Module+5+Unit+1+Nonverbal+Communication+June+28-July7

For Module 4, you will be annotating a total of 10 concepts on the wiki study guide; 5 from Unit 1 and 5 from Unit 2. Annotations will include a definition (your own, a paraphrase or a quotation) and a text-to-self connection, text-to-text connection or a text-to-world connection. The best entries will include an example, and may include a relevant link to media, e.g., a video, a song, a poem. Connections may also be provided in the form of a metaphor, a graphic organizer, an image. Minimally, annotations will be a brief definition and one of the connections listed above (text-to-self connection, text-to-text connection or a text-to-world connection). Be sure to cite the source/s of the definition and examples if they come from somewhere other than your own personal experience/knowledge. Use APA citation conventions (use the Purdue Online Writing Center ([]) or lose credit uh oh! Terms need to be considered within the context of linguistics, as described in Rowe and Levine, not in the everyday sense of the word. Students may choose which five concepts per unit to annotate; more than one student may annotate the same concept. Remember, however, that all concepts listed are fair game for the quiz: study all. This is a collaborative effort: the more concepts that are annotated in the study guide, the smarter everyone is. If twelve people annotate the same concept, the learning value of the study guide will be reduced. Be sure to attach your name and the date to your Study Guide entries.

**Non-Verbal** An example of Non-Verbal communication is putting your hand up to a person which means talk to the hand. As students in high school we always did that gesture. An example of Non-Verbal communication is putting your hand up to a person which means talk to the hand. As students in high school we always did that gesture. [] The previous link is a picture of a boy with his arms folded which says he is mad or upset Patrisa Keys 7/6/10

According to Rowe and Levine, //nonverbal communication// is any communication that occurs between people, usually within each other's presence, by means other than spoken or written words or the signs of a sign language. Nonverbal behavior is important in establishing, regulating, and maintaining interpersonal relationships (pg. 325). I believe that children learn this type of communication on their own. From a very young age they learn how to give a stern look, make a silly face, and even flash a sweet smile. Even a child's "potty dance" is a type of nonverbal behavior. Even without the presence of words, they are still conveying a message.

[] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10


 * Kinesics**

Our book portrayeds Kinesics as: “the formal study of communicating with body movements.” Many of us heard the term ‘body language’. It is said that if someone talks but his/her arms are crossed, this means that the person is unsure and protecting him/herself form others. Body language can tell us a lot about a person, sometimes more than the regular speech. I heard that some Psychologists can tell a lot about the person by just looking at the person’s apperence and ‘body language’. The website made by the University of Louisville has a lot of details about the Kinesics. University of Louisville,. (2010). //Kinesics//. Retrieved from [|http://cobweb2.louisville.edu/faculty/regbruce/bruce//mgmtwebs/commun_f98/kinesics.htm] by: Magdalena Krol 6/28

Per Rowe & Levine, ch. 10, kinesics is the formal study of communicating with body movements. I currently teach using the Estrellita supplemental reading program, in which Auditory, Visual and Kinesthetic Modalities must be used for the program to be successful. [] By:Michelle A Carrillo

According to Rowe and Levine, the study of communicating with body movements or, as it is sometimes called, body language, is kinesics (pg. 325). Another definition: [] (Retrieved 7-15-10) Dance is one type of body movement/language. My son has been in dance (latin/hip-hop) for two years now and he has learned much about was in which to move his body to convey different messages.
 * Kinesics** is the interpretation of body language such as facial expressions and gestures — or, more formally, non-verbal behavior related to movement, either of any part of the body or the body as a whole.

Resource: [] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10

Emblems, also known as speech-independent gestures and autonomous gestures, are nonverbal acts that have a very specific meaning to people of the same culture. The kinds emblems and the number vary by culture. In American culture we use a thumbs up to signal agreement or approval, with two thumbs up effectively "doubling" this agreement or approval. A thumb facing down, conversely, indicates disagreement or disapproval. I often use these emblems in my classroom to let every child have a quick say on something in a story or in a lesson, when we do not have time to stop and have a full discussion. For example, I may ask about a characters actions, "Who thinks that was a good idea, thumbs up or thumbs down." Then my students will show me how they feel. This helps keep them engaged in the lesson and also make a quick contribution, without disrupting the entire flow, without making a lot of noise, and without us becoming sidetracked by a comment. If I see a large mix of thumbs up and thumbs down, I may return to a topic or event from a story for further discussion later. Click here to see a short video about emblems []. Goodwin. T. (2008). //Non-verbal communication: Emblems.// Retrieved from [] by Kelley Morrissey 6/29
 * Emblems** (Rowe and Levine, Chapter 11)

Emblems According to Rowe and Levine emblems are movements of the hands, arms, face or other parts of the body that hae very specific meaning and are not as dependent on speech as other kinesic behaviors. This is all those signals you give your children in church. Like when they are talking and you frown, shake your head, tighten your lips. I found this Sesame Street video that shows a lot of different emblems people use every day. (2008). Clasic sesame street-hand talk (Talking with your hands). Retrieve from []. Edy 7/3

By: Angeles Dragunaitis
 * "Emblems** (speech-independent gestures; autonomous gestures) are movements of the hands, arms, face, or other parts of the body that have a very specific meaning and are not as dependent on speech as other kinesic behaviors," according to our book. We use emblems all the time, especially when we try signal something if our mouth are full or we are in a situation in which we cannot speak. For example a hitchhiker puts its thumb out to signal that they need a ride. We stick our hand out when standing on the curb to flag down a taxi because we need a ride to get somewhere. An example that occurs to me right now is my 2 year old who is potty trained or training but when she is playing and she has to use the bathroom she grabs herself, (like Michael Jackson), because she doesn't want to stop and go to the bathroom. Well I take that as a signal to me that I have to go mommy but please come get me and take me because I just can't pull myself away.


 * Illustrators**

Our book shows Illustrators as: “nonverbal behaviors that accompany speech and serve to clarify or emphasize what is being said.” It is very common that a gesture can mean multiple different things in different countries. Our book on page 326 shows a picture of a hand where the thumb and an index finger are touching; the book explains that this gesture means “Ok” and is know to most Americans. When I was a child a similar gesture was known to mean something totally different. I don’t know what people think of this gesture right now but I always associated it with: that the food was delicious for it was shown on cooking commercials. The website below shows more about body language and explains more about gestures. Executive Communication Group. (2003). //The Total communicator//. Retrieved from [] by: Magdalena Krol 6/28

Illustrators “are nonverbal behaviors that accompany speech and serve to clarify or emphasize what is being said” (Rowe & Levine, p. 326). Throughout our ESL/bilingual classes we have talked about the importance of illustrators while teaching our ESL students to help them further understand what is being said and to help them grasp the information. [] Kim O’Byrne 7.2

According to Rowe and Levine illustrators are nonverbal behaviors that accompany speech and serve to clarify or emphasize what is bein said. My cousin was explaining to me about the planes he saw practicing for the air show. He used his hands to explain the moves he saw the planes making that day and in case I still did not understand how cool it was he added sound effects. This is a video clip of actors telling the plot of the Godfather in one minute. In this clip there are a lot of examples of the actors using illustrators. (2006). Godfather in 1 minute. Retrieved from []. Edy 7/3

According to our book, "Illustrators are nonverbal behaviors that accompany speech and serve to clarify or emphasize what is being said." I found this youtube video that explains illustrators in nonverbal communication a little clearer. [] I believe we all use illustrators, especially if you talk with your hands. When someone gets frustrated you tend to maybe grab your head, or when a parent is telling a child not to do something they may use their pointer to try to emphasize that they child is doing something wrong. By: Angeles Dragunaitis

Speech-related gestures “are kinesic behaviors that coordinate with and accompany speech. [They] include illustrators and regulators” (Rowe & Levine, p. 327). Rowe and Levine (2009) gives 6 examples of speech related gestures, including “using a quick downward movement of the first to emphasize a point” and “using your hand to show the relative size of the space of something, such as illustrating with your hands that your room is larger than your sister’s room” (p. 327).
 * Speech-related gestures**

[] Kim O’Byrne 7.2

Speech-related gestures According to Rowe and Levine speech-related gestures are kinesic behaviors that coordinate with and accompany speech. Speech-related gestures include illustrators and regulators. Making speech-related gesture is very natural for my family and I. I notice the use of speech-related gestures increases when the topic of discussion is more contorversial. The more heated the conversation the more we use speech-related gestures. Its like the added motion helps us get our point across. (2009). Talking with your hands mission bay chillin out. Retrieved by []. Edy 7/3

Our book tells us that speech regulated gestures are ways that we move our body that coordinates with our speech (Rowe & Levine, 2006). Many times people describe this as “talking with your hands.” There was a 19th century magazine for American children that focused on making speeches and talking out loud that included the following chart in each issue: [] Pflieger, P. Charts for speakers and readers. Retrieved July 3, 2010 from http://www.merrycoz.org/ssmate/CHARTS.HTM. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3


 * [[image:file:///C:/Users/Nico/AppData/Local/Temp/moz-screenshot-5.png]]Regulators**

Our book says that Regulators are: “kinesic behaviors that shape or influence turn-taking in speech and listening.” Our book explains that the ‘regulator’ is a person (director of a television show) behind the camera who tells (shows gestures) to the person on the show, how to speak (the speed, slow down, and other). Wikipedia shows many kinds of regulators. However, any other online source doesn’t show anything specific. Wikipedia, Encyclopedia. (2010, May 20). //Regulator//. Retrieved from [] by: Magdalena Krol 6/28

Adaptors are body movements that are not meant to communicate, but rather, serve a personal function for the person who does them. For example I tend to fidget with things like pens or my hair, or I shake my foot when sitting and listening because I get antsy when sitting too long. Although adaptors are not intended but the person doing them to communicate, they sometimes communicate messages anyway. For example someone might view my fidgeting as meaning I am bored or nervous. We should be aware of our own adaptors and the messages they may be sending out. We should also be aware of the adaptors of our students and not necessarily jump to conclusions about these types of behaviors and what they mean. For example, a student who cannot sit still is not necessarily not listening, they may just have an adaptor that requires movement. To see a short video about adaptors click here []. Goodwin, T. (2008). //Non-verbal communication tools: Non-verbal communication: Adapters.// Retrieved from [] by Kelley Morrissey 6/29
 * Adaptors** (Rowe and Levine, Chapter 11)

According to our text adaptors are the movements made by the body that are not meant to convey meaning (Rowe & Levine, 2006). Examples might be nervous twitching or movements. This relates to saying “umm” while speaking. The vocalization does not have any meaning and may show nervousness while speaking. An example that I have of an adaptor is playing with my hair. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

According to Rowe and Levine (2006) Kinemes are “considered by some researchers to be the elementary units of kinesic analysis and are analogous to a linguistic unit, such as a phoneme.” Ray Birdwhistell is considered the father of Kinetics and was the pioneer researcher in this area. For more information about his research click here : []. Page, E. (1994). Retrieved July 3, 2010 from http://www.nytimes.com/1994/10/25/obituaries/prof-ray-l-birdwhistell-76-helped-decipher-body-language.html. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3
 * Kinemes**


 * Affect Displays** (Rowe and Levine, Chapter 11)

As defined in our book affect displays 'are kinesic behaviors that communicate the real or faked emotional state of the communicator.' It is very easy to see when a student may be struggling with something do to their 'affect displays' while working. Students often get confused, upset, or just aggravated when working on news things and sometimes do not feel as though they should verbally state their feelings on what is happening; therefore, they use different facial expressions to portray their emotions. We do not only see this when there is a struggle but also with happiness, being content, and sadness. I'm sure at some point when working with children (doing observations/teaching) we have seen may different affect displays. Retrieved from Google on 6/30/2010. [] By: Kristen Kuzanek 6/30

Affect displays are body movements that communicate the emotional state, real or faked, that a person is in. We need to be aware of our own affect displays, especially with children. For example, I may get some irritating news about something that I have to turn in by the end of the day at work. If I carry an affect display that shows my irritation, the children may believe I am irritated with them. We also need to recognize the affect displays of our students. A student who comes in with his head hanging down and dragging his feet is clearly not in the optimal mood to learn. By recognizing the displays we can help children to deal with emotions as well as better prepare them for learning that day. Click here to view a short video about affect displays []. Goodwin, T. (2008). //Non-verbal communication tools: Non-verbal communication: Affect displays.// Retrieved from [] by Kelley Morrissey 6/29

Affect displays According to Rowe and Levine affect displays are kinesic behaviors that communicate the real or faked emotional state of the communicator. I use affect displays without even knowing it. A lot of people tell me that I look mad or mean and am not thinking about anything. I think some times we can be communicating an unattended message just by not being aware of our body and facial expressions. This is a video of a mime showing how to express emotions with your face. (2008). How to perform popular mime illusions: Mime facial expressions. Retrieved from [].

According to the book, affect displays are kinesic behaviors that communicate the real or faked emotional state of the communicator. Affect displays can be found in classrooms on bulletin boards and in the expression of mannequins in retail stores. [] The previous link has various facial expressions to simulate feelings. Patrisa Keys 7/6/10

According to Rowe and Levine, //affect displays// are kinesic behaviors that communicate the real or faked emotional state of the communicator (pg. 328). Another definition according to [] (Retrieved 7-15-10) states that Affect display refers to the impetus for observable expression or emotion; for the human being that expression or feeling displayed to others through facial expressions, hand gestures, tone of voice and other emotional signs such as laughter or tears is a part of a series of non-conscious or conscious cognitive events. Many aspects of the expressions vary between and within cultures and are displayed in various forms ranging from the most discreet of facial expressions to the most dramatic and prolific gestures (Batson, 1992). There is more information describing affect display on this wiki: [] (Retrieved 7-15-10)



[] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10

A Facial emblem, like an emblem, is a body movement that has a specific meaning for people of the same culture. However, a facial emblem is more specifically a facial expression. For example, in American culture a smile means happiness and a frown means sadness. The picture below, from the motion picture Home Alone (1990) is a facial emblem in American culture for surprise. We use facial emblems every day without even realizing it sometimes. We should be aware of how we use them with our students to convey unspoken meaning, for example raised eyebrows to mean "What are you up to?" Hughes, J. (Producer), & Columbus, C. (Director). (1990). //Home Alone// [Motion picture]//.// USA: Twentieth Century Fox Film Corporation. by Kelley Morrissey 6/29
 * Facial emblem** (Rowe and Levine, Chapter 11)

According to our book a "facial emblem is a kinesic behavior that usually has a very specific meaning, such as a smile meaning happiness; it does not have to accompany speech to be understood." As soon as I read this in the book I the picture of the look on my moms face when I was little and doing something wrong, which meant "when we get home your going to get it." No words or anything else was need for me to know that i need to stop anything i was doing.

By Angeles Dragunaitis

According to Rowe and Levine, a //facial emblem// is a kinesic behavior that usually has a very specific meaning, such as a smile meaning happiness; it does not have to accompany speech to be understood (pg. 330). An article I found concerning facial emblems is, //Facial Displays, Emotional Expressions and Conversational Acts// by Dirk Heylen [] (Retrieved 7-15-10) I feel that a pre-kindergarten and a kindergarten teacher can plan activities that will allow students to explore and practice demonstrating their emotions. Not only will this help them in learning how to express what they are feeling but this is also a useful exercise that will also be very beneficial to ELL who may also be learning these concepts in English for the first time. [] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10


 * Gaze**

Gaze as defined in the book as "to look" at. We can all relate to gazing because it happens to us on a daily basis. Students constantly gaze around the classroom when they are bored or not paying attention. However, they also give those gazes of 'I'm confused' or 'I just don't get this' which we have all seen or done before. Mutual gaze is also common in every day life. Mutual gazes can occur in the classroom when the teacher is talking to the students or when the students are being corrected for bad behavior etc. by the teacher. When you are out in public there are constant mutual gazes and gazes in general. Mutual gazes are common between two people in a relationship, mother/father and child, etc. This link was taken from yolochildcareplanning.org and retrieved from Google on July 6th, 2010. [] By: Kristen Kuzanek 6/6

The books says gaze means to look. When I think of a gaze I think of a blank stare that we sometimes have in conferences when it is boring. [] The previous link is a picture of a cat gazing, like a blank stare. Patrisa Keys 7/6/10

Gaze according to our book is "to look". We all tend to gaze off into space or look at something. We can all relate to gazing at something or something especially if it is something we have wanted or want. People go to the mall and gaze at clothes, the stores, ect. By:Angeles Dragunaitis

The website below explains more about 'gaze' and 'mutual gaze'. EzineArticles.com,. (2010, January 20). //Mutual gaze//. Retrieved from http://ezinearticles.com/?Mutual-Gaze&id=3612401 by: Magdalena Krol 6/28
 * Gaze** is explained in our book as ‘to look’ also: a ‘mutual gaze’ “occurs when people are looking at each other.” It is said that when we talk with other people we suppose to keep the eye contact; we suppose to 'look' at them at all times when we talk to them. In some cultures however, it is said that if you look at someone's eyes you see yourself as their equal. It is very disrespectful if a student looks into the eyes of the teacher.

According to Rowe and Levine, to //gaze// to look (pg. 330). It is one of the behaviors that we do with our eyes to communicate with one another. Another definition for gaze according to [] (Retrieved 7-15-10) is to look steadily, intently and with fixed attention. This term would definitely be aplicable in a classroom. There are 30 or more pairs of eyes looking around at each other and at the teacher. Sometimes a student's gaze can provide the teacher with an indicator as to if the student is paying attention, is confused, lost, or understands the concept. A teacher must pay attention to such physical cues.

This wiki further discussed the term gaze: [] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10

**Mutual gaze** “is used when people are looking at each other” (Rowe & Levine, p. 330). When I think of gazing I automatically think of two people on a first date where they catch each other’s eye or an elderly couple in love staring at each other on a porch. I believe gazes are one of the most important factors of nonverbal communication when learning about someone.

[] Kim O’Byrne 7.2

By: Angeles Dragunaitis
 * Mutual Gaze** according to our book is defined as " a mutual gaze occurs when people are looking at each other." I believe that the statement,it was love at first sight falls into this category when someone is asked how did the two lovers meet. My husband and I say that when people as us how did you know you were meant to be? "we just reply It was love at first sight we gazed into each other eyes and just knew." I believe Mutual gaze occurs to all of us in verbal communication or nonverbal communication. Eyes tend to say a lot when trying to communicate. They can sometimes be more honest than actual words. That's why we tend to ask someone to look us in the eyes to see if they are lying or telling the truth.

According to Rowe and Levine mutual gaze occures when people are looking at each other. For me this is something I am not comfortable with. I don't like people looking at me, but that could be just because I don't like to be the center of anyones attention. I have to make a point to look at people in the face. Edy 7/3
 * Mutul gaze**

Our book describes mutual gaze as a look that occurs between two people who are looking at each other. When I think of a mutual gaze, I think of a look of adoration. [] The previous link is picture of a man gazing at baby and vice versa. Patrisa Keys 7/6/10


 * Physical appearance**

Physical Apperance doesn’t have exact definition in the chapter of our book. However, many of us heard the term before and we know that it pretty much means “how the person looks. The apperance might be what person wears but also it might be the way someone’s face looks like; whether someone is old or young.” Our society ties togheter the words Physical apperance and beauty together. To us a skinny, fit woman is a sign of beauty. Also, we can see the difference in the past. Back in the day pure white skintone was the perfect appeal. Nevertheless, today more and more people expect others to be tanned. A tanned person is shown to have an attractive apperance. YGoY Inc. (2005). //Physical apperance//. Retrieved from [] by: Magdalena Krol 6/28

Physical appearance is typically defined as how someone looks. However physical appearance could be tied in with teaching/learning and a type of body language in my mind. How an educator presents them self and the way in which they stand in front of their students definitely has an impact on how the students will learn. If they see you standing up there like you do not care then they will not care. Physical appearance is important when teaching. This link was retrieved on Wikipedia on July 6th, 2010. Wikipedia provides a wide variety of physical appearances definitions and/or related answers. [] By: Kristen Kuzanek 6/6

Haptics “is the study of touching behavior” (Rowe & Levine, p. 334). According to Rowe and Levine (2009) research is starting to show that communicating through touching is much more important than originally thought. As humans we feel a need to be touched by another human such as a graze across the arm or a big bear hug; communicating through touching is something most humans need to feel healthy. I found a video on YouTube where a man is addressing the use of nonverbal communication, including haptics: http://www.youtube.com/watch?v=jFstck2pLXI Kim O’Byrne 7.2
 * Haptics**


 * Paralanguage** (Rowe and Levine, Chapter 11)

Paralanguage is defined by Rowe and Levine as 'the system of nonverbal but vocal cues that accompany or replace language.' There are many different circumstances in which paralanguage can be seen. Like Kelley stated when students are excited about something they may raise the pitch to their voice or may speak really fast in a higher tone. As many of us have also experienced whether ourselves, by siblings, students, etc. is when something does not go the way they (whomever) want it to go they may sigh or talk under their breath. I saw this a lot this past year with my cousin Ryan when I would ask him to read. He would think that he wasn't saying the words correctly so it was always a fight to get him to read out loud. He would always get sassy, talk under his breath, and sigh a lot. It is not just in struggling children but all children, at some point there will be something they do not understand with linguistics and will express their feelings using paralanguage. The link I attached is fun little game you could play with younger students about paralanguage. [] Retrieved from ESL Lab (1998-2006) on June 30th, 2010. [] By: Kristen Kuzanek 6/30

Paralanguage is how we use our voice to communicate without words. It is not the words we say, but the way in which we say them. Some features of paralanguage are tone, loudness, and pace of speech. All of these things, and more, communicate something about what we are saying. For example a child who is very excited about a topic may have a rapid pace and also may have a higher pitch to his voice. A child who is angry may speak in clipped phrases and may be over-loud. We must be careful about forming stereotypes based on paralanguage. To view a short video on paralanguage click here []. Goodwin, T. (2008). //Non-verbal communcation: Paralanguage.// Rtrieved from [] by Kelley Morrissey 6/29 According to the book, Paralanguage is the system of nonverbal but vocal cues that accompany or replace language. It’s not what you say but how you say it. A previous reference could answer the question, Would you hire this person again? No. Depending on how the previous employer answers, it could be a dragged out noooooooo or just nice simple no. This could tell the new employer a lot of information. [] The previous link shows a video of what paralanguage is and it gives examples. Patrisa Keys 7/6/10

Proxemics is “the study of the use of space in human interactions” (Rowe & Levine, p.336). In the text Rowe and Levine (2009) give a good example of proxemics where it can be directly related to a person who walks into a restaurant looking for a place to sit at the counter; will they go to the first empty seat or will they look for a space where no one else is near them? “On the basis of age, sex, cultural background, and various other factors, this person will find a seat in a place that is psychologically comfortable” (p.336). I found an outline on proxemics that further breaks down its meanings to help understand it better: [] Kim O’Byrne 7.2
 * Proxemics**

Proxemics “is the study of the social use of space – the study of the patterns of the use of space to convey messages and how this usage differs from culture to culture” (Rowe & Levine, 2006). In the USA we require more social space “personal bubble” than other cultures and it may be very uncomfortable to speak to someone who has a smaller “personal bubble.”

Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3


 * The physical environment**

Rowe and Levine (2006) talk about the physical environment as affecting the way we communicate. If someone is in a loud location (i.e. a concert or club) conversation can be difficult, stilted, misinterpreted or only used through body language and other non-verbal cues because of the noise level. Additionally the lighting of an environment can play a part in affecting communication.

Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

Affect displays (Rowe & Levine, Chapter 11) are kinesic behaviors that communicate the real or faked emotional state of the communicator. When I think of affect displays I think of people’s expressions and how you can read someone just by their affect displays. Can you tell what kind of affect display this woman is expressing? The photo was retrieved from the following website: [] Colleen Chaps 7/2

A facial emblem (Rowe & Levine, Chapter 11) is a kinesic behavior that usually has a very specific meaning, such as a smile meaning happiness; it does not have to accompany speech to be understood. I often have a facial emblem when someone says something rude to me, my eyebrows scrunch in or I roll my eyes, and the person always knows I am not too happy about what they just said. Here are some facial emblems that are common. This was retrieved from the following website: [|http://www.tpub.com/content/draftsman/14263/img/14263_203_1.jpg] Colleen Chaps 7/2

Gaze (Rowe & Levine, Chapter 11) is to look and mutual gaze occurs when people are looking at each other. When I think of the terms gaze and mutual gaze I think of 2 people who are in love. They are always gazing into each others eyes. The book lists 5 functions of gazing: regulating the flow of communication, monitoring feedback, reflecting cognitive activity, expressing emotions, and communicating the nature of the interpersonal relationship. The following picture is an example of a mutual gaze and was retrieved from the following website: [] Colleen Chaps 7/2

Colleen Chaps 7/2
 * Primates** (Rowe & Levine, Chapter 11) are an order in the class of mammals that includes humans, apes, monkeys, tarsiers, and prosimians. According to the book, all primates spend long hours touching each other. Monkeys often do this by grooming themselves to remove insects, dirt, twigs, dead skin, and so on, and this is much like humans when they style their hair. Here is a classification chart of homo sapiens among primates. This image was retrieved from: []