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NONVERBAL
COMMUNICATION IN
HUMAN INTERACTION
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NONVERBAL
COMMUNICATION IN
HUMAN INTERACTION
±±
±±
±±
±± Mark L. Knapp
±±
±±
±± The University of Texas at Austin
±±
±±
E I G H T H ±±± Judith A. Hall
±±
E D I T I O N ±±± Northeastern University
±±
±±
±±
±± Terrence G. Horgan
±±
±± University of Michigan, Flint
±±
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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Nonverbal Communication in Human © 2014, 2010, 2007 Wadsworth, Cengage Learning
Interaction, Eighth Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Mark L. Knapp, Judith A. Hall and herein may be reproduced, transmitted, stored, or used in any form or
Terrence G. Horgan by any means graphic, electronic, or mechanical, including but not limited
Publisher: Monica Eckman to photocopying, recording, scanning, digitizing, taping, Web distribution,
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Development Editor: Daisuke Yasutake as permitted under Section 107 or 108 of the 1976 United States Copyright
Editorial Assistant: Colin Solan Act, without the prior written permission of the publisher.
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BRIEF CONTENTS
P REFACE xv
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vi BRIEF CONTENTS
CHAPTER 11 The Effects of Vocal Cues That Accompany Spoken Words 323
R EFERENCES 421
N AME I NDEX 493
S UBJECT I NDEX 508
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CONTENTS
P REFACE xv
vii
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viii CONTENTS
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CONTENTS ix
Perceptions of Constraint 96
Perceptions of Distance 96
Reacting to Environments 97
Perceptions of Time 98
The Natural Environment 100
Other People in the Environment 104
Architectural Design and Movable Objects 105
Color 108
Sound 111
Lighting 113
Movable Objects 114
Structure and Design 116
Regulating Environments and Communication 121
Summary 122
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x CONTENTS
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CONTENTS xi
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xii CONTENTS
CHAPTER 11 The Effects of Vocal Cues That Accompany Spoken Words 323
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CONTENTS xiii
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xiv CONTENTS
R EFERENCES 421
N AME I NDEX 493
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PREFACE
Normally, the final thing authors do in a preface is to thank those who have been
instrumental in the development of their book. We’d like to depart from that
tradition by starting with our heartfelt thanks to the thousands of students and
instructors who have used this book and provided feedback to us during the past
40 years. More than anyone else, you are responsible for the longevity of this
book. With this in mind, we undertook this eighth edition by putting what we
believe to be instructor and student needs at the forefront of our writing. As with
previous editions, we encourage you to let us know whether we have succeeded.
The fact that this book is coauthored is worth noting. One of us represents
the field of communication and the other two social psychology. This collabo-
ration, which requires the blending of two distinct perspectives, is symbolic of
the nonverbal literature we report in this volume. The theory and research
addressing nonverbal phenomena comes from scholars with a wide variety of
academic backgrounds and perspectives—communication, counseling, psychology,
psychiatry, linguistics, sociology, management, speech, and others. Understanding
the nature of nonverbal communication is truly an interdisciplinary enterprise.
In revising this book, we retained the features that students and instructors
valued from the previous editions while adding and changing other things that we
believe will improve the book. One change that we hope students like is the inclu-
sion of text boxes in each chapter. These text boxes cover important, interesting,
or current topics relevant to the field of nonverbal communication. We recognize
how important photographs and drawings are in a book like this, so we have con-
tinued to use visual representations to aid comprehension of certain nonverbal
actions. Because an increasing amount of communication is mediated by some
form of technology, we have incorporated new research findings and topics in
that area that are relevant to the lives of students and teachers, such as Facebook,
online dating, and text messaging, to name a few.
In every new edition, we incorporate the most recent theory and research
while retaining definitive studies from the past. Readers will find that some areas
xv
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xvi PREFACE
of study have fewer recent references than others. This simply means that there
hasn’t been a lot of recent research in that area or that the recent work, in our
judgment, does not substantially change the conclusions from earlier studies. If
something we know about human behavior today was first revealed in a study
from 1958, we want readers to know that, and we will maintain the 1958 refer-
ence. Research on a particular topic often has an ebb and flow to it. During the
1960s and 1970s, the fear that a worldwide population boom would create terrible
problems spawned a lot of research on space, territory, and crowding. In recent
years, far less research has been done in this area. The study of gestures, on the
other hand, has gone from an area of relatively little research activity during the
1960s and 1970s to an area that is of primary interest to numerous scholars today.
Unlike past editions in which extensive bibliographies followed each chapter,
we have moved all the references to one bibliography in the back of the book.
Similar to previous editions, though, we have tried to retain a writing style that is
scientifically accurate as well as interesting to the reader. We are honored that our
book serves as both a textbook and a reference work. The Instructor’s Manual for
this book provides the information and imagination necessary for effective classroom
learning in nonverbal communication.
The book is divided into five parts. Part I introduces the reader to some funda-
mental ideas and addresses the following questions: What is nonverbal communi-
cation? How do verbal and nonverbal communication interrelate? What difference
does a knowledge of nonverbal communication make to your everyday life? Are
some people more skilled than others at communicating nonverbally? How did
they get that way? With this general perspective in mind, Parts II, III, and IV take
the reader through the nonverbal elements involved in any interaction: the environ-
ment within which the interaction occurs, the physical features of the interactants
themselves, and their behavior—gestures, touching, facial expressions, eye gazing,
and vocal sounds. Part V begins with a chapter focused on how all the separate
parts of an interaction combine as we seek to accomplish very common goals in
daily life—for example, communicating who we are, communicating closeness and
distance, communicating varying degrees of status and power, deceiving others,
and effectively managing the back-and-forth flow of conversation. Chapter 13
examines nonverbal communication in the context of advertising, therapy, the
classroom, politics, culture, and technology. Throughout the book we repeatedly
point out how all interactants involved are likely to play a role in whatever behavior
is displayed by a single individual—even though this perspective is not always
adequately developed in the research we review.
Several helpful online tools are available for use with this text. The online
Instructor’s Resource Manual includes a sample schedule, chapter objectives,
discussion questions, test items, audiovisual resources, exercises, and out-of-class
assignments. The companion Web site features student self-quizzes. In addition,
you can choose to purchase this text with 4 months of free access to InfoTrac®
College Edition, a world-class, online university library that offers the full text of
articles from almost 5,000 scholarly journals and popular publications updated
daily, going back more than 20 years. Students can also gain instant access to
critical-thinking and paper-writing tools through InfoWrite. Your subscription
now includes InfoMarks®—instant access to virtual readers drawing from the vast
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xvii
InfoTrac College Edition library and hand selected to work with your books. You
can access your online resources at www.cengagebrain.com/. For more information
about these online resources, contact your local Cengage Learning representative.
All of us would like to thank Susanna Tippett for the time, energy, and
accuracy she contributed in preparing the bibliography as well as those (Melissa
Grey and Tom Voss) who reviewed a couple of our text boxes. Mark and Judy are
especially thankful for the high-quality and tireless work that Terry Horgan invested
in this edition. He brought a needed fresh perspective, a dynamic writing style,
and a high level of professionalism to this volume. We are honored that such a
fine scholar agreed to share authorship on this textbook.
Each of us would also like to thank following reviewers for their input
during the development of this edition:
Erika Engstrom, University of Nevada, Las Vegas
Peggy Hutcheson, Kennesaw State University
Kevin Hutchinson, St. Norbert College
Rebecca Litke, California State University, Northridge
Christine Moore, Boise State University
Teri Varner, St. Edward’s University
Dennis Wignall, Dixie State College
We would also like to acknowledge the skills exhibited by the publishing staff
who helped us develop this edition including Monica Eckman, publisher, and
Colin Solan, editorial assistant. And a special thanks to Daisuke Yasutake
and Pooja Khurana for great patience and timeliness in all our communications
regarding the revision.
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
AN INTRODUCTION
TO THE STUDY OF
NONVERBAL
COMMUNICATION
[ PART I]
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Those of us who keep our eyes open can read volumes into what we see going on
around us.
—E. T. Hall
NONVERBAL COMMUNICATION:
BASIC PERSPECTIVES
[ C H A P T E R 1]
It may come as no surprise to you that, in everyday life, you are an expert in non-
verbal communication even though you have yet to read a page of this book. Con-
sider the following questions:
• Have you ever looked at another person in such a way as to communicate
your sexual interest in him or her?
• When you enter an elevator full of strangers, do you take a sudden interest in
how those buttons light up as the cage moves from floor to floor?
• Do you know when a baby is hungry as opposed to tired, just from hearing
how it cries?
• If you cut someone off in traffic, would you have a problem understanding the
other driver’s reaction if he or she showed you only an upright middle finger?
• How would you use your right hand when you are introduced to a potential
boss during an interview?
• Can you tell when a loved one might be mad, sad, or happy by looking at his
or her face?
• Imagine entering a dorm room and seeing two men. One is wearing athletic
shorts and a tank top over a heavily muscled body, and he has posters of
football stars on the wall near his bed and his clothes litter his side of the
room. The other man—thin and bespectacled—appears to be neat as a pin,
with stacks of math and engineering books around his desk. Would you
suspect potential conflict between these two?
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4 PART I AN INTRODUCTION TO THE STUDY OF NONVERBAL COMMUNICATION
Chances are you had no problem answering these questions. That is because
everyone possesses a wealth of knowledge, beliefs, and experience regarding non-
verbal communication. These questions bring to mind three aspects of nonverbal
communication that you make use of during your day-to-day interactions with
others. One concerns the sending of nonverbal messages; the second, receiving
them; and the last, the complex interplay between the first two. First, you send (or
encode) nonverbal messages to others—sometimes deliberately, sometimes not. In
the case of the former, your goal is for the other person to understand a particular
message that you have sent to him or her along one or more nonverbal cue chan-
nels, such as your tone of voice, posture, and facial expression (“She could tell
I was mad at her”). Sometimes you succeed. If you do not, it could be because
your message was unclear, contradictory, or ambiguous or because the other
person missed, ignored, or misread your nonverbal message. You also may send
nonverbal messages to others that are not deliberate or even intended by you. For
example, you naturally communicate your biological sex to others via a series of
static nonverbal cues that include your body shape and facial features, and you
can burst into tears when sad. You have sent a powerful nonverbal message to
others in each case, even though your goal was not necessarily to do so. There are
times in which important information about your emotional state, attitudes, and
intentions leaks out of you nonverbally. Your bitterness toward a rival’s remarks
might be revealed in a flash of anger across your face despite your best efforts to
conceal it. Such facial cues are dynamic in nature because they change during an
interaction.
As you might have guessed already, you live in a sea of static and dynamic
nonverbal messages. These messages come to you when you are interacting with
others and even when you are all alone (“I start to shake when I think about my
date tonight”). They come to you from other people, such as strangers, acquain-
tances, neighbors, coworkers, friends, and loved ones. They even come to you
from animals that are part of your world, such as the neighbor’s dog that wags its
tail every time it sees you. They also come to you from the physical structure of,
and objects contained within, the environments that you move in and out of during
your day. These environments are real in a physical sense because you can make
physical contact with them. However, one such environment is not physical in this
sense: cyberspace. While in cyberspace, you can only hear and see nonverbal mes-
sages, such as those delivered by others’ profile “pics” and emoticons. These
computer-generated nonverbal messages are probably becoming increasingly
important to you in a world where online interactions are taking the place of some
face-to-face interactions. Indeed, some of you might be taking this class—of all
things, a class in nonverbal communication—online.
Verbal messages are meaningless unless someone is there to interpret them.
Nonverbal communication is no different. The process of receiving nonverbal mes-
sages, including our own (“Why is my fist clenched when he’s around?”), includes
giving meaning to or interpreting those messages. (This process will be defined later
as decoding a nonverbal message.) As a receiver of nonverbal messages, you may
focus on one particular nonverbal cue or several in an attempt to understand the
message that another person has sent to you. For example, in an effort to under-
stand the emotional state of your friend James, you might focus on his facial
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1 NONVERBAL COMMUNICATION: BASIC PERSPECTIVES 5
expression or his posture, facial expression, and tone of voice. Whether you are
successful at interpreting that emotional message is another matter altogether. If
you succeed, what you think he feels and how he actually feels will be the same.
However, as mentioned earlier, you might have missed or ignored that nonverbal
message. Or, depending on your skill level at reading others’ emotion states, you
might have misinterpreted his nonverbal message. Finally, you might have correctly
interpreted his message but still do not understand how he truly feels because he
used nonverbal behavior to feign a feeling or conceal a particular emotion state
from you.
It is obvious that words can be combined in an infinite number of ways, and
that the meaning of a sentence may depend upon contextual information, word
choice, and the arrangement of the selected words. For example, take the following
sentence fragment: “Mia learned about … She drove to … Charity … with a … in
her hand.” It is unclear what is going on in this situation. Let us see what happens
when we add different contextual information and words to these sentences.
(1) Mia learned about the plight of the children. She drove to the Charity with a
checkbook in her hand. (2) Mia learned about her husband’s infidelity. She drove
to the house where Charity lives with a gun in her hand. In a similar fashion, the
meaning of nonverbal communication is not as simple as knowing what specific
nonverbal behavior, say touching, is seen by you. It depends upon contextual infor-
mation, the sender (encoder) of the nonverbal behavior, the receiver (decoder) of
that behavior, the relationship between the sender and receiver, the arrangement
of other nonverbal cues, as well as any words being exchanged by the two.
Let us consider an example to illustrate the complexity of nonverbal communi-
cation. You see two people hug. What does that hug mean? Now what comes to
your mind when additional information is added?
• There are other people around dressed in black standing near an open casket
at a funeral, or the two people are at a high school reunion.
• What if the setting is a nightclub and the two people are a man and woman in
the early stages of a romantic relationship as opposed to two men who are
there to celebrate their baseball team’s victory earlier that evening?
• Would your perception of the hug change if you learned that the setting was a
work party and the person initiating the hugging was known to be very warm
and outgoing versus of high status and a domineering disposition?
• How might the inclusion and placement of other nonverbal cues, such as pos-
ture, affect your perception of the hug? What if the two people are leaning
toward each other from a distance, touching shoulders only briefly as opposed
to pressing their bodies together and resting their heads on each other’s
shoulders? Would it matter to you if the person being hugged stiffened his or her
body before receiving the hug? Historical and cultural factors are likely to play a
role in your perception of that simple hug as well. If you had lived around the
turn of the 20th century, you would have looked askance at the two people if
you knew that they had just ended their first date, whereas nowadays such
behavior would not even raise one of your eyebrows. If the two were Eastern
European men, you might not be surprised if they began cheek kissing as well,
whereas you would be surprised if they were from the United States.
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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HUMMINGBIRD.
Bill long, subulate, depressed at the base, cylindrical, straight, or
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Male with the head, hind neck, and back green, splendent with
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rest deep crimson-purple, tipped and partially margined with steel-
blue; fore part of neck, and middle of breast velvet-black, margined
on each side with emerald-green, the sides yellowish-green, with a
tuft of white downy feathers; lower tail-coverts dark purple. Female
with the upper parts similar, the tail-feathers more broadly and
extensively margined with blue, and tipped with white; fore neck
and centre of the breast white, with a central longitudinal band of
black, and an emerald-green margin along the sides of the neck and
body; lower tail-coverts green.
Male, 43/4, 8.
Crested, with the upper parts, cheeks, and a broad belt across
the fore part of the breast, light blue, the shaft of each feather
darker; lower parts, with a small spot before the eye, and another
on the lower eyelid, white; many of the feathers on the sides light
blue, banded with white; quills black; the primaries barred with
white at the base, and having the inner web of that colour for half
its length; the secondaries broadly edged with light blue, dotted and
tipped with white, and having the inner web barred with the same;
tail-feathers dusky, edged with blue, barred and tipped with white.
Female similar to the male, with the tints duller, and the sides with a
band across the middle of the breast light red.
Breeds from Texas all over the United States, to the Fur
Countries, Missouri, Rocky Mountains, and Columbia River. Common.
Resident.
Third and fourth toes about equal, hind toe very small; an
occipital crest of elongated near feathers; upper part of the head
carmine, inclining to scarlet; a narrow dusky line from the nostril to
the eye; a patch, including the eyelids and ear-coverts, leaden-grey;
a narrow band down the hind part of the neck, gradually enlarging,
the back, wings, and tail, deep black; a band from the nostrils
descending obliquely over the side of the head, passing backwards
and behind the ear, then much enlarged, and running down the side
of the neck to the shoulders, a large oblique patch at the
commencement of the wing, including the outer scapulars, the small
feathers on the edge of the wing under the alula, the lower wing-
coverts, and the inner webs of the quills for about half the length,
pure white; an elongated crimson patch at the base of the lower
jaw; chin yellowish-white, longitudinally streaked with dusky; the
rest of the fore neck and part of the breast black; the lower parts
and sides brownish-white, transversely barred with black.
Columbia River.
Fourth toe a little longer than third; fourth quill longest; bristly
feathers over the nostrils yellowish-white; fore part of the head, to a
little beyond the top, orange-yellow; occiput and hind neck glossy
black; over the eye a band of white passing to behind the auriculars;
a black band from above the angle of the mouth to the eye, and
behind it, including the auriculars; below this a white band from the
angle of the mouth joining that over the eye; then a narrower black
band from the lower mandible; upper parts black, tinged with brown
behind; feathers along the middle of the back tipped with white;
some of the wing-coverts also tipped with white, and the quills
spotted with the same, there being on the four largest primaries
seven spots on the outer, and five on the inner web; the four middle
tail-feathers glossy black, the rest black at the base, that colour
gradually diminishing, so that the outermost is entirely white; lower
parts white.
Bill shorter than the head, slender; fourth toe considerably longer
than third, fifth quill longest; black above, with a scarlet occipital
band, brownish-white beneath; spotted with white, and in all
respects as to colour like the last species, only the spots on the
wings are much smaller, and the patch of red brocade; the toes and
bill larger.
Columbia River.
Upper part of the head, hind neck, and a band on each side of
the neck, glossy black; a large patch on the side of the head and
neck white; back black, barred with white; wings brownish-black,
spotted with white, there being eight spots on the outer, and six on
the inner webs of the longest quills; middle tail-feathers black, outer
four on each side white, with black bars; lower parts white, sides of
the neck and body with oblong black spots. Male with a small
carmine line behind the eye.
Bill about the length of the head, with the outlines considerably
arched, the tips acute, and not laterally worn; upper parts black,
lower white, with a tinge of brown, the sides very faintly barred with
dusky; tufts covering the nostrils white; on the anterior part of the
top of the head some feathers largely tipped with yellow; a band of
white over the eye; loral space and a broad band behind the eye
black; feathers along the middle of the back tipped with white;
wings spotted with white; six spots on the outer, and four on the
inner webs of the longer primaries; four middle tail-feathers black,
the next with the tip obliquely white, that colour enlarging on the
rest, so as to include almost the whole of the outer feathers.
Adult, 7, 131/2.
Louisiana.
Head, neck, and fore part of breast, deep carmine; upper parts
black, variegated with white, lower pale yellow, with the sides
undulated with dusky; middle tail-feathers with the inner web white,
obliquely banded with black.
*** Bill straight, with the angles obsolete, and the upper
outline somewhat arched.
Male with the upper part of the head and hind neck bright
carmine; the back and scapulars transversely banded with black and
white; the rump and tail-coverts with the white predominating;
primaries black, with a band of white; tail black, with the inner webs
of the middle, and both webs of the outer barred with white; lower
parts yellowish-white, abdomen red; lower wing and tail-coverts
white, spotted with dusky. Female similar, but with the top of the
head ash-grey and with less red on the abdomen.
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