chapter 3 - Pearson Learning Solutions

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2009934667 The proponents of NLP (Neurolingistic Programming) believe that eye movements are linked to the sensory processing that goes on in a person's mind when he or she is thinking. The eye movement may be a flicker or it may be held for several seconds. This movement happens when a person is organizing incoming sensations, recalling past experiences, or imagining never previously experienced phenomena. Eyes up and to the left: Recalling something seen before—a visual memory. Eyes up and to the right: Visualizing something that has not been seen before. Chapter 3 Nonverbal Communication 59 That we are born with some of our nonverbal tendencies is illustrated by the fact that “people born blind move their hands when they talk, although they’ve never seen anyone do it.” 10 A study of eye-accessing cues indicates “whether a person is thinking in images, sounds, self-talk, or through their feelings their eyes move in patterns.” 11 Most people, according to neurolinguistic psychological (NLP) research, will look up for visual accessing, down for linguistic accessing, to the left for past experiences, to the right for future perceptions, and straight ahead for the presenttense thinking. 12 “Some NLP experts consider eye movements to be an aid to accessing inner speech since the eye movements stimulate different parts of the brain.” 13 If this is true, then following the advice that one should maintain good eye contact when speaking to someone would render “a person unable to make the accessing movements” 14 and could “interfere with and slow down the [person’s] normal thinking style.” 15 In academia, teachers often make the mistake of misinterpreting students’ actions. For example, a teacher asks a question, and you struggle to visualize the answer, your eyes moving up or down and to the left or right [depending on whether you are looking for past learned ideas or inventing new material]. The teacher states, “Well, you won’t find the answer on the ceiling.” The teacher is wrong. The answer may be found by glancing up and to the left if your normal eye-glance pattern for past tense and picturing concepts is up. 16 (See Figure 3.1.) A student who knows his or her eye-shift pattern may be able to access pasttense learning by moving his or her eyes in the direction of his or her past-tense Eyes centered, looking up: present tense visual memory; eyes centered, looking down: present tense verbal memory; eyes centered, staring (no matter whether eyes are up or down): daydreaming or not engaged in decoding any information being sent. FIGURE 3.1 Eye-Accessing Cues Communicating: A Social and Career Focus, Tenth Edition, by Roy M. Berko, Andrew D. Wolvin, and Darlyn R. Wolvin. Published by Allyn & Bacon. Copyright © 2007 by Pearson Education, Inc. Source: “People Who Read People,” Psychology Today, July 1979. Reprinted with permission from Psychology Today magazine, copyright © 1979 Sussex Publishers, Inc. For further information see The Pegsasus Mind-Body Newsletter, Issue 9, January 4, 2002, and research on neurolinguistic programming.
60 Part One Foundations of Communication NONVERBAL MESSAGE STYLES: My Son’s Silent Language An aboriginal mother wrote to her son’s new teachers asking them to examine their own biases and expectations: triggering and looking up or down, depending on whether he or she is trying to access images or words. Cultural and Intercultural Behavior Some nonverbal behavior is learned in the same way as spoken language. When we display these culturally taught nonverbal behaviors, they are said to be reflective—reflective of the culture from which they were learned. As children, we observe and imitate people around us; thus, we learn not only to speak but also to behave as they do. Every culture has its own body language, and the young learn the culture’s nonverbal patterns along with those of spoken language. As a research anthropologist indicated, “The important thing to remember is that culture is very persistent. In this country, we’ve noted the existence of culture patterns that determine physical distance between people in the third and fourth generations of some families, despite their prolonged contact with people of very different cultural heritages.” 17 These cultural patterns are readily identifiable. Italians, for example, are noted for using their hands when they speak. In contrast, the British are noted for controlling their use of gestures. “Gestures are a powerful language in any culture.” 18 A person who uses more than one verbal language gestures according to the language he or she is speaking. Fiorello La Guardia, New York City’s mayor in the 1930s and early 1940s, carried on his political campaigns in English, Italian, and Yiddish—the languages of the major voting blocs in the city. He used one set of gestures for speaking English, another for Italian, and still another for Yiddish. Nonverbal gestures and behaviors convey different messages throughout the world. An Arabic male, for example, commonly strokes his chin to show appreciation for a woman whereas a Portuguese man does it by pulling his ear. But in Italy a similar kind of ear tugging is a deliberate insult. In communicating nonverbally, people also operate on different action chains. “An action chain is a behavioral sequence with two or more participating organisms, in which there are standard steps for reaching a goal. If an individual leaves out a step, the chain gets broken, and you have to start all over again.” 19 Different cultures operate under different action chains. For example, to an American, being on time normally means making contact within five minutes or so of a designated hour. To a Mexican, however, being on time often means within a reasonable time. A European American businessperson, having been kept waiting for twenty minutes He doesn’t speak standard English, but he is in no way linguistically handicapped. If you take the time and courtesy to listen and observe carefully, you will see that he and the other Aboriginal children communicate very well, both among themselves and with other Aboriginees. They speak functional English, very effectively augmented by their fluency in the silent language, the subtle unspoken communication of facial expressions, gestures, body movement, and the use of personal space. You will be well advised to remember that our children are skillful interpreters of the silent language. They will know your feelings and attitudes with unerring precision, no matter how carefully you arrange your smile or modulate your voice. They will learn in your classroom, because children learn involuntarily. What they learn will depend on you. Source: Jock Smith, “Inclusiveness in Learning Media,” 27 January 1997, unpublished document. Originally from the Northian Newsletter, submitted by Jock Smith, Surrey School trustee and educational counselor for the Department of Indian Affairs to Focus on Equality, March 17, 1991. Communicating: A Social and Career Focus, Tenth Edition, by Roy M. Berko, Andrew D. Wolvin, and Darlyn R. Wolvin. Published by Allyn & Bacon. Copyright © 2007 by Pearson Education, Inc. 2009934667
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