Page 63 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

46 Chapter 2

Recap: A Quick Review

onverbal behavior not only functions in multiple ways but can also be categorized in
Nnumerous ways, each with its own cultural norms. Several categories are relevant to
group communication.
1. Group member appearance is one of the first nonverbal behaviors judged by
members.
2. Proxemics, or use of space and territory, can indicate things such as status,
belonging, and comfort.
3. Eye contact is central to managing conversational dynamics.
4. Facial expressions indicate the feelings and moods of group members.
5. Kinesics involves body orientation and vocal characteristics used to convey power,
inclusion and exclusion, and regulate conversation.
6. The experience of time culturally can influence the rules of “being on time” and how
members define the duration of speaking turns.
7. Touch, also highly contextual, can be used to control, show positive affect, play, gain
attention, and exert compliance.

QUESTIONS FOR REVIEW

This chapter elaborates on the central feature of a group: perceive their relationships, including responsive-
its communication. Whether members function ness, power, and liking?
smoothly or experience problems, like our student group, 4. Do these students give any hints about their
verbal and nonverbal communication processes influ- listening preferences? If so, what are they?
ence the character of a group. 5. How would you rewrite some of Lam’s comments
to show how he could have paraphrased what Kelli,
1. Among other things, communication is personal. Ryan, and Tamika said?
What conclusions might be drawn about the per- 6. Which of the eight major categories of nonverbal
sonal attitudes of the students in our opening behaviors are most relevant to this student
case toward each other and toward group group?
processes? 7. How might computer-mediated communication
2. Besides the obvious symbolic meanings of been used by our student group? What precautions
“late,” what other meanings can be read into the might they take should they choose to use it to com-
remarks and the nonverbal behaviors of the pensate for absences from meetings?
students? 8. Given your understanding of communication princi-
3. What are the obvious content dimensions commu- ples, including nonverbal messages, what advice
nicated in the students’ remarks? What are they would you give to this student group?
communicating to each other about how they

gal37018_ch02_021_050.indd 46 3/30/18 11:13 AM