chapter 5 understanding nonverbal communication · nonverbal communication represents a wide range...

36
CHAPTER 5 Understanding Nonverbal Communication WHY IT’S IMPORTANT Not all communication is accom- plished with words. What you do, how you look, and the sound of your voice can send nonverbal messages even more powerful than words. To better understand nonver- bal communication, view the Communication in Action Chapter 5 video lesson. 134 Glencoe Communication Applications “The most important thing in communication is to hear what isn’t being said.” —Peter F. Drucker, Austrian writer and educator Visit the Glencoe Communication Applications Web site at communicationapplications. glencoe.com and click on Overview–Chapter 5 to preview information about nonverbal communication. “The most important thing in communication is to hear what isn’t being said.” —Peter F. Drucker, Austrian writer and educator

Upload: others

Post on 28-Dec-2019

18 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

CHAPTER 5 Understanding Nonverbal Communication

WHY IT’S IMPORTANTNot all communication is accom-plished with words. What you do,how you look, and the sound of yourvoice can send nonverbal messageseven more powerful than words.

To better understand nonver-bal communication, view theCommunication in Action

Chapter 5 video lesson.

134 Glencoe Communication Applications

“The mostimportant thingin communicationis to hear whatisn’t being said.”—Peter F. Drucker,

Austrian writer and educator

Visit the Glencoe CommunicationApplications Web site at communicationapplications.glencoe.com and click onOverview–Chapter 5 to preview information about nonverbal communication.

“The mostimportant thingin communicationis to hear whatisn’t being said.”—Peter F. Drucker,

Austrian writer and educator

Page 2: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Section 1

Have you ever felt as if you weren’t in the mood to talk? Maybe youwere tired or upset or just in a quiet mood. Regardless of your

reason, you may have taken a break from talking to your family orfriends. What did your lack of speech communicate to them? Thinkabout the statement “You cannot not communicate.” Do you agree ordisagree? Why?

What was your first reaction to the statementabove? If you are like many people, you mayhave thought, “Of course I can avoid com-municating. All I have to do is keep mymouth shut!”

However, that’s not exactly true. Even ifyou don’t talk to anyone around you—don’t say hello, ask questions, or evenanswer questions—you still are com-municating. Your facial expres-sions, body language, and eventhe way you use distance andspace all send messages to others.Surprisingly, these messages oftenspeak louder than words.

Body language is an example of nonverbalcommunication. Identify the ways in whichthe two men shown are using nonverbalcommunication.

G U I D E T O R E A D I N GObjectives1. Describe nonverbal communication.2. Explain the functions of nonverbal com-

munication.3. Describe the characteristics of nonverbal

communication.

Terms to Learnnonverbal communicationambiguous

Understanding Nonverbal Communication 135

Principles of NonverbalCommunication

Page 3: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

WHAT IS NONVERBALCOMMUNICATION?

Nonverbal communication is a system ofsymbolic behaviors that includes all forms ofcommunication except words. A symbolicwave of the hand, for example, can mean“Hello,” “Good-bye,” “Go ahead,” “I’m overhere,” or a number of other things, dependingon the context or situation. A laugh can sym-bolize such emotions as humor, nervousness,or sarcasm, just as a sigh can symbolize sad-ness, wishfulness, anger, or impatience.

Think about all the ways you convey mes-sages and feelings without words. These areyour nonverbal behaviors. Nonverbal behav-iors can be organized into three categories:

• sounds, including the voice and vocali-zations that substitute for speech

• body language

• environmental factors such as time,touch, distance, and objects and artifacts

Studies in nonverbal communication haveconcluded that anywhere from 65 to 93 percentof meaning communicated from one person toanother is communicated nonverbally. Al-though these numbers vary, they all point toone important fact: Most of the meaning inmessages is conveyed nonverbally rather thanthrough words.

Nonverbal communication can be a power-ful tool or a real hindrance to a communica-tor. That is why it is important to understandit and learn how to use it effectively.

FUNCTIONS OFNONVERBALCOMMUNICATION

Nonverbal communication represents awide range of behaviors and is a vast area ofstudy. However, we can identify two mainfunctions of nonverbal communication:

• It relates to verbal communication.

• It conveys emotional and relationshipdimensions of a message.

Relates to VerbalCommunication

Nonverbal cues may exist on their own, orthey may accompany a person’s words. Asmentioned earlier, waving hello is a form of

Two young women indicate interest in a job position byfilling out an application. Identify what their nonverbalclues suggest about their interest in the job.

136 Glencoe Communication Applications

Page 4: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

nonverbal communication. In addition, yourvoice, the facial expressions you use, and youraccompanying hand gestures and bodymovements also are forms of nonverbal cues.

Reinforces a Verbal MessageNonverbal behaviors often support, or rein-force, verbal messages. For example, imaginethat a job applicant tells an interviewer, “Ireally want this job. I also believe that I havethe qualifications you’re looking for.” As shespeaks, she seems relaxed, but she still sits upstraight in her chair. Her speech is clear andfirm, and her voice is businesslike and sincere.She makes direct eye contact with the inter-viewer. Her dress and grooming also convey abusinesslike appearance.

In this situation, all the applicant’s non-verbal cues clearly support her words. Theyreinforce her message, making it seem morebelievable to the interviewer.

Contradicts Verbal Messages Onthe other hand, some nonverbal cues canmake verbal messages less believable.Suppose another job applicant meets with theinterviewer. She also says that she wants thejob and thinks she is qualified. However, asshe speaks, she fidgets uncomfortably in thechair. She hesitates in her answers, and hervoice often is so soft it is difficult for the inter-viewer to hear. In addition, the applicantkeeps looking around the room, avoidingdirect eye contact with the interviewer.

In this case, the person’s words—takenalone—would convey confidence and a desireto get the job. Her nonverbal behaviors, how-ever, seem to contradict her stated message.They suggest that the applicant may not beas confident of her abilities as her wordsimply. Her actions may even imply that she isbeing dishonest about how well suited she isfor the job.

It is important to note that, when a non-verbal message contradicts a verbal message,the receiver usually will believe the nonverbalmessage. At best, the receiver will be confusedabout the meaning that is being conveyed.

Acts as a Substitute for a VerbalMessage Nonverbal messages often areused as a substitute for verbal messages. Forinstance, a highway worker may stand at anintersection wearing a hard hat and waving ared flag to slow traffic. This person does notneed to tell individual drivers to slow down forconstruction because his or her dress andactions convey that information.

Similarly, if a new student asks you, “Whereis the principal’s office?” you may simplysmile and point to the second door on the left.You may use a quick handshake to say helloor a pat on the back to express approval. Ifyou think about your day-to-day communica-tion, you probably use a variety of nonverbalbehaviors as a substitute for spoken messages.

Understanding Nonverbal Communication 137

Nonverbal Messages

Look around your classroom. Is some-one sitting with the arms crossed overthe chest? How many people areslouching or have their feet resting onanother chair? Have you ever pointedto objects in a room or waved yourhand to get someone’s attention? Doyou expect others to maintain eye con-tact with you when you are speaking tothem? What messages do each of thesenonverbal actions convey? Find some-one in your community who works withinternational clients. Ask that personwhat these nonverbal behaviors sug-gest to people who are not from theUnited States.

Page 5: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Unfortunately, there is some risk in usingnonverbal messages as a substitute for words.Nonverbal messages can be open to many dif-ferent interpretations. Because nonverbalcues are received on the subconscious level,are highly personal, are highly cultural, andoften are fleeting, they can be confusing anddifficult to interpret.

Conveys Emotional andRelationship Dimensions ofMessage

In Chapter 2 you learned that there arethree dimensions, or components, of a mes-sage. Most messages have an intellectualcomponent, an emotional component, and arelationship component.

Communicators usually use their best avail-able verbal skills to express what they mean.The remaining two dimensions of a messagethat relate to feelings, however, almost alwaysare communicated nonverbally.

Messages About Feelings Imaginethat the school board has called a meeting todiscuss making your school a closed campus.Under this policy, students would not beallowed to leave the school grounds for lunchor free periods. Individuals who oppose theplan and those who support it are both regis-tered to speak.

As the meeting progresses, speakers for bothsides begin to shout at one another. One lis-tener sneers and laughs as someone with anopposing view speaks. Even if these individu-als’ verbal messages remain fair and reason-able, their meanings are overshadowed bystrong feelings of hostility implied in the non-verbal behavior. In the end, the meetingbecomes disruptive and must be adjourned.

During this meeting, no one actually said,“I’m angry.” However, the speakers’ sharpvoices and other nonverbal cues conveyedthat message loudly and clearly. The feelingcomponent of a message is most often con-veyed and read by others in terms of non-verbal behaviors.

138 Glencoe Communication Applications

A police officer directs traffic by using nonverbal communication. What is the risk involved whenusing nonverbal communication?

Page 6: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Messages About RelationshipsIndividuals seldom speak openly about theirfeelings or their relationships with others. Forexample, a teacher might find it difficult to tellstudents, “I enjoy having you in my class.”Similarly, you might hesitate to tell a coworker,“I really don’t like working with you.”

We often reveal how we feel about othersand our relationships with them throughnonverbal messages. We may depend on atouch, a glance, or a smile to convey “I reallylike you” or “I really appreciate your friend-ship.” On the other hand, we may avoid eyecontact, frown, or fold our arms to convey “Idon’t want to talk to you” or “I don’t enjoyyour company. You really annoy me.”

CHARACTERISTICSOF NONVERBALCOMMUNICATION

Imagine this situation. As you and afriend step into the checkout line at the gro-cery store, you suddenly realize that you’vecut in front of a gentleman with a cart full ofgroceries. When you start to apologize, hesays, “No. By all means, you go first.” Nowyou feel bad because you think his tone wassarcastic. Your friend, on the other hand,thinks the man was sincere and that he letyou go first because you had only an item ortwo to purchase.

What actually happened? Only the messagesender knows for sure. Nonverbal communica-tion can be open to a variety of interpretations,any of which may or may not be valid. This isbecause nonverbal communication has someunusual characteristics. As illustrated inFigure 5–1, it is by nature subconscious, con-textual, ambiguous, and cultural.

SubconsciousNonverbal communication is most often

sent and received on a subconscious level. Inother words, we are usually not aware of themessages we send nonverbally. In addition,we tend to process, interpret, and respond tothe nonverbal messages of others on the sub-conscious level.

For instance, think about the AcademyAwards. The camera zooms in on the nomi-nees’ faces as the winner’s name is announced,but only one jumps up and rushes to the stage.The others smile politely and applaud, buttheir disappointment is painfully clear to mil-lions of viewers. The expression in their eyes,the slump of their shoulders, or the looksexchanged with friends send subconsciousmessages to others.

The same is true of most people. While youmay pay great attention to how you look fora certain occasion, you may not always thinkabout your tone of voice, posture, facialexpressions, or gestures. However, if a receiverobserves the behavior, he or she will assign

meaning to it. All of the non-verbal messages, conscious orsubconscious, send messagesabout you, your attitude, andyour feelings. The impressionyou wanted to convey withyour careful grooming may becompletely shattered by a hurtlook or a slumped posture ofwhich you are not even aware.

NonverbalCommunication

Subconscious

Cultural

Contextual

Ambiguous

Figure 5–1 Characteristics of NonverbalCommunication

Understanding Nonverbal Communication 139

Page 7: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Not only are most nonverbals and the mes-sages they send transmitted on a subcon-scious level, but they also tend to beinterpreted on the subconscious level by thereceiver. Imagine that you see a man push infront of a person in a wheelchair as they bothare entering a building. You may later relatethe incident to someone else and remark thatyou do not like the man—without realizingthe source of your dislike. You probably didnot stop to analyze the reason for your feel-ings or to question whether you interpretedhis behavior appropriately. You simply madeyour judgment subconsciously.

ContextualLike other forms of communication, non-

verbal communication is highly contextual.In other words, it depends on the situation inwhich it occurs.

Think again of the man who pushed hisway into the building. What if you learnedthat he was a doctor rushing to the aid of a

heart-attack victim? Would this change yourinterpretation of his behavior? Now youmight not consider him rude or inconsiderate.In fact, you might think of him as consideratefor successfully dodging the wheelchair whenhe was in such a hurry.

The roles, norms, and standards of everycontext vary. These, in turn, affect how weinterpret nonverbal communication. A com-petent communicator works to take intoaccount the special circumstances surround-ing another’s actions before interpreting thebehavior and making a snap judgment basedon those interpretations.

AmbiguousIn Chapter 4 you learned that meanings

lie in people rather than in language.Nonverbal symbols have no specific mean-ings of their own. They may be interpreteddifferently by different people. Therefore,they are said to be ambiguous. Ambiguousmeans they are open to interpretation and

Students raising their hands to ask questions in a classroom represent contextual nonverbalcommunication. What affects how we interpret nonverbal communication?

140 Glencoe Communication Applications

Page 8: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

often confusing. For example, if you are talk-ing to someone whose arms are folded, youmay get the impression that he or she isangry. Another person may think the personis bored. What if that individual is simplyfeeling chilly and is trying to get warm?

Not only are nonverbal cues ambiguousand open to interpretation, but they alsotend to happen very quickly. Studies showthat facial expressions usually last only asplit second. A flick of a wrist, a stamp of thefoot, or a shrug of the shoulders also hap-pens quickly and may be difficult to catch. Asigh or a pause may go unnoticed or bemisinterpreted.

The best advice for interpreting and assign-ing meaning to nonverbal messages is to striveto increase your awareness and sensitivity tothe nonverbal messages of others. In otherwords, try to process messages on the con-scious rather than the subconscious level. Ifyou find yourself feeling confused or uncertainabout the cues you receive, you can use intra-personal and interpersonal perception checksto try to clarify your interpretations and checkyour responses.

CulturalNonverbal communication also has a

distinctly cultural nature. A particular non-verbal message commonly used in one cul-ture may send a completely differentmessage in another culture. For instance, aloud tone of voice is much more acceptablein some cultures than it is in others. Othercues such as direct or indirect eye contact;greeting someone with a handshake, hug, orkiss; or what are considered acceptable orunacceptable styles of dress also vary amongdifferent cultures.

Cultural differences in nonverbal commu-nication are so important in internationalrelations that the U.S. State Department hasspecially trained experts in the field. Theirtask is to counsel ambassadors and otherdiplomats who travel to other countries aboutspecific nonverbal cultural differences.

The impact of culture on nonverbal com-munication was clearly illustrated in 1995when a U.S. congressman accidentallyoffended Iraqi leader Saddam Hussein whileattempting to negotiate the release of twoAmerican hostages. After shaking hands

Step 1 Divide the following contexts amongfive equal groups of students:• A cubicle in an office• A hospital waiting room• A car• A witness stand in a courtroom• A first date

Step 2 Have one member of each group actout the following nonverbal behavior

for his or her group: fidgeting, glanc-ing around the room, tapping onefoot, sighing repeatedly.

Step 3 Have each group discuss its interpreta-tion of these behaviors and arrive at aconsensus.

Step 4 As a class, share your interpretations.How did they differ? Why? Discuss theeffect of context on nonverbal communication.

Considering Context To practice interpreting nonverbal communication according to its context, follow these steps:

Understanding Nonverbal Communication 141

Page 9: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

with the Iraqi leader, the congressman satdown and crossed his legs. At this point,Hussein immediately stood up and walkedout of the room.

The congressman had unwittingly insultedHussein by showing him the sole of his foot.In some Arab cultures, the bottom of the footis considered to be the lowest, dirtiest part ofthe body. As one writer stated, the congress-man unfortunately started the negotiationsoff “on the wrong foot.”

Culture is just another factor that influ-ences the way nonverbal communication isinterpreted. Remember, nonverbal cues canmean different things to different people.They also can change meanings in differentcontexts and happen so fast you may misspart or all of them. Therefore, the best advicefor interpreting or assigning meanings tononverbal messages is to be careful and con-sider the context, the relationship, and thecommunication.

142 Glencoe Communication Applications

Review Key Terms1. Define each term and write it in a

sentence: nonverbal communication,ambiguous.

Check Understanding2. Compare and contrast

verbal and nonverbal communication.

3. What are the two mainfunctions of nonverbalcommunication? Explaineach function.

4. Describe the four characteristics of nonverbal communication.

5. Analyze Imagine that you missed yourbus and are late for class. As you areexplaining your reason for being late tothe principal, she begins slowly shakingher head back and forth. Name twoways you might interpret this nonverbalcue. What characteristic of nonverbalcommunication does this exampleillustrate?

Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Self-Check andStudy Guide 5.1 to review your understandingof the principles of nonverbal communication.

Section 1 Assessment

APPLICATION

Interpreting Nonverbal Behaviors Choose one student toact out a ten- to fifteen-second scenario for the class. Thescenario should nonverbally convey some emotion or atti-tude. Individually, write your interpretation of the student’sactions. Then, share your ideas as a class. Were most stu-dents’ interpretations similar? What cues led you to yourspecific interpretation? What did the student intend toconvey with his or her actions? Were you close?

Page 10: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Word-processing software can be used to cre-ate, edit, print, and store electronic documents.

e Learning the Skill• Open your word-processing program,

then click on the File pull-down menu inthe top left-hand corner of your screen.

• Click on the word New from the Filemenu. This brings up a screen thatallows you to create a new document.

• Label the document by selecting SaveAs or Name from the File menu. Enterthe new name of the document whenyou are prompted.

• Establish margins for your new docu-ment by clicking on File and selectingSetup or Page Setup and responding tothe prompts.

• You are now ready to begin enteringinformation into your new document.Find the cursor and start typing.

• Proofread, correct, and then save thedocument by clicking on File, then Save.

• Print the document by clicking on Printfrom the File menu. Store the documentby selecting Close from the File menu.

ePracticing the SkillRead the steps below to sharpen your word-

processing skills.

Step 1 Open your word-processing programand create a new document in which youwill summarize the characteristics of non-verbal communication.

Step 2 Label the new document.

Step 3 Establish margins for your document.

Step 4 Type the information into the document.

Step 5 Proofread and save your work.

Step 6 Print the document, then store it.

Understanding Nonverbal Communication 143

APPLICATION

Assume that you have been asked to givethe introduction at a banquet honoringyour favorite teacher, who has been rec-ognized as the teacher of the year inyour district. Use a word-processing pro-gram to write and edit the introduction,print the document, and save it as a fileon a computer.

USING AWORD-PROCESSING PROGRAM

File Menu

New

Name/Save As

Setup/Page Setup

Save

Print

Close

Click here to createnew document.Give your documenta title.

Establish margins here.

Keep changes to yourdocument up-to-date.

Print your documentout on paper.

Click here to storeyour document.

Page 11: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Imagine that you are a restaurant manager. At staff meetings, younotice that one server always seems to complain loudly and often

leaves angry. Another server typically sits silently near the back of thegroup. A third server can be counted on to participate with enthusiasmand offer helpful suggestions. Which of these servers is projecting aprofessional image?

As you develop competence and effective-ness as a communicator, you will face manychallenges. Some of these challenges willtake place in your school, community, orpossibly in a business context. One of themost important challenges will be partici-pating effectively with coworkers, supervi-sors, or customers in business conversations,discussions, and presentations. To makeyour communication in these situations aseffective as possible, you will want to conveya professional image.

Section 2

G U I D E T O R E A D I N GObjectives1. Explain how nonverbal skills can convey

the confidence, poise, assertiveness, andimmediacy needed for a positive image inprofessional and social contexts.

2. Describe the types of nonverbal commu-nication and their possible effects.

3. Describe the four characteristics of voice.

4. Recognize the importance of effectivenonverbal strategies such as a firm hand-shake, direct eye contact, and appropriateuse of space and distance.

Terms to Learnpitch tone kinesicsrange rate artifactsinflection tempo

144 Glencoe Communication Applications

Using Nonverbal Communication to Create a Professional Image

Barbara Walters exhibits a professional image. How canyou create a positive professional image through non-verbal communication?

Page 12: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

CHARACTERISTICS OF APOSITIVE PROFESSIONALIMAGE

A positive professional image and presencecan be important to your success in profes-sional and social contexts. It means that otherssee you as poised and confident. It also meansthat you consistently conduct yourself in abusinesslike manner in the workplace. Finally,a professional image means that you can bedepended on to communicate appropriatelyand effectively in any situation that may arise.

Through nonverbal communication, youcan project certain messages about yourselfand your abilities as a communicator. Withenough practice and skill, you can create aprofessional image that projects all of the fol-lowing characteristics:

• confidence

• poise

• assertiveness

• immediacy

Image That Projects Confidence

A strong voice and an attentive and posi-tive attitude project an image of confidence.These nonverbal cues show that you believein yourself and your communication skills.Confidence conveys to others that you believeyou can accomplish tasks successfully andthat you can build and maintain positiverelationships.

Image That Projects PoisePeople who are known for their poise gen-

erally have an ability to “read” any situationand act appropriately. They don’t hesitate intheir speech and are seldom uncertain abouthow to act in a given context. They also tendto keep their cool in a stressful situation.

Poise stems from an understanding of com-munication situations and a strong sense ofappropriateness and correctness. Poise sendsthe nonverbal message that you are in controlof your communication and the situation.

These young ladies are projecting a positive professional image. What does an image thatprojects confidence convey to others?

Understanding Nonverbal Communication 145

Page 13: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Image That Projects Assertiveness

Assertiveness suggests a strong sense of pur-pose. It means that you are confident of your-self and your opinions or beliefs and are notafraid to take a stand when necessary. Anassertive individual will not allow a pushysalesperson, a bullying coworker, or an incon-siderate friend to treat him or her unfairly.Instead, that person will project verbal andnonverbal messages that convey logical rea-soning and command respect.

Unlike an aggressive person, an assertiveindividual does not try to impose his or herideas on others, forcing them to change ortake action against their will. Rather, anassertive person uses tact and persuasivenessto take a stand and, if necessary, win othersover to his or her way of thinking.

Image That Projects Immediacy

A competent communicator has a sense ofimmediacy in interacting with others. A com-municator who has the qual-ity of immediacy is perceivedby others as approachable,friendly, and open. Whenyou bring a problem to thisperson, you usually feel satis-fied that you have his or herfull attention. Immediacy—especially when used in com-bination with confidence,poise, and assertiveness—is avaluable aspect of projectinga professional image.

As these characteristicsillustrate, image depends onmore than just strong verbalskills. It also relies heavilyon effective nonverbal

communication. In the following pages, youwill learn more about the role nonverbalcommunication plays in creating and main-taining a positive professional image.

TYPES OF NONVERBALCOMMUNICATION

Have you thought about how the way you laugh, the way you dress, how you usespace, and how you protect your territoryconvey nonverbal messages about you?Perhaps you have not considered how youruse of time sends messages about your pri-orities, your attitudes, and your feelingsabout relationships. All of these are waysyou communicate nonverbally.

There are three main types of nonverbalcommunication: voice, body talk, and envi-ronmental cues. Within each of these broadcategories are a number of subcategories.The following table lists a wide variety ofnonverbal cues that people use in everydaycommunication.

TYPES OF NONVERBAL COMMUNICATION

Voice Body Talk Environmental Cues

Pitch Dress and grooming Space and distance

Range and Posture Territoryinflection

Volume Muscular tone and tension Touch

Quality and tone Movement and gesture Time

Duration: Rate Facial communication Artifactsand tempo

Pause and silence Eye communication Color

Laughter Fragrance and odor

Vocalizations

146 Glencoe Communication Applications

Page 14: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

VOICE AS NONVERBALCOMMUNICATION

Voice, as shown in Figure 5–2, is thehuman sound that is used to transmit orallanguage from sender to receiver. The speak-ing voice that carries words is often accompa-nied or replaced by other vocal cues, such asa sigh or a laugh.

Voice is an important aspect of your overallcommunication. Studies generally agree thatwhen voice is involved in communication, itaccounts for 38 percent of the message receivedby the receiver. When voice is involved in com-munication, it is one of the most influentialkinds of nonverbal cues. For this reason, apleasant speaking voice can be very importantto creating a professional image.

Characteristics of VoiceImagine that a supervisor called to say,

“You need to get your report in on time.” Themeaning of the words probably would beclear. However, you would need to pay atten-tion to the supervisor’s voice to decidewhether the call was a gentle reminder, a briefscolding, or a stern warning. Your responsewould be influenced not only by the meaningof the person’s words but also by the charac-teristics of his or her voice.

As sound, your voice has the same fourcharacteristics, illustrated in Figure 5–3, as allother sounds. They are the following:

• pitch • tone• volume • duration

The way these characteristics blend in yourspeaking makes your voice unique and differ-ent from all other voices.

Pitch Pitch is one of the most importantcharacteristics of voice because it is so closelytied to the emotion of a message. Pitch is thehighness or lowness of sound on a musicalscale. Think about how you respond to thepitch of a musical instrument or singingvoice. Whether the music energizes you,makes you feel peaceful and calm, or makesyou feel sad or happy and “upbeat” proba-bly depends to a large extent on the use of

high and low pitch.Similarly, the pitch ofyour voice affects oth-ers’ interpretation andemotional response.

High Pitch Peopleoften associate a high-pitched voice with ex-ternal factors such asstress, fear, tension,excitement, frustra-tion, or uncertainty.

words, words,words, words,words, words

Voice

Figure 5–2 From Voice to Speech

PitchVolume

ToneDuration

Figure 5–3 Characteristics of Voice

Understanding Nonverbal Communication 147

Page 15: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

High pitch can also indicate fatigue, youth,uncertainty, or a low energy level. Occasionaluse of high pitch can add variety, humor, andenthusiasm.

Medium Pitch Medium pitch is the pitchyou use when you speak normally in conver-sations, discussions, and presentations. Amedium pitch usually conveys calmness andconfidence and can be used to emphasize theintellectual content of a message.

Low Pitch Low-pitched voices often aredescribed as rich, deep, or resonant. Low pitchcan express a wide range of emotions fromsadness to uncertainty and from tenderness toconcern. Because they are usually pleasant tolisten to, low-pitched voices can be a real assetin professional and social conversations, dis-cussions, and presentations. However, consis-tent use of low pitch in long discussions and

presentations can lull listeners to sleep andcause them to lose interest in what the speakerhas to say.

Range and Inflection Vocal range andinflection are both associated with pitch. Rangerelates to the variations possible for a speaker toreach—from the highest pitch possible to thelowest pitch possible. Inflection is the rising andfalling of pitch that adds variety to speaking. Aperson’s inflection often reveals the meaningand feeling underlying his or her message.

Individuals who speak consistently at the same pitch without variety in range and inflection are said to speak in a monotone.Unfortunately, few things kill the impact andeffectiveness of a message like a monotonousvoice that lacks animation and inflection.

Volume It is the speaker’s responsibility tobe clearly heard and understood by listeners in

conversations, discussions,and presentations. Beingunderstood depends on clear,articulate sounding of words.Being heard depends onusing appropriate volumefor the situation.

Listeners tend to be sen-sitive to the volume of themessages they receive. Forinstance, you may view aloud, boisterous speaker asrude or overbearing. Onthe other hand, if aspeaker consistently talkstoo softly, you may viewhim or her as incompetent,inconsiderate, shy, or lack-ing confidence.

As a general rule ofthumb, use listener feed-back to judge the appropri-ateness of your volume. Ifyou notice listeners leaning

148 Glencoe Communication Applications

Mexican President Carlos Salinas and Canadian Prime Minister Brian Mulroneylean in to hear one another better. How does volume affect communication?

Page 16: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

forward or turning one ear toward you tohear better, speak a little louder. You alsomight use perception checks to help you findthe right volume and ensure that your mes-sage is heard.

Tone The human voice is uniquebecause of its tone. Tone is a specific vocalquality. Think of how you would describe thetone of a bell, a siren, or an alarm. Somebells produce rich, mellow sounds, but otherssound weak and small. Sirens often areshrill. An alarm may be harsh and grating.Like these sounds, voices often are thought ofas pleasant or unpleasant depending upontheir tone.

The good news is that almost everyonecan develop a pleasant speaking voice.Competent communicators usually want todevelop voices that are rich, melodic, reso-nant, and full. One tip for developing thefull resonant voice is to breathe deeply forspeech and speak from the diaphragm likeactors and singers.

Duration Almost everyone has en-countered a speaker who raced through hisor her words so quickly a listener couldhardly keep up. You probably also haveheard speakers plod along so slowly youwondered if they would ever finish a sen-tence. Duration has two related components:rate and tempo. Rate refers to how fast orhow slowly an individual speaks. Temporefers to the rhythmic quality of a person’sspeech. Tempo results from variations in anindividual’s rate of speech.

The rate of a person’s speech can have asignificant effect on listeners. For example, ifa speaker talks too fast, listeners may havedifficulty following and understanding themessage. If a speaker goes too slowly, listen-ers may tire of the slow pace and lose interest.The key is variety. Speeding up and slowingdown the rate of speech appropriately can

help you create a tempo that holds listeners’interest and helps them understand yourmessage.

How do you know whether or not yourrate and tempo are suitable in a given situ-ation? The answer once again is to analyzethe feedback from your audience. If youhave a question, use perception checks andadapt your rate to meet the needs of yourlisteners.

Cues That Accompany Speech

Speech is often accompanied by a varietyof attributes or vocalizations, such as pauseand silence, laughter, sighs, sobs, or othersounds. Such vocal cues may be intentionalor unintentional messages about meaningsand feelings.

Pauses and Silence When you pausein your speech, it typically is only for a briefperiod of time. Silence usually refers to a longer

Understanding Nonverbal Communication 149

TECHNOLOGYHearing Yourself Speak How you say somethingis just as important as the words that you use tosay it. Assume that you have just won a free din-ner with your favorite media celebrity or athlete.The famous person wants to know why you aresuch a big fan. With a classmate, develop a seriesof questions that the celebrity might ask. Usingan audio recorder, tape your answers to thequestions. Listen to the recordings of yourselfand your partner. Analyze each voice’s pitch,range, tone, and rate. Are your answers convinc-ing? Record your responses again while concentrating more on the sound of your voice and compare the results.

Page 17: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

period of suspended sound. Pauses punctuatespeech by setting off specific units of thought.They can also be used deliberately to provokethought, develop curiosity or suspense, create adramatic effect, or raise questions.

You may have heard the expression“Speech is silver; silence is golden.” In otherwords, you often can communicate morewith silence than you can with sound.Silence, including pauses, can indicate awillingness to listen. It also can communi-cate a willingness to defer to another speakeror to consider a matter carefully beforespeaking. Silence can be used to expressapproval, disapproval, or total apathy. Italso can be used to demonstrate courtesy,respect, or profound emotion.

Laughter Laughter can be an extremelyeffective nonverbal cue. It can clearly conveyhumor, friendliness, acceptance, and goodfeelings. Depending on the context, however,it also can convey cruelty or sarcasm. Eitherway, laughter can add a wealth of meaning to

a conversation, discussion, orpresentation. The key to usinglaughter is appropriateness anda few simple rules that areshown in the CommunicationStrategies checklist.

Vocalizations Whenyou make sounds withoutforming words with meaning,you are vocalizing. Soundssuch as sighs, whines, or throatclearing are all examples ofvocalizations. Vocalizationssend messages about a sender’sfeelings. A sigh, for example,may be interpreted as wishful-ness, boredom, or fatigue. Italso could indicate pleasure orcomplete relaxation. Randomor overused vocalizations such

as “um” or “ah” tend to clutter speech andinterrupt a smooth and meaningful transferof information from sender to receiver.

150 Glencoe Communication Applications

COMMUNICATION

SENDING POSITIVE MESSAGESWITH LAUGHTER

Analyze the context. Is it appro-priate to laugh in a particularsituation?

Listen to your laugh. Is it pleasantand controlled? Generally avoidoverly loud, raucous laughter.

Laugh with others, not at them.

Learn to laugh at yourself. Lightenup and take little mistakes, miscues,and failures in stride.

Use laughter to promote good-natured humor and goodwill.

Laughter is an effective nonverbal cue. How does laughter contribute tocommunication?

Page 18: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Members of a choir must be aware of voice production. How can voice production impact one’scommunication success?

Understanding Nonverbal Communication 151

To communicate more clearly, becomeaware of the vocalizations you tend to use.Analyze them and evaluate their effect onyour communication. If you find thatineffective vocalizations clutter your speech,you can develop your awareness and try toeliminate them from your speech.

Voice ProductionVoice can be a determining factor in a job

interview, making a sale, or persuading agroup to adopt your point of view and takeaction. It can project an image on the tele-phone, and it can determine whether othersenjoy being around you or not. Rememberthat with analysis, work, and practice,almost everyone can have an effective voicethat is easy to listen to. Some tips forimproving the quality of your voice arefound in the Communication Strategieschecklist.

COMMUNICATION

IMPROVING VOICE

Breathe deeply using the diaphragmto control exhaling air.

Stand and sit tall when you speakto allow your sound waves toresonate, but be sure not to drawyour shoulders upward to yourneck. Let your shoulders remainrelaxed and unmoving while youbreathe.

Speak from the diaphragm insteadof the chest or head.

Become aware of how sounds areproperly shaped in the oral cavity.

Create clear speech sounds by usingthe hard and soft palate.

Page 19: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

BODY TALK ASNONVERBALCOMMUNICATION

In addition to voice, another type of non-verbal communication is body talk. If voice isthe nonverbal language of sound, body talk isthe nonverbal language of silence. Body talkis the visual messages we send with our physi-cal presence. It includes the following factors:

• personal appearance

• kinesics

• movement and gesture

• facial communication

Personal AppearanceWhat do you first notice when you are

introduced to someone new? Generally, peoplerespond first to what they see (body talk andenvironmental cues); second, to what theyhear (voice); and third, to what they under-stand (words and other nonverbal cues weprocess as messages).

Because we base so much of our firstimpressions on what we see, personal appear-ance can have a great impact on communi-cation. In fact, some aspects of appearancecan tend to block out other messages. Forinstance, an interviewer might be so dis-tracted by an applicant’s inappropriate attirethat he or she cannot concentrate on theapplicant’s answers.

For this reason, remember to “watch yournonverbals” when interacting in professionaland social contexts. In these situations, mak-ing a good impression and conveying a pro-fessional image can be vital to your success.

Dress Your choices about how you dresscan substantially influence the way othersview and respond to you. Because of this,

your attire can add to or detract from theimage you want to project in social and pro-fessional contexts.

A major factor to keep in mind is thatappropriate dress for professional and socialsituations depends to a large extent on anorganization’s culture. Organizational expec-tations for attire may be carefully laid out inemployee policy manuals or may be part ofyour employee orientation and training. Onthe other hand, clothing choices may be leftup to your own best judgment. In either case,you will want to project a positive, profes-sional image to others at all times.

It is important to note that clothing neednot be brand-new or expensive to be appropri-ate and professional. Rather, it should be wellmaintained and in good taste. Three conceptsto keep in mind when dressing professionallyare classic, clean, and conservative.

Of course, not all workplaces require a clas-sic or conservative style. Many creative fieldsallow or even encourage more expressiveforms of dress. For instance, an advertisingagency, a contemporary art gallery, or anyfashion-related business may set differentstandards for personal appearance on the job.Keep in mind that appropriate dress dependsto a large extent on organizational cultureand any prescribed codes of etiquette.

Grooming Grooming, as shown inFigure 5–4, can be very important to yourprofessional image. It shows others whetheror not you take pride in your appearance. Italso implies that you want to look and beyour best—and, therefore, are likely to be aconscientious, responsible worker.

Hair Hair should always be clean and, inmost cases, conservatively styled. The classichairstyle for men typically is a short haircutwith short sideburns. For women, classic hair-styles are typically neatly trimmed and well styled or pulled away from the face. Fad

152 Glencoe Communication Applications

Page 20: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

haircuts and unnatural hair colors should beavoided in all but the most unconventionalorganizations.

If you are in doubt about the norms forhairstyle or hair color for a job that you want,it may be wise to investigate the organiza-tional culture as part of your interview prepa-ration. Ignoring organizational or communitynorms can lead to negative stereotyping,which may ultimately keep you from gettinga job or may cause you problems at work. Thegeneral rule is to choose a neat, simple hair-style that is becoming to you and does not getin your way as you work.

Face Facial grooming should follow thesame guidelines. If you are a male, observewhether sideburns, mustaches, and beardsare worn in your workplace. If they aren’t,they may be inappropriate even if they arenot officially forbidden. In many workplaces,the less facial hair the better.

If you are a female, facial grooming shouldconsist of conservative makeup styles andcolors. If you are in doubt, observe the makeupchoices of the most successful employees in the

organization. Then, use these standards as abasis for making choices of your own.

For either gender, multiple piercings or visible tattoos may be unacceptable in a work-place. As a general rule, females should wearonly one earring per ear. For males, earringsmay or may not be appropriate, depending onthe company. For both genders, any otherpiercings should be left unadorned while atwork. Many businesses require that tattoosremain covered while employees are on the job.

All of these guidelines relate to conveying aprofessional appearance to employers,coworkers, and the public. However, body talkgoes far beyond hair, face, and clothing. Italso includes the physical presence you com-mand. How you sit, stand, and move also hasan impact on the image you project.

KinesicsKinesics refers to the use of the body in

communication. It typically is the first thingpeople think of when they hear the term“body language” or “body talk.” It is the non-verbal messages we send with our bodies.

Understanding Nonverbal Communication 153

Figure 5–4 Personal Appearance: Grooming

Page 21: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Posture Generally, a straight but relaxedposture sends a message of confidence andpurpose. Standing tall as you enter a room,speak to a client or coworker, or make a pointin a discussion can help you create an imagethat says, “I have everything under control.”Good posture not only makes your clothes fitbetter, but it also gives you an air of confi-dence, poise, and immediacy.

Sitting tall creates much the same effect.The receptionist who sits tall at his or her deskcan easily use direct eye and facial communi-cation with customers and clients. Such directcontact is more difficult when a seated personstays slumped over his or her work. Goodsitting posture also helps prevent much of thefatigue tension in the shoulders and back thatoften accompanies desk jobs.

Muscular Tone and Tension Yourcomfort level in a given situation generally isrevealed through your muscular tone and

tension. These non-verbal signals senda variety of mes-sages about yourfeelings, emotionalstate, and level ofwell-being.

Have you everbeen advised to“settle down” or“loosen up” whenyou were feelingtense about some-thing? Maybe youhave commentedthat a friend was“uptight” about anupcoming interviewor test. Such expres-sions illustrate howbody tone and ten-sion reveal our emo-tions. Taut muscles,

a stiff neck, and jerky movements may indi-cate that you are stressed or ill at ease.Muscles that are more relaxed may indicatethat you are comfortable and in control of thesituation, confident and poised.

Analyzing Your Own Signals You canlearn to be more aware of your own musculartone and tension. Pain at the base of yourneck or between your shoulders can indicatethat you need to take a break and relax. Inaddition, feedback from others may give youclues about whether or not you are sendingmessages about being open and friendly.

If you think you tend to send messages ofanger, tension, or fatigue, you can learn somesimple relaxation techniques to help you con-vey a more positive image. You can use theseat your desk or before a presentation to elimi-nate tension. If tension or anxiety is a chronicproblem, you will need to investigate morecomplex techniques.

154 Glencoe Communication Applications

The speaker above draws the audience’s attention with a gesture. What is a gesture?

Page 22: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Movement and GesturesImagine participating in a meeting at

work. You are professionally dressed andgroomed, relaxed, standing tall, and project-ing a confident professional image. However,you can shatter this image in an instant withuncontrolled, overly aggressive, or hesitantmovement and gestures.

Movement Movement generally refersto gait. Gait describes the way you walk ormove from one place to another. Studies showthat gait can reveal a great deal of informa-tion about an individual’s mood and attitude.Practicing a confident gait can help you pro-ject a positive image. You can begin by stand-ing tall and moving with assurance andpoise. Try not to make overly aggressive andlong strides, shuffle or drag your feet, or makemany hesitant movements.

Gestures A gesture is a movement ofany part of the body that reinforces anothermessage or acts as a substitute for speech. Forinstance, tapping the foot may suggest ner-vousness or impatience. Holding both handspalm-up at shoulder level can mean “Whoknows?” or “I don’t get it.” A wink, a nod, awave, or any other of a wide variety of move-ments can send intentional or unintentionalmessages that affect communication.

It is important to note that gestures tend tobe highly cultural in nature. For example, inthe United States, a nod of the head usuallyindicates agreement or consent. In parts ofGreece, Turkey, and some other countries,however, nodding the head means “no.”

One problem with gestures is that theyoften develop into personal mannerisms thatcan become distracting or annoying to oth-ers. You may know someone who repeatedlypoints his or her index finger to emphasize apoint or continually nods his or her head inagreement while listening to others speak.

Perhaps you know someone who uses“empty,” or meaningless, gestures such assmoothing his or her clothes, straighteninghis or her hair, fidgeting, making doodles onnotepads, or playing with pencils or othersmall objects. In these instances, this personhas performed the movement so often, he orshe is no longer conscious of using thegesture at all.

To become more aware of any gesturesyou may be overusing, carry on a conversa-tion with a friend in front of a mirror. Watchyour reflection to see if there are any man-nerisms you would like to eliminate. Then,practice speaking without them. Eventually,you can break old habits and eliminateunnecessary gestures from your communica-tion. You also may want to add certain ges-tures to bring interest and clarity to yourcommunication.

Understanding Nonverbal Communication 155

A C T I V I T Y

Nonverbal CommunicationOnline Computer-mediated com-munication is considered an imper-sonal channel of communicationbecause so few nonverbal cues areavailable. As a result, many con-ventions and symbols have beendeveloped by computer users toillustrate the emotions that accom-pany their writing. Typing in capitalletters, for example, is consideredshouting. Symbols added to thewritten text such as ;-), a wink, arecalled emoticons. Do an onlinesearch using the term emoticons.Compile a list of at least ten ofthese symbols and their meaningsand share them with the rest of the class.

Page 23: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Facial CommunicationNext to vocal characteristics, facial expres-

sion may be the most noticeable and impor-tant aspect of nonverbal communication.Certainly, it can display a wider range of emo-tions more accurately and immediately thanany other form of body talk. Expressions suchas “I never forget a face,” “You should haveseen the look on your face,” or “Put on yourgame face,” all emphasize the fact that people tend to be very aware of faces andtheir important role in communication.

Many times, facial expressions may lastonly a split second. Yet, even in that shortperiod of time, they can communicate someof our most subtle and complex feelings. Likeother aspects of nonverbal communication,facial expressions are highly personal and

cultural. However, in the United States, manyof the more obvious facial expressions tend tobe interpreted in a similar manner.

Eye Communication In communi-cation, the eyes are capable of sending power-ful nonverbal messages. People use the eyes tomake contact with others, to maintain andregulate interaction, and to provide space ordistance when others get too close or a situa-tion becomes overly emotional or intense.

Eye communication is strongly influencedby culture. In the United States, many com-municators value direct, personal eye contact.You may have been told by an adult, “Look atme when I talk to you.” You may have heardsomeone say, “I don’t think he was telling thetruth. He wouldn’t even look me in the eye.”However, children of Native American,

156 Glencoe Communication Applications

Facial communication involves expressions like the ones shown. How do facialexpressions help one communicate?

Page 24: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

African, Asian, or Hispanic descent may havebeen taught to look down when addressingelders to demonstrate respect.

Many people believe that the eyes are a formof “window” to a person’s inner intentions andfeelings. Therefore, great importance is oftenplaced on eye communication. The messagesyou send with your eyes most certainly will beinterpreted as your “true” feelings about your-self and your interpersonal relationships.

Eye Communication ImportanceEye communication tends to be very impor-tant in professional and social contexts.Making direct eye contact often will be viewedas a sign of honesty and credibility. Avoidingeye contact may be seen as a sign of dis-honesty or an effort to hide certain feelings.Because these assumptions are so widespread,learning to use eye communication appropri-ately can be the difference between successand failure in some situations.

Eye communication is an important aspectof body talk. However, body talk—and voice,as you learned earlier—are not the only wayspeople send nonverbal messages. The way wealter or work within our surroundings alsosays something about us.

ENVIRONMENTAL CUESAS NONVERBALCOMMUNICATION

Environmental cues can reveal much abouta person’s feelings and relationships and canbe vital to projecting a positive professionalimage. Some of the environmental aspects ofnonverbal communication may surprise you.For example, the way you use space, distance,and territoriality communicates messagesabout you and your relationships. How youmanage time and allocate time to others also

sends nonverbal messages. Similarly, touch,color, and fragrance communicate muchabout your feelings and relationships.

Spatial CommunicationSpatial communication refers to your

perception and use of space. Using spaceappropriately in professional and social con-texts involves balancing personal and inter-personal needs with efficiency. Individualperceptions and needs related to space andterritory can vary widely.

In addition, the kind of space you need todo your work well may vary from the needs ofother people. Regardless of the situation,human beings tend to have definite spatialperceptions, needs, and preferences. How weuse space and observe and respect the spatialneeds of others is an important factor in work-ing with other people. It can be a source ofconflict or, if used appropriately, can help topromote positive relationships.

Space and Distance Like otheraspects of nonverbal communication, the wayyou use space and distance is highly personaland strongly influenced by your cultural back-ground. Generally speaking, however, thereare four types of distances that describe spatialcommunication, as illustrated in Figure 5–5on the next page.

Intimate Distance Intimate distance is upto eighteen inches from your body. You mightuse this space when you make a quiet or con-fidential comment to someone or when youcarry on a private conversation. You also maywork within your intimate distance whensharing a book, working closely with one ofyour friends, or giving someone a hug.

Because intimate distance is the area clos-est to the body, communication within thisrange tends to be very personal. Most people

Understanding Nonverbal Communication 157

Page 25: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

feel uncomfortable with someone in their inti-mate distance unless they have invited him orher into that space.

Personal Distance Personal distanceextends from eighteen inches to four feet fromthe body. This area is your own space inwhich to move freely.

Whom do you allow toenter your personal spaceand under what circum-stances? Typically, peopleallow friends, family mem-bers, and some coworkers toenter their personal spacecomfortably. However, ifsomeone else gets too close,you may feel that he or sheis “invading your space.” If,for example, you begin tofeel uncomfortable when asalesperson or other strangerapproaches, it may bebecause he or she has comeinto your personal space.

Social Distance Socialdistance extends fromabout four feet to twelvefeet from the body. This dis-tance still allows communi-cators to see and hear oneanother easily, while main-taining enough distance toavoid highly personalinteraction. Social distanceis logically the most appro-priate distance for interper-sonal and small groupinteractions in professionaland social contexts.

Social distance showsrespect for a person’s indi-vidual space when a closerelationship has not yet

been established. Therefore, it often is used formaking and acknowledging interpersonalintroductions, business conversations, andinformal presentations.

Public Distance Public distance extendsfrom about twelve feet to twenty-five feet ormore. It is far less interpersonal than any of the

Public Distance12 feet–25 feet or more

Social Distance4 feet–12 feet

Personal Distance18 inches–4 feet

Intimate Distance18 inches

Figure 5–5 Spatial Communication

158 Glencoe Communication Applications

Page 26: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

other types of distances. Publicdistance is most often used for formalpresentations. At a public distance,special lighting and sound-projectionequipment may be needed to allowthe presenter and audience to see andhear one another clearly.

Presenters sometimes choose tocome out from behind a podium ordown off a stage to achieve more per-sonal interaction with an audience.However, depending on the kind ofmeeting or program and the size of theaudience, public distance may be mostappropriate for a formal presentation.

Violating Distance Norms Usingdistance inappropriately can createembarrassment, discomfort, and con-flict. For instance, asking a personalquestion at a public distance andexpecting a public answer contain-ing private information can causeeveryone in the area to feel uncom-fortable. By the same token, invadinga stranger’s personal or intimatespace may make him or her uncom-fortable, defensive, or afraid. As ageneral rule, fit your use of space tothe context of the situation.

Territory Sometimes, peoplewill identify a space or territory,claim it, and protect it as their own.You probably have done this your-self at some point. Have you everentered a classroom to find someone sittingin “your” chair? Even though there mayhave been no prescribed seating plan, youmight have selected a space and then occu-pied the same place every day. Therefore,you felt it was your territory.

Workers often personalize their cubicles oroffice spaces by arranging them a certain

way, decorating them with art or photos fromhome, and otherwise adding their own spe-cial touches. This nonverbal behavior makesit very clear that “This space is mine.” Theymay also claim a certain chair for staff meet-ings or a certain coffee mug in the breakroom and may become offended if someoneintrudes on their territory.

Employees in an office setting usually personalize their office space. Why?

Understanding Nonverbal Communication 159

Page 27: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Violating Territory Norms Sometimes,real hostilities over territory can developamong coworkers. Imagine how a secretarymight feel, for example, if coworkers oftenborrowed the stapler from his or her deskwithout asking first. What if they periodicallyopened the secretary’s desk drawers to lookfor needed supplies? He or she probablywould become annoyed or even angrybecause the coworkers were not respectingthe secretary’s space. In fact, when you arevisiting coworkers’ workspaces, it is consid-ered good manners even to keep your gazeaverted from their computer screen and frompapers on their desk unless the purpose ofyour visit is to discuss those matters. Todevelop positive interpersonal relationshipsin the workplace, it is important to respectothers’ privacy and personal territory.

Sending Nonverbal Messages How youuse and maintain your territory or workspacesends a variety of messages about you. Youruse and control of space can give others anyof the following messages:

• I’m organized. When books, papers,and other materials are systematicallyarranged, you send a message thatyou are in control of your space andare well organized.

• I’m disorganized. A messy desk orworkspace filled with random papers,trash, and other clutter sends a mes-sage that you may be struggling withwork and are not well organized.

• I take pride in my space. Keepingyour office or workspace neat andpersonalizing it show that you wantyour space to reflect all your best qual-ities. In some organizations, there maybe policies about what may or may notbe displayed in a work area; however,within the available limits, you cannearly always make your mark.

• I don’t like it here. A messy office orone that looks exactly as it did the dayyou moved in tells others that youdon’t value that space and don’t careto make it your own.

• You’re welcome in my space. Often,a person will use a bowl of candy, acomfortable chair, or some noveltyitem to make people want to spendtime in his or her workspace.

Touch To touch or not to touch hasbecome a critical question for people in theworkplace and social organizations. Inrecent years, rules and norms have taken adefinite shift toward “Don’t touch.”Touching can be considered harassment andintimidation and can cause serious emo-tional and legal issues.

However, this does not exclude all forms oftouch. Certainly, a firm handshake can beconsidered an appropriate gesture for bothmen and women. The handshake hasbecome a standard gesture used in profes-sional and social contexts for making andacknowledging introductions and forextending congratulations or recognition. Inmany professional and social situations, ahandshake is usually considered moreappropriate than hugs, pats, and otherforms of contact.

Time CommunicationIn today’s busy world, the excuse “I just

didn’t have time!” has become commonplacein professional and social contexts. Whenpeople fail to appear at meetings, carry outresponsibilities, meet deadlines, or returncalls, they often claim that they just didn’thave enough time to do what was expected.In reality, these people may actually havehad enough time, but they just managed itinappropriately.

160 Glencoe Communication Applications

Page 28: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Sending Messages with TimeHow you manage time is a form of nonverbalcommunication. If you have a friend who isconsistently late for dates or meetings, youmay begin to wonder if that person caresabout you very much. Similarly, if youremployer pays you late every month, youprobably will conclude that salary issuesdon’t mean that much to him or her, and youmay even look for another job.

How you use time sends strong messagesabout you, your perceptions of others, yourrelationships with them, and your attitudeabout responsibilities. Therefore, learninghow to manage time can be vital to buildinga professional image and succeeding in pro-fessional and social contexts.

Time Management As you beginlearning to manage your time, consider this:Not everyone has the same amount ofmoney, talent, or physical ability, but every-one has the same amount of time. We allhave exactly twenty-four hours every day.How you use your time reflects your priori-ties and sends messages about your effec-tiveness as a student, an employee, and acommunicator.

Second, try not to think of time as some-thing that is constantly moving. Instead,think of it as an object that stays in one place.You can arrange its parts however you wish.

Arranging “Slices” of Time If youbegin to think of time as a kind of circle graphreflecting one twenty-four-hour day, as illus-trated in Figure 5–6, you can start thinking ofdifferent activities as individual slices of thetotal pie. For instance, you probably needeight hours of sleep each day. So, one-third ofyour pie is already filled in, leaving you withsixteen hours. You probably also need abouteight hours for work or school. That leaveseight hours for recreation, homework, house-hold responsibilities, meals, and relationships.

Suddenly, managing your time sounds a lotlike budgeting your money, doesn’t it? Theidea is the same for both. You have a limitedamount of something, and you must arrangeit carefully to get the most from it.

Noting Special Time CommitmentsOnce you have learned to arrange yourtime, it is important to make a note of spe-cial commitments such as meetings,appointments, and deadlines so you won’tforget them. In professional and social con-texts, it is vital not only to remember yourcommitments but also to be prompt andpunctual.

Learning to Say “No” If, after learningto manage your time, you still find yourselfrunning behind schedule, you may need tomake some changes. Consider whether youhave too many time commitments. Youmight need to learn how to decline politelywhen others ask you to take on extraresponsibilities. Alternatively, if you feel youmust participate, you might say, “I can dothat, but I won’t be able to get it done untilnext week.” Knowing how to divide yourtime and stay within your limits is a majorpart of being a responsible friend, groupmember, or employee.

SleepOther

Workor

School

Figure 5–6 Slices of Time

Understanding Nonverbal Communication 161

Page 29: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Other Types ofEnvironmental Cues

Besides distance, territory, touch, andtime, you also send messages with otheraspects of your surroundings. Think abouthow you personalize your room at home,your locker or backpack, even your ownappearance. These environmental cues allsay something special about you.

Artifacts and Objects Most peoplesurround themselves with artifacts andobjects that communicate a variety of mes-sages. Artifacts are articles of adornmentyou use to decorate yourself or your sur-roundings. Jewelry and accessories are arti-facts. Clothing may be considered anartifact. Pictures on walls, visual themes ormotifs, trophies, favorite books, and postersall are artifacts people use to decorate theirrooms and offices.

Objects include all the materials that youkeep in your space or take with you to classes,meetings, presentations, or other events. Abackpack and a notebook may be objects thatstay with you all day at school. The way youmaintain or personalize each of these sendsmessages about your personality, likes, anddislikes. A briefcase and date book may com-municate that an employee is highly orga-nized and professional. The personal photos

on a person’s desk may indicate that he or shehas a strong sense of home and family.

In social and professional contexts, objectsand artifacts generally should be kept in goodrepair. They also should be attractivelyarranged and logically organized. As with

dress, three key words toremember are classic,clean, and conservative.Keeping these things in mind will help youproject the best possibleimage of the profes-sional you.

Color What is yourfavorite color? Do youtend to buy clothes,artifacts, and objects in

Warm Colors

Cool Colors

Figure 5–7 Cool and Warm Colors

162 Glencoe Communication Applications

Subtle Clues The artifacts that you surroundyourself with are nonverbal clues to your inter-ests and values. Other people assign meaningto the artifacts you display. The items in yourbackpack, your locker, your car, or your homereflect your interests and values. Professionalsknow that others will interpret the artifactsobserved in their offices. For example, youwould expect to find different artifacts in adentist’s office than you would in a travelagent’s office.

Visit your school’s main office, the gymna-sium’s office area, the cafeteria, the library, ascience classroom, an art room, and the instru-mental or vocal music room. Observe the arti-facts found in each location. Report yourobservations and the interpretations of yourfindings to the class.

Page 30: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

that color? Have you ever been attracted to acolor because it was associated with a certainmeaning or feeling?

Advertisers and manufacturers fully under-stand the nonverbal messages sent by color.Advertisers use color to grab your attention orto convey an overall feeling about a product.Fashion designers use color to attract atten-tion and to create a specific effect with cloth-ing. Decorators, lighting consultants, andothers often use color to create a specificmood and atmosphere.

For example, interior designers sometimesuse light blue walls or room accessories to cre-ate a calming effect. Soft, gold-toned lightsmay be used to evoke a warm feeling ofhome. Navy, gray, brown, and black tend toproject a formal mood and, therefore, aremost often chosen for formal professionalattire. See Figure 5–7 for a visual descriptionof cool and warm colors in a spectrum.

Fragrance and Odor Of all thesenses, the sense of smell is believed to providethe most direct link to the emotion center of

the brain. It has great power to instantlyevoke memories, feelings, and permanentimpressions. In short, fragrance and odor cansend powerful nonverbal messages.

In recent years, an entire industry has devel-oped around so-called “aroma therapy.” This isthe intentional use of certain smells to promoterelaxation, energy, comfort, or other emotionalstates. For instance, realtors often recommendthat homeowners bake bread or an apple piewhen a potential buyer is scheduled to visitbecause most people have fond memories ofthe smell of warm apple pie or freshly bakedbread. The theory is that the aroma will pro-voke warm images of family and home andmake the individual want to buy the house. Inmany cases, the theory seems to be effective.

Today, many businesses and meeting placesdeodorize the premises to avoid inappropriateor unpleasant responses. Unless you’re in thefood or fragrance business where smell couldattract customers, business environmentsshould, for the most part, be kept odor free.The same advice as that given for clothing and artifacts applies to the appropriate use of

Step 1 Working in groups of three or four,choose one of the following objectsand draw it five times on a sheet ofwhite paper: • an expressionless face• a mid-length jacket• a square sign on a signpost

Step 2 Color the first four objects on the sheetof paper these colors: red, blue, green,and yellow. Leave the last object white.

Step 3 As a group, discuss the nonverbal mes-sages sent by each object. Below each,write what you think that color ofobject represents. For example, if youhad drawn a red flower, you mighthave said it represents romance.

Step 4 As a class, discuss your interpretationsof each object. How did color influ-ence your interpretations? How mightyou use colors in other ways to com-municate nonverbal messages?

Interpreting Messages from Color To practice recognizing the nonverbal messages sent by different colors, follow these steps:

Understanding Nonverbal Communication 163

Page 31: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Review Key Terms1. Define each term and write it in a sen-

tence: pitch, range, inflection, tone,rate, tempo, kinesics, artifacts.

Check Understanding2. What are the characteris-

tics of a positive profes-sional image? Explain howyou might demonstrate oneof these characteristicsusing nonverbal skills.

3. What are the three main categories ofnonverbal communication? Choose onecategory and describe how those typesof nonverbal signals might affect com-munication between an interviewerand a job applicant.

4. Using the four characteristics of voice,describe how a person might contradicta spoken message with his or her non-verbal vocal cues.

5. Synthesize Describe an appropriateuse of handshake, eye contact, space,and distance when meeting your newboss for the first time. What might bethe overall effect of this behavior?

Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Self-Check andStudy Guide 5.2 to review your understandingof creating a professional image through non-verbal communication.

Section 2 Assessment

fragrance by individuals in professional andsocial contexts. Fragrance should be light, con-servative, and sparingly used. Cleanliness andpersonal hygiene can prevent unpleasantodors. Remember that you don’t want to proj-ect any smell that might cause you to alienatea client, lose a sale, or offend a boss orcoworker.

Nonverbals: voice, body talk, and the use ofenvironmental cues are powerful influenceson the professional image you project.Remember, nonverbal cues represent about90 percent of what you communicate. Usingthat 90 percent to convey positive, appropri-ate messages will help establish you as acompetent communicator.

164 Glencoe Communication Applications

APPLICATION

Enhancing Relationships Working with a partner, brain-storm a list of nonverbal cues and behaviors that put youat ease and make you feel closely bonded with anotherindividual. Then, brainstorm a list of cues and behaviorsthat have the opposite effect. Finally, choose a topic andconduct a one-minute interaction that employs only thosenonverbal behaviors that help enhance an interpersonalrelationship. Share your conclusions as a class.

Page 32: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Understanding Nonverbal Communication 165

Evaluating Your Nonverbal Communication Skills

How Do You Rate?

How Do You Score?Review your responses. Give yourself 5points for every A, 4 for every U, 3 for everyS, 2 for every R, and 1 for every N. Totalyour points and evaluate your score.

41–50 Excellent You may be sur-prised to find out how much you canimprove your skills.

31–40 Good In this course, you canlearn ways to make your skills better.

21–30 Fair Practice applying the skillstaught in this course.

1–20 Needs Improvement Carefullymonitor your improvement as youwork through this course.

Setting Communication GoalsIf you scored Excellent or Good, complete Part A. If your score was Fair or NeedsImprovement, complete Part B.

Part A 1. I plan to put the followingideas into practice:

2. I plan to share the followinginformation about communica-tion with the following people:

Part B 1. The behaviors I need tochange most are:

2. To bring about these changes, I will take these steps:

1. I know how to use body language and thesound of my voice to support what I say.

2. I try not to use nonverbal commu-nication as a substitute for verbalcommunication.

3. When I am with people of a differentculture, I try to learn all I can about theirnonverbal communication customs.

4. I use confidence, poise, assertiveness,and immediacy to manage situations.

5. I use a variety of pitches, tones, andtempos when I speak.

6. In business settings, my dress andgrooming are appropriate to thenorms of the organization.

7. In tense situations, I use feed-forwardstatements or humor.

8. When I want to convey honesty andcredibility, I use eye contact.

9. To avoid making other people feeluncomfortable, I respect their social,personal, and public space.

10. I manage my time commitmentspromptly and on schedule.

On a separate sheet of paper, use the key torespond to the following statements. Put acheck mark at the end of each skill youwould like to improve.

KEY: A Always R RarelyU Usually N NeverS Sometimes

Evaluating Your Nonverbal Communication Skills

Page 33: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Writing a Business LetterNo matter what career path you follow,

you will almost certainly be required towrite a business letter at some point. A busi-ness letter is a tool that is used universallybecause it has many applications. A busi-ness letter can request information, serve asan introduction, resolve problems, or clar-ify issues. Use a business letter when thecontents are too formal or detailed for an e-mail or telephone call. Refer to the sam-ple on the next page as you read about theparts of a business letter described below.

The Heading The heading is the firstelement of a letter. It includes a date line,which usually follows the sender’s nameand mailing address. Put the heading atthe top of the letter, even with the left mar-gin. The lines within the heading should

be single-spaced. Double-space only afterthe last line. Many companies have

personalized stationery that showsthe company name and address at

the top of the page. If this is thecase, you need only include the

date after the address.

The Opening The openingincludes the inside address,

which is the address of theperson or business desig-

nated to receive the let-ter, and the salutation,

or greeting, whichbegins the letter.

This information, like the heading, shouldbe even with the left margin of the paper.The opening should be spaced in the sameway as the header.

The Body The most important part ofthe business letter is contained in the body.This is where the reader gets your message.The body is sometimes preceded by a sub-ject line, which tells the recipient what theletter is about before he or she begins toread. Identify the purpose of the letter, thendecide how you will proceed. If the purposeof your letter is to solve a problem, forexample, you would first describe the prob-lem, then provide a solution. The lineswithin each paragraph should be single-spaced, but you should double-spacebetween paragraphs. Many business lettersuse a block style. This means that theparagraphs within the body are notindented. While the block style is very pop-ular, indenting the paragraphs is alsoacceptable as a style choice.

The Closing The closing signals theend of the letter. It first shows respect forthe recipient, then it gives the writer’sname and title. The most commonly usedclosing is Sincerely. Other closings areRegards and Very truly yours. Triple-spaceafter the closing and type the signatureblock. The person whose name is typedhere will sign the letter. If you are enclos-ing additional material, write the word

Writing a Business Letter

166 Glencoe Communication Applications

For additional information about business writing, see the Guide to BusinessCommunication section of the Communication Survival Kit in the Appendix.e

Page 34: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

enclosures followed by the number of itemsto be sent. List the names of any personswho will receive copies of the letter. Makesure the appropriate person signs the letter.

Proofreading the Letter Check yourletter for spelling and grammar mistakes.Make sure the format of the letter is correct.Make changes only if they are necessary toimprove the appearance of the letter.

Understanding Nonverbal Communication 167

Assume that you are a work-studystudent with an automotive firmand your supervisor asks you towrite a letter that he will sign. Theletter is about an automobile recall.Be sure to include all of the pointslisted below.

• Your supervisor is John Anders,Assistant Vice President.

• The company for which you workis Detroit Motor Company, 99 Automobile Lane, Detroit,Michigan 48222.

• A problem has been discoveredregarding the black, maroon, andnavy paint used on all models.

• The defective paint was used onvehicles manufactured betweenMarch 1 and November 22, 2000.The paint may seriously crack,which could cause the cars to rust.

• Apologize to the customer for anyinconveniences caused by the problem.

• Offer a free repainting job to allowners of these cars. Ask them toreturn their cars to the nearestDetroit Motor Company ServiceCenter.

• The letter should be ready to sendon December 15 of this year.

City Landscaping2500 Majestic StreetDayton, Ohio 45454

February 17, 2004

Mr. John EllisTree and Shrub Company1705 Wetland DriveAlbany, New York 12222

Dear Mr. Ellis:

We purchased 5 trees and 25 low-growing evergreen shrubs from your company last year on March 28. We used them for a landscaping project here in Dayton, Ohio. This year we are planning to do a similar job in Mobile, Alabama, and would like to purchase similar trees and shrubs that are appropriate for the different climate there. The trees that we purchased last year were item 500759 in your 2003 catalog. The shrubs were item 406928 in last year’s catalog.

Please send us a copy of your 2004 catalog. If possible, please indicate which trees and shrubs have a similar appearance to those purchased last year and can withstand Mobile’s climate. We will also need to know how the items can be shipped to Alabama.

Sincerely,

Jeremy FocusCity Landscaping

Enclosures1. Receipt from last year’s order

Copies: Juanita Baez Jim O’Brien

JereJeremy Focy Focus

`

COPIES

ENCLOSURES

SIGNATUREBLOCK

CLOSING

BODY

SALUTATION

INSIDEADDRESS

DATE

HEADING

Page 35: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

168 Glencoe Communication Applications

Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Chapter 5 Activityfor additional practice in nonverbal communication.

5

1. Articles of adornment used to decorateoneself or one’s surroundings

2. The use of the body in communication

3. A system of symbolic behaviors thatincludes all forms of communicationexcept words

4. The distance between the highest andlowest pitch someone can produce

5. Something that has more than onemeaning

6. The rhythmic quality of someone’sspeech

7. A specific vocal sound or quality

8. Rising and falling speech

e Reviewing Key Terms

e Reviewing Key Concepts1. List the three major categories of non-

verbal behaviors.

2. What are three main functions of non-verbal communication?

3. List four qualities that describe thenature of nonverbal communication.

4. What four qualities project a profes-sional image?

5. How can a speaker with a monotonevoice increase the effectiveness of his orher message?

6. Give four examples of vocal cues thataccompany speech.

7. What six factors does body talk include?

8. What three adjectives should you keepin mind when dressing for a job interview?

Read each definition. On a separate sheet of paper, write the number of the description andthe letter of the term that fits the description best.

a. nonverbal communication e. tone

b. ambiguous f. tempo

c. range g. kinesics

d. inflection h. artifacts

Page 36: CHAPTER 5 Understanding Nonverbal Communication · Nonverbal communication represents a wide range of behaviors and is a vast area of study. However, we can identify two main functions

Understanding Nonverbal Communication 169

Nonverbal Communication and CultureWith a partner, choose a country andresearch its culture. List significant nonver-bal messages and their meanings in thatculture. For example, white is the color of

mourning in Japan. Write the name of thecountry at the top of a poster. Then, illus-trate the nonverbal messages on the posterand display the poster in class.

e Cooperative Learning Activity

Chapter ProjectPlanning Think of a career that you

would like to pursue. Compile a list or findphotographs of at least five artifacts thatrepresent that occupation. Do not revealyour career choice or the artifacts that rep-resent it to your classmates.

Presenting Reveal your photographsor the artifacts on your list to your class-mates one item at a time. After each item isrevealed, let the rest of the class guess whatcareer you have chosen. If the class guessesyour occupation, let them try to identify theremaining items.

Recalling Information On a sheet ofpaper, draw a four-column chart. Label thefour columns Intimate Distance, PersonalDistance, Social Distance, and PublicDistance. Then write each description below

in the correct column: a teacher lecturingthe class, a principal speaking at an assem-bly, a gossiping friend, a waving neighbor,a hugging parent, an angry parent, and asalesperson giving a pitch.

e Skill Practice Activity

e Reading and Critical Thinking Skills1. Classifying Information Into which

major category of nonverbal behaviordoes a frown fall?

2. Synthesis How might you use non-verbal behavior to communicate theidea of a bird to someone who speaks a different language?

3. Applying Information A fire startsin the cafeteria, and a student runsfrom room to room shouting, “Fire!”Would the student’s voice most likely

be high-pitched, medium-pitched, or low-pitched? Explain your answer.

4. Cause-Effect What may be the resultof ignoring a company’s norms in dressing for a job interview?

5. Making Comparisons Research theuse of eye communication in two cul-tures. You might make your choice fromone of the following: Native American,African, Asian, Hispanic.