nonverbal cues misinterpreted? For example, someone thought you liked him or her because your proxemics suggested a desire for an intimate relationship or perhaps someone thought you were unfriendly when that wasn't your intention. How did you correct the misinterpretation?
18. What kind of nonverbal communication do you use every day? What does it accomplish for you?
19. Now that you have learned about paralanguage and its importance in communication, formulate a list of guidelines or suggestions for using the voice professionally in the workplace and in public speeches.
References
Images are by Wikimedia.
Jones, Tricia, PhD. Nonverbal Communication for Educators. CReducation.org. n.d. https://creducation.net/resources/no..._movement.html. Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License
Tidwell, Charles, PhD. Intercultural Communication Notes for Intercultural Business Relations. 19 June, 2019. https://www.andrews.edu/~tidwell/NonVerbal.htm