Chapter 3 Topics for Discussion

In small groups discuss the advantages and disadvantages of the definition of nonverbal communication presented in the text. Decide for yourselves if we should include all nonverbal behavior as communication or whether some limits are necessary. Then try your hand at defining nonverbal communication.
The research in this chapter identifies facial expressions as the most universal of nonverbal gestures. Are there any other codes that you think might approach universal meaning (that is, that people from different cultures would interpret the same way)? Can you arrange the codes in order from most universal to least universal? What implications does this order have for interpreting and sending nonverbal messages in everyday interactions?
What are your own preferences in terms of personal space or conversational distance? How close do you like to stand when talking with friends, acquaintances, or strangers? Can you recall an episode I which conversational distance had a dramatic impact? What happened? How did you (or the other) respond to the violation of expectations? What was the outcome of the conversation?
Identify as many nonperson roles as you can. What do people say and do in the presence of these role persons that they would avoid if they met the same person in another setting?
Discuss the role of norms in nonverbal communication. Consider norms for two or three different codes. What are the advantages and disadvantages of following these norms? Can a person be too normal? How far can someone go in violating the norm before most people label her as abnormal? What positive outcomes can be achieved when norms are violated? When do norms become too limiting?
One study mentioned in the text pointed out differences in gaze between black and white Americans. Identify other ethnic, regional, or cultural groups you have interacted with and discuss the differences in nonverbal norms that you noticed. Can you think of appropriate ways to improve communication when such differences are apparent?
Consider how artifacts (clothes, jewelry, cars, electronic equipment, etc.) signal meaning. What possessions are considered "status symbols" on your campus? What possessions, modes of dress, etc. create a negative impression? Think back to middle school. What artifacts did most kids want? Why is the need to wear brand names and possess certain objects so important at that age?
Are there any nonverbal "tics" that bother you? Why? How do these nonverbal cues impede your ability to communicate with others?