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Body movement and gestures.  Talk to the hand  “Oh no you dint!”  The snap (in Z formation)

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Presentation on theme: "Body movement and gestures.  Talk to the hand  “Oh no you dint!”  The snap (in Z formation)"— Presentation transcript:

1 Body movement and gestures

2  Talk to the hand  “Oh no you dint!”  The snap (in Z formation)

3  Expressions related to posture, gait  “grow a spine”  walking with a “spring in your step”  “stand up for yourself”  “stand up straight”  “hold your head high”  “don’t slouch.”  “stand still”  In Western culture, an upright, yet relaxed body posture, is associated with confidence, positivity, high self esteem (Guerrero & Floyd, 2006).

4  Power walk  Shuffling  Runway model walk  Sashay  Swagger  Arms swinging vs. not swinging  “Light in the loafers”  Gait, posture and victimization  “A weak walking style sends a cue of vulnerability to a would- be mugger or attacker.” (Gunn,s Johnson, & Hudson, 2002)  “Confident walkers rank near the bottom of potential targets of crime”(Ivy & Wahl, 2009).


6  Nonverbal indicators of Liking  Forward lean  Body and head orientation facing the other person  Open body positions  Affirmative head nods  Moderate gesturing and animation  Close interpersonal distances  Moderate body relaxation  Touching  Initiating and maintaining eye contact  Smiling  Mirroring (congruent posture)

7  Nonverbal indicators of dislike  Indirect, oblique body orientation  No eye contact, or eye contact of short duration  Averted eyes  Unpleasant facial expressions  Relative absence of gestures  Body rigidity, bodily tension  Incongruent postures

8 1.inclusiveness/noninclusiveness The degree to which one’s body position includes or excludes someone else. Inclusiveness indicates liking, interest in the other person. 2. face to face/parallel The degree to which people face each other, square on, versus at an angle or side by side. A square on position indicates mutual involvement, some level of intimacy. 3.congruence/incongruence The degree of mirroring, matching, mimicry

9  Posture and Dominance  Taking up space  Arms akimbo  Maintaining gaze  Pointing at someone  Violating another’s personal space

10  Studies on “Gaydar” demonstrate that people can distinguish another’s sexual orientation at better than chance odds.  This does not mean “Gaydar” is infallible.

11  When speaking before a group:  Stand straight, yet relaxed  Don’t slouch  Don’t lean on or hide behind a podium  Don’t look frozen, wooden  Avoid nervous pacing  Movement should be purposeful  Movement should complement or punctuate the verbal message

12  What are these people conveying with their bodies?

13  Are these couples getting along?




17  Humans have uniquely expressive hands.

18  The meaning of a gesture depends on its context  flipping someone the “bird” could be serious or playful.

19  Gestures may be conflicting  Yawning while saying you are not tired.  Looking involved but saying, “I don’t care,”

20  Emblems are used intentionally.  They have verbal equivalents  They have a clear, consistent meaning within a particular culture  Cross my heart  Shame on you  Peace sign  I’m crazy

21  Illustrators are used intentionally.  Illustrators are tied to speech.  They reinforce or supplement what is being said.  Illustrators are most common in face-to-face interaction  Illustrators are so habitual, people use them when talking on the phone  Examples of illustrators  Two palms held up signify “I don’t know.  Wagging a finger while making a point  Rolling one’s eyes in disbelief  “For example” gesture  Just a pinch  Hitting one’s fist for emphasis  A double head nod  Pointing when giving directions  I caught a fish this big.  After you

22  Affect displays may or may not be intentional  Affect displays convey feeling and emotion  They are often communicated via facial expressions  They can be difficult to interpret  Interpreting affect displays:  Look at the face to determine the emotion  Look at body cues to determine the strength or intensity of the emotion.

23 Are these people expressing the same emotion, in differing degrees, or different emotions altogether?

24  Regulators are primarily unintentional  They regulate turn-taking behavior  Conversational give and take depends on regulators  Types of turn-taking  Turn-requesting cues  Turn maintaining cues  Turn yielding cues  Turn denying cues

25  Regulate the ebb and flow of conversation

26  Adaptors are usually unintentional.  Adaptors include self-touching behaviors  Adapters signal nervousness, anxiousness, boredom  Generally speaking, adapters are perceived negatively  However, adaptors may be perceived as more genuine, authentic  Examples of adaptors  Fiddling with one’s hair  Chewing one’s fingernails  Tapping one’s foot or leg  Biting one’s lips  Scratching one’s arm  Wringing one’s hands  Clenching one’s jaw

27  Hair twirling is an adaptor, but does it always mean the same thing?

28  Object adaptors include:  Tapping a pencil  Drumming one’s fingers  Adjusting one’s clothing  Playing with jewelry  Adaptors when students take tests  Hair twirling  Scratching  Ear pulling  Forehead rubbing

29  What do people do when  they are ending an interpersonal conversation?  they are getting ready to leave class?  they are ending a phone conversation?  Does it depend on:  the communication context?  the nature of the relationship?  cultural considerations?

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