• This exam covers all material assigned from the beginning of the semester.
• This exam will be on Friday, October 24, and is worth 100 points.
• You should begin studying in preparation for our in-class review session on Wednesday, October 22.

• Nonverbal communication: Definition                   
• Behavior vs. communication:  Intentionality and meaning           
• Approaches to the study of NVC: Nurture, nature, functional
• Nonverbal subcodes; Functions of nonverbal communication

• Five types of studies to investigate genetic/biological basis for NV behaviors
• Major, general findings from and limitations of these five types of studies

• Nonverbal communication competence: Definition
• Major, general findings from and limitations of research on NVC competence/skills
• Major types of competence research/tests (emotion recognition, role recognition, etc.)
• The Conversational Skills Rating Scale (G&H 2): Purpose/uses, dimensions, limitations

• (You may wish to supplement your study of research by reviewing White and Sargent (2005) as well)
• Six steps of research:
  • Review of literature
  • Theoretical perspective
  • Select method
  • Collect data
  • Analyze data
  • Apply findings to real world / determine scholarly value and contribution

• NOTE: You should have a general understanding of the main idea of each theory ("in a nutshell"). You also should select two theories to study in greater depth; for these, you should know the major concepts (as indicated below) and be able to explain how they are related. You also should be able to explain the function of theory in general and how it is used in research. As part of reviewing these theories, you may wish to access and skim the scholarly articles on E-Res.
• Communication Accommodation Theory: Main idea, convergence/divergence
• Expectancy Violations Theory: Main idea, predictive/prescriptive expectancies, confirmation/violation, negative/positive, reward level
• Cognitive Valence Theory: Main idea, immediacy behaviors produce arousal, filter through cognitive schemata, negative/positive valence, positive/negative relational outcomes
• Discrepancy-Arousal Theory: Main idea, arousal in the form of cognitive activation leads to affective response, avoidance/approach behaviors
• Interaction Adaptation Theory: Main idea, we adapt during interaction, RED create interactional position, which predicts reciprocity/compensation

HSM chapter 3

• Haptics: Definition and major, general findings from research
• Classification of types of touch and examples of each (5-point continuum)
• Immediacy and associated behaviors
• Evaluating touch/violations of expectations: Location, duration, intensity
• NV functions of touch
• Skim G&H 25 and 26 for additional examples, findings

• Proxemics: Definition and major, general findings from research on personal space and expectations
• Hall’s interpersonal distances
• Determinants of proximity (including Hall’s four factors); equilibrium
• Physical and social stigmas and space
• Expectancy violations and reactions; predictors of violation outcome
• NV functions of proxemics

• Territoriality: Defintion and four types of human territories
• Determinants and three means of territorial defense
• Crowding vs. density; major findings
• Three types of environments; five characteristics
• NV functions of territory and environment
• Skim G&H 32 and 33 for additional examples, findings

• Major, general findings from the research on attractiveness
• NV functions fulfilled by physical appearance
• Skim G&H 4 and 8 for additional examples, findings

HSM chapter 7

• Major, general findings from the research on body alterations and coverings (e.g., effects of clothing on status perceptions, behavior, etc.)
• Hair, skin, additions, clothing, and accessories - and major NV functions of physical appearance/body alterations and coverings
• Skim G&H 7 for additional examples, findings

Other helpful information …

• Consider ways in which the content from your Analysis Paper, your Observation Paper, the Research Article Discussions, G&H readings, and other artifacts (e.g., video clips) may be brought into your discussion of any of the above concepts. Legitimate conceptual connections reveal complexity of thought and contribute to greater substance in your responses on the exam.
• There will be a combination of closed-response items (e.g., multiple choice, matching, fill-in-the-blank) and open-response items (e.g., short and/or long essays). You may have some choice as to which questions you answer (e.g., select three of the following six items to answer). Also, you will only be required to know two of the theories in great detail (see note above).
• References above to “major, general findings” mean that you should be able to refer to three or four big ideas related to the research on each subcode we’ve studied. We know these generalizations do not always hold true, and some have contradictory results, but in general there are some major findings we can cite in each chapter. I don’t expect you to memorize all of the studies referenced in a particular chapter, but you should be able to pick out some of the major, general patterns that have been documented and supported in the literature.
• I will not require you to memorize long lists of concepts, but rather to be able to recognize them when you see them. The shorter lists (e.g., Hall’s four interpersonal distances) should be able to recalled more or less in their entirety.
• We will hold an in-class review session on Wednesday, October 22. Bring any questions you have about course content and/or the exam.