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msmarco_v2.1_doc_00_9195308#3_14174259
http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
The juice of the flower placed upon a person’s eyes makes them fall in love with the next person or creature they see. Oberon plans to use the flower to make Titania fall in love with the first beast she sees. Whilst Puck is searching for the flower, Oberon sees Demetrius being cruel to Helena as she swears her undying love to him. So Oberon tells Puck to use this same flower on Demetrius to make him fall in love with Helena. The Magical Flower Titania’s fairies sing her to sleep whilst Oberon quietly sneaks in and puts the juice of the magical flower on her eyes. Now, when Titania wakes, she will fall in love with the first thing she sees. Meanwhile, Lysander and Hermia set up a camp in the forest to rest for the night. As they sleep, Puck mistakes Lysander for Demetrius and sprinkles his eyes with the juice of the magical flower. When Lysander wakes up the first person he sees is Helena and so he falls instantly in love with her instead of Hermia. The Interrupted Rehearsal The mechanicals meet again to start rehearsing for their play.
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http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
Now, when Titania wakes, she will fall in love with the first thing she sees. Meanwhile, Lysander and Hermia set up a camp in the forest to rest for the night. As they sleep, Puck mistakes Lysander for Demetrius and sprinkles his eyes with the juice of the magical flower. When Lysander wakes up the first person he sees is Helena and so he falls instantly in love with her instead of Hermia. The Interrupted Rehearsal The mechanicals meet again to start rehearsing for their play. However, they are interrupted by Puck who cuts short the rehearsal by transforming Bottom's head into that of a donkey. The rest of the actors are in shock at Bottom’s strange appearance and run away in fear. A very confused Bottom is left all alone until Titania awakes from her sleep and, seeing him, falls instantly in love. She requests that Bottom stays with her and summons her fairies to serve him. Puck’s Mistake Puck tells Oberon how he has turned Bottom into an ass and how Titania is now in love with him.
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http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
However, they are interrupted by Puck who cuts short the rehearsal by transforming Bottom's head into that of a donkey. The rest of the actors are in shock at Bottom’s strange appearance and run away in fear. A very confused Bottom is left all alone until Titania awakes from her sleep and, seeing him, falls instantly in love. She requests that Bottom stays with her and summons her fairies to serve him. Puck’s Mistake Puck tells Oberon how he has turned Bottom into an ass and how Titania is now in love with him. Oberon is pleased with his servant’s work until he comes across two of the Lovers: Demetrius and Hermia. He realises that Demetrius still loves Hermia and that Puck has therefore used the magical flower on the wrong man. He tries to correct the mistake by using the flower on Demetrius, but this now means that both Lysander and Demetrius love Helena. The lovers squabble over this new situation and so Oberon must try and right his servant’s wrongs once and for all.
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http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
Oberon is pleased with his servant’s work until he comes across two of the Lovers: Demetrius and Hermia. He realises that Demetrius still loves Hermia and that Puck has therefore used the magical flower on the wrong man. He tries to correct the mistake by using the flower on Demetrius, but this now means that both Lysander and Demetrius love Helena. The lovers squabble over this new situation and so Oberon must try and right his servant’s wrongs once and for all. He gets Puck to gather the lovers together and puts another potion on Lysander’s eyes so that this time, when he wakes, he will love Hermia once more. The Morning After the Night Before Titania continues to dote on Bottom, but now that Oberon has got the changeling boy he decides to break the charm. Titania wakes and is confused about what has happened. She asks Oberon to explain and so he shows her Bottom. Titania now loathes the ass she once loved and so Oberon asks Puck to transform Bottom back to his normal human form.
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msmarco_v2.1_doc_00_9195308#7_14180254
http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
He gets Puck to gather the lovers together and puts another potion on Lysander’s eyes so that this time, when he wakes, he will love Hermia once more. The Morning After the Night Before Titania continues to dote on Bottom, but now that Oberon has got the changeling boy he decides to break the charm. Titania wakes and is confused about what has happened. She asks Oberon to explain and so he shows her Bottom. Titania now loathes the ass she once loved and so Oberon asks Puck to transform Bottom back to his normal human form. Thesus and Hippolyta discover the lovers sleeping in the forest. They are all confused by the night’s events and believe they must have been dreaming. They return to Athens to be married as Lysander once more loves Hermia and Demetrius now loves Helena. Bottom Returns The mechanicals are anxious that no one has seen or heard from Bottom since their last rehearsal. They fear that they won’t be able to perform their play without him.
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http://2012.playingshakespeare.org/scene-scene.html
A Midsummer Night's Dream
Scene by Scene The Athenian Court The Mechanicals' First Meeting Oberon’s and Titania’s Quarrel The Magical Flower The Interrupted Rehearsal Puck’s Mistake The Morning After the Night Before Bottom Returns The Mechanicals' Play
Thesus and Hippolyta discover the lovers sleeping in the forest. They are all confused by the night’s events and believe they must have been dreaming. They return to Athens to be married as Lysander once more loves Hermia and Demetrius now loves Helena. Bottom Returns The mechanicals are anxious that no one has seen or heard from Bottom since their last rehearsal. They fear that they won’t be able to perform their play without him. Fortunately, Bottom returns just in time, confused at the past events, but ready to play his part. The Mechanicals' Play It is the marriage celebrations and the mechanicals arrive at court to perform their play. It is a clumsy performance but it is still received with great amusement by the audience who laugh at its poor writing and the bad performances. When the play is over, the performers and guests retire. The fairies then enter to bless all of the marriages and Puck wishes the audience a good night.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble Americans have strong positive feelings about the country’s flag. Government leaders and candidates giving speeches often are flanked by the Stars and Stripes; flags appear in ceremonies honoring police officers, firefighters, and military personnel; and American embassies, military bases, and ships abroad are depicted with flags flying. The flag is displayed prominently in television, print, and online advertisements for many different products; car showrooms are draped with flags; clothing manufacturers present models wearing the latest fashions against American flag backdrops; and flags appear in ads for food, furniture, toys, and electronic gadgets. Immediately following the 9/11 terrorist attacks, there was a huge increase in the sale and display of the American flag. Nowhere was the trend more apparent than on television news broadcasts:
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
car showrooms are draped with flags; clothing manufacturers present models wearing the latest fashions against American flag backdrops; and flags appear in ads for food, furniture, toys, and electronic gadgets. Immediately following the 9/11 terrorist attacks, there was a huge increase in the sale and display of the American flag. Nowhere was the trend more apparent than on television news broadcasts: news anchors wore American-flag lapel pins, and background visuals featured themes such as “America Fights Back,” wrapped in the flag’s color scheme of red, white, and blue. Prior to a football game in September 2010, cadets from the US Air Force Academy unfurl a large American flag in Falcon Stadium to commemorate the people who lost their lives in the 9/11 terrorist attacks. Source: http://commons.wikimedia.org/wiki/File:BYU_at_Air_Force_2010-09-11.jpg. The United States flag is the core icon of American political culture.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
news anchors wore American-flag lapel pins, and background visuals featured themes such as “America Fights Back,” wrapped in the flag’s color scheme of red, white, and blue. Prior to a football game in September 2010, cadets from the US Air Force Academy unfurl a large American flag in Falcon Stadium to commemorate the people who lost their lives in the 9/11 terrorist attacks. Source: http://commons.wikimedia.org/wiki/File:BYU_at_Air_Force_2010-09-11.jpg. The United States flag is the core icon of American political culture. Media representations associate the flag with the two dominant values of the American creed: democracy and capitalism. News media connect the flag with aspects of democratic political culture, including elections, institutions, and national pride. People have more positive reactions to politicians when they appear with the American flag. Advertisements send the message that to “buy American,” and thereby support the free-market economic system, is to be patriotic.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
Media representations associate the flag with the two dominant values of the American creed: democracy and capitalism. News media connect the flag with aspects of democratic political culture, including elections, institutions, and national pride. People have more positive reactions to politicians when they appear with the American flag. Advertisements send the message that to “buy American,” and thereby support the free-market economic system, is to be patriotic. People gain an understanding and acceptance of the political culture of their nation through a process called political socialization. The term “political socialization” refers to the process by which people learn their roles as citizens and develop an understanding of government and politics. This chapter explores the ways in which knowledge about politics; the attitudes about government, political processes, and leaders; and citizens’ political behavior—all of which are elements of American political culture—are passed on from generation to generation.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
People gain an understanding and acceptance of the political culture of their nation through a process called political socialization. The term “political socialization” refers to the process by which people learn their roles as citizens and develop an understanding of government and politics. This chapter explores the ways in which knowledge about politics; the attitudes about government, political processes, and leaders; and citizens’ political behavior—all of which are elements of American political culture—are passed on from generation to generation. 6.1 Political Culture Learning Objectives After reading this section, you should be able to answer the following questions: What is a nation’s political culture, and why is it important? What are the characteristics of American political culture? What are the values and beliefs that are most ingrained in American citizens? What constitutes a political subculture, and why are subcultures important?
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
6.1 Political Culture Learning Objectives After reading this section, you should be able to answer the following questions: What is a nation’s political culture, and why is it important? What are the characteristics of American political culture? What are the values and beliefs that are most ingrained in American citizens? What constitutes a political subculture, and why are subcultures important? This section defines political culture and identifies the core qualities that distinguish American political culture, including the country’s traditions, folklore, and heroes. The values that Americans embrace, such as individualism and egalitarianism, will be examined as they relate to cultural ideals. What Is Political Culture? Political culture Collective ideologies, values, beliefs, norms, assumptions, and patterns of behavior that characterize a particular country. can be thought of as a nation’s political personality.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
This section defines political culture and identifies the core qualities that distinguish American political culture, including the country’s traditions, folklore, and heroes. The values that Americans embrace, such as individualism and egalitarianism, will be examined as they relate to cultural ideals. What Is Political Culture? Political culture Collective ideologies, values, beliefs, norms, assumptions, and patterns of behavior that characterize a particular country. can be thought of as a nation’s political personality. It encompasses the deep-rooted, well-established political traits that are characteristic of a society. Political culture takes into account the attitudes, values, and beliefs that people in a society have about the political system, including standard assumptions about the way that government works. As political scientist W. Lance Bennett notes, the components of political culture can be difficult to analyze. “ They are rather like the lenses in a pair of glasses: they are not the things we see when we look at the world;
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
It encompasses the deep-rooted, well-established political traits that are characteristic of a society. Political culture takes into account the attitudes, values, and beliefs that people in a society have about the political system, including standard assumptions about the way that government works. As political scientist W. Lance Bennett notes, the components of political culture can be difficult to analyze. “ They are rather like the lenses in a pair of glasses: they are not the things we see when we look at the world; they are the things we see with.” W. Lance Bennett, Public Opinion in American Politics (New York: Harcourt Brace Jovanovich, 1980), 368. Political culture helps build community and facilitate communication because people share an understanding of how and why political events, actions, and experiences occur in their country. Political culture includes formal rules as well as customs and traditions, sometimes referred to as “habits of the heart,” that are passed on generationally.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
they are the things we see with.” W. Lance Bennett, Public Opinion in American Politics (New York: Harcourt Brace Jovanovich, 1980), 368. Political culture helps build community and facilitate communication because people share an understanding of how and why political events, actions, and experiences occur in their country. Political culture includes formal rules as well as customs and traditions, sometimes referred to as “habits of the heart,” that are passed on generationally. People agree to abide by certain formal rules, such as the country’s constitution and codified laws. They also live by unstated rules: for example, the willingness in the United States to accept the outcomes of elections without resorting to violence. Political culture sets the boundaries of acceptable political behavior in a society. Daniel J. Elazar, The American Mosaic (Boulder, CO:
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
People agree to abide by certain formal rules, such as the country’s constitution and codified laws. They also live by unstated rules: for example, the willingness in the United States to accept the outcomes of elections without resorting to violence. Political culture sets the boundaries of acceptable political behavior in a society. Daniel J. Elazar, The American Mosaic (Boulder, CO: Westview Press, 1994). While the civic culture in the United States has remained relatively stable over time, shifts have occurred as a result of transforming experiences, such as war, economic crises, and other societal upheavals, that have reshaped attitudes and beliefs. Ronald Inglehart, Culture Shift in Advanced Industrial Society (Princeton, NJ: Princeton University Press, 1990). Key events, such as the Civil War, World War I, World War II, the Great Depression, the Vietnam War, the civil rights movement, and the terrorist attacks of 9/11 have influenced the political worldviews of American citizens, especially young people, whose political values and attitudes are less well established.
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http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s10-political-culture-and-socializ.html
Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
Westview Press, 1994). While the civic culture in the United States has remained relatively stable over time, shifts have occurred as a result of transforming experiences, such as war, economic crises, and other societal upheavals, that have reshaped attitudes and beliefs. Ronald Inglehart, Culture Shift in Advanced Industrial Society (Princeton, NJ: Princeton University Press, 1990). Key events, such as the Civil War, World War I, World War II, the Great Depression, the Vietnam War, the civil rights movement, and the terrorist attacks of 9/11 have influenced the political worldviews of American citizens, especially young people, whose political values and attitudes are less well established. American Political Culture Political culture consists of a variety of different elements. Some aspects of culture are abstract, such as political beliefs and values. Other elements are visible and readily identifiable, such as rituals, traditions, symbols, folklore, and heroes. These aspects of political culture can generate feelings of national pride that form a bond between people and their country. Political culture is not monolithic.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
American Political Culture Political culture consists of a variety of different elements. Some aspects of culture are abstract, such as political beliefs and values. Other elements are visible and readily identifiable, such as rituals, traditions, symbols, folklore, and heroes. These aspects of political culture can generate feelings of national pride that form a bond between people and their country. Political culture is not monolithic. It consists of diverse subcultures based on group characteristics such as race, ethnicity, and social circumstances, including living in a particular place or in a certain part of the country. We will now examine these aspects of political culture in the American context. Beliefs Beliefs Ideas that are considered to be true by a society. are ideas that are considered to be true by a society. Founders of the American republic endorsed both equality, most notably in the Declaration of Independence, and liberty, most prominently in the Constitution.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
It consists of diverse subcultures based on group characteristics such as race, ethnicity, and social circumstances, including living in a particular place or in a certain part of the country. We will now examine these aspects of political culture in the American context. Beliefs Beliefs Ideas that are considered to be true by a society. are ideas that are considered to be true by a society. Founders of the American republic endorsed both equality, most notably in the Declaration of Independence, and liberty, most prominently in the Constitution. These political theories have become incorporated into the political culture of the United States in the central beliefs of egalitarianism and individualism. Egalitarianism Doctrine emphasizing the natural equality of people in society. is the doctrine emphasizing the natural equality of humans, or at least the absence of a preexisting superiority of one set of humans above another. This core American belief is found in the preamble to the Declaration of Independence, which states that “all men are created equal” and that people are endowed with the unalienable rights to “life, liberty, and the pursuit of happiness.” Americans endorse the intrinsic equal worth of all people.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
These political theories have become incorporated into the political culture of the United States in the central beliefs of egalitarianism and individualism. Egalitarianism Doctrine emphasizing the natural equality of people in society. is the doctrine emphasizing the natural equality of humans, or at least the absence of a preexisting superiority of one set of humans above another. This core American belief is found in the preamble to the Declaration of Independence, which states that “all men are created equal” and that people are endowed with the unalienable rights to “life, liberty, and the pursuit of happiness.” Americans endorse the intrinsic equal worth of all people. Survey data consistently indicate that between 80 percent and 90 percent of Americans believe that it is essential to treat all people equally, regardless of race or ethnic background. James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996); Pew Research Center for the People and the Press, Values Survey (Washington, DC: Pew Research Center, March 2009).
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
Survey data consistently indicate that between 80 percent and 90 percent of Americans believe that it is essential to treat all people equally, regardless of race or ethnic background. James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996); Pew Research Center for the People and the Press, Values Survey (Washington, DC: Pew Research Center, March 2009). The principle of individualism Principle emphasizing the centrality and dignity of the individual and her or his capacity for free action. stresses the centrality and dignity of individual people. It privileges free action and people’s ability to take the initiative in making their own lives as well as those of others more prosperous and satisfying. In keeping with the Constitution’s preoccupation with liberty, Americans feel that children should be taught to believe that individuals can better themselves through self-reliance, hard work, and perseverance. James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA:
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
The principle of individualism Principle emphasizing the centrality and dignity of the individual and her or his capacity for free action. stresses the centrality and dignity of individual people. It privileges free action and people’s ability to take the initiative in making their own lives as well as those of others more prosperous and satisfying. In keeping with the Constitution’s preoccupation with liberty, Americans feel that children should be taught to believe that individuals can better themselves through self-reliance, hard work, and perseverance. James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996). The beliefs of egalitarianism and individualism are in tension with one another. For Americans today, this contradiction tends to be resolved by an expectation of equality of opportunity The right of each individual to the same chance to get ahead in society. , the belief that each individual has the same chance to get ahead in society. Americans tend to feel that most people who want to get ahead can make it if they’re willing to work hard.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
In Media Res Educational Foundation, 1996). The beliefs of egalitarianism and individualism are in tension with one another. For Americans today, this contradiction tends to be resolved by an expectation of equality of opportunity The right of each individual to the same chance to get ahead in society. , the belief that each individual has the same chance to get ahead in society. Americans tend to feel that most people who want to get ahead can make it if they’re willing to work hard. Pew Research Center for the People and the Press, Retro-Politics: The Political Typology (Washington, DC: Pew Research Center, November 11, 1999). Americans are more likely to promote equal political rights, such as the Voting Rights Act’s stipulation of equal participation for all qualified voters, than economic equality, which would redistribute income from the wealthy to the poor. Richard W. Wilson, “American Political Culture in Comparative Perspective,” Political Psychology, 18, no.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
Pew Research Center for the People and the Press, Retro-Politics: The Political Typology (Washington, DC: Pew Research Center, November 11, 1999). Americans are more likely to promote equal political rights, such as the Voting Rights Act’s stipulation of equal participation for all qualified voters, than economic equality, which would redistribute income from the wealthy to the poor. Richard W. Wilson, “American Political Culture in Comparative Perspective,” Political Psychology, 18, no. 2 (1997): 483–502. Values Beliefs form the foundation for values A society’s shared convictions about what is just and good. , which represent a society’s shared convictions about what is just and good. Americans claim to be committed to the core values of individualism and egalitarianism.
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Political Culture and Socialization
Chapter 6 Political Culture and Socialization Chapter 6 Political Culture and Socialization Preamble 6.1 Political Culture Learning Objectives What Is Political Culture? American Political Culture Beliefs Values Video Clip Rituals, Traditions, and Symbols Folklore Heroes Subcultures Media Frames Multiculturalism Enduring Images Key Takeaways Exercises 6.2 Political Socialization Learning Objectives What Is Political Socialization? Video Clip Political Socialization over the Life Course Agents of Political Socialization Family School Peer Group Media Group Differences Political Generations Key Takeaways Exercises 6.3 Political Culture and Socialization in the Information Age Learning Objectives Media Interactions Media Depictions News Media Entertainment Media Media Consequences Scandal Coverage Hollywood and Washington Key Takeaways Exercises Civic Education 6.4 Recommended Reading 6.5 Recommended Viewing
2 (1997): 483–502. Values Beliefs form the foundation for values A society’s shared convictions about what is just and good. , which represent a society’s shared convictions about what is just and good. Americans claim to be committed to the core values of individualism and egalitarianism. Yet there is sometimes a significant disconnect between what Americans are willing to uphold in principle and how they behave in practice. People may say that they support the Constitutional right to free speech but then balk when they are confronted with a political extremist or a racist speaking in public. Core American political values are vested in what is often called the American creed Belief in the United States “as a Gover
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives After reading this section, you should be able to answer the following questions: What is a bicameral legislative structure, and why was it established in Congress? What are the different characteristics of the House and Senate? The bicameral structure of the US Congress was established by the founders to minimize the possibility of any one governmental body becoming too powerful. The House was meant to be the most democratic of the national institutions, as its members are subject to reelection every two years. The Senate was designed by the framers as an elite body that would act as a check on the House. The two bodies differ in terms of characteristics and norms as well as in the way they operate. Bicameral Legislative Structure The founders established Congress as a bicameral legislature Congress consists of two bodies: ( 1) the House of Representatives whose membership is based on proportional representation and (2) the Senate, whose membership is based on equal representation. as a check against tyranny.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
The Senate was designed by the framers as an elite body that would act as a check on the House. The two bodies differ in terms of characteristics and norms as well as in the way they operate. Bicameral Legislative Structure The founders established Congress as a bicameral legislature Congress consists of two bodies: ( 1) the House of Representatives whose membership is based on proportional representation and (2) the Senate, whose membership is based on equal representation. as a check against tyranny. They feared having any one governmental body become too strong. This bicameral system distributes power within two houses that check and balance one another rather than concentrating authority in a single body. The House of Representatives is the larger body with membership based on each state’s population. The Senate is the smaller body with each state having two delegates. With one hundred members, the Senate is a more intimate, less formal legislative body than the House, which has 435 members elected from districts that are roughly the same size in population.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
They feared having any one governmental body become too strong. This bicameral system distributes power within two houses that check and balance one another rather than concentrating authority in a single body. The House of Representatives is the larger body with membership based on each state’s population. The Senate is the smaller body with each state having two delegates. With one hundred members, the Senate is a more intimate, less formal legislative body than the House, which has 435 members elected from districts that are roughly the same size in population. Members of Congress must reside in the district or state that elects them, although the Constitution does not specify for how long. Residency can become a campaign issue, as it did when former first lady and current secretary of state, Hillary Rodham Clinton, ran for a Senate seat from New York soon after leaving the White House, despite having never lived in the state. She was successful despite having to fend off criticism that as a carpetbagger A politician who runs for office from an area where he or she has lived for only a short time and has few community ties; stems from a derogatory term coined after the Civil War referring to Northerners who went South to profit from the Reconstruction, carrying “carpet bags” for luggage. she was not suited to represent New York’s interests in Congress.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
Members of Congress must reside in the district or state that elects them, although the Constitution does not specify for how long. Residency can become a campaign issue, as it did when former first lady and current secretary of state, Hillary Rodham Clinton, ran for a Senate seat from New York soon after leaving the White House, despite having never lived in the state. She was successful despite having to fend off criticism that as a carpetbagger A politician who runs for office from an area where he or she has lived for only a short time and has few community ties; stems from a derogatory term coined after the Civil War referring to Northerners who went South to profit from the Reconstruction, carrying “carpet bags” for luggage. she was not suited to represent New York’s interests in Congress. The term “carpetbagger” refers to a politician who runs for office from an area where he or she has lived for only a short time and has few community ties. It derives from a derogatory term coined after the Civil War referring to Northerners who went south to profit from the Reconstruction, carrying “carpet bags” for luggage. Members of Congress are elected locally to serve nationally. All aspects of members’ jobs, whether it be making laws or providing service to people in their home districts, are influenced by this dual concern with representing local constituencies while dealing with national policy. The Electoral Connection The Constitution anticipated that the House would be more attentive to the people than the Senate.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
The term “carpetbagger” refers to a politician who runs for office from an area where he or she has lived for only a short time and has few community ties. It derives from a derogatory term coined after the Civil War referring to Northerners who went south to profit from the Reconstruction, carrying “carpet bags” for luggage. Members of Congress are elected locally to serve nationally. All aspects of members’ jobs, whether it be making laws or providing service to people in their home districts, are influenced by this dual concern with representing local constituencies while dealing with national policy. The Electoral Connection The Constitution anticipated that the House would be more attentive to the people than the Senate. The House is designed to be the most democratic institutional body in the US government because each member represents a particular district within a state rather than the entire state, which is the case for the Senate. House members stand for election every two years to ensure that they keep in close touch with the opinions and interests of the people they represent or face defeat at the polls. There are no limits on the number of terms a member can serve. Consequently, many members are constantly campaigning to keep their seats in office. Figure 12.2 Members of Congress engage in a permanent campaign for reelection that begins the minute they take office.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
The House is designed to be the most democratic institutional body in the US government because each member represents a particular district within a state rather than the entire state, which is the case for the Senate. House members stand for election every two years to ensure that they keep in close touch with the opinions and interests of the people they represent or face defeat at the polls. There are no limits on the number of terms a member can serve. Consequently, many members are constantly campaigning to keep their seats in office. Figure 12.2 Members of Congress engage in a permanent campaign for reelection that begins the minute they take office. Source: Source: Photo courtesy of IowaPolitics.com, http://www.flickr.com/photos/iowapolitics/4984484879/in/photostream/. Congress establishes the number of House members by enacting legislation. In 1787, there were 65 members, and the founders anticipated that House members would never represent more than 30,000 people. In 1910, the current number of 435 representatives was reached.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
Source: Source: Photo courtesy of IowaPolitics.com, http://www.flickr.com/photos/iowapolitics/4984484879/in/photostream/. Congress establishes the number of House members by enacting legislation. In 1787, there were 65 members, and the founders anticipated that House members would never represent more than 30,000 people. In 1910, the current number of 435 representatives was reached. The number of people represented by a single member has increased from 210,583 in 1910 to 646,947 in 2000 and 710,767 in 2010. The US Census Bureau calculates these apportionment figures, which can be viewed on an interactive map on its website. This number of people per congressional district is projected to top 900,000 in 2050. Roger H. Davidson and Walter J. Oleszek, Congress and Its Members, 8th ed. ( Washington, DC:
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
The number of people represented by a single member has increased from 210,583 in 1910 to 646,947 in 2000 and 710,767 in 2010. The US Census Bureau calculates these apportionment figures, which can be viewed on an interactive map on its website. This number of people per congressional district is projected to top 900,000 in 2050. Roger H. Davidson and Walter J. Oleszek, Congress and Its Members, 8th ed. ( Washington, DC: CQ Press, 2002), 27. Some observers question if the democratic character of the House will be compromised if constituencies grow even larger, while others oppose enlarging an institution that is already difficult to manage. House members are elected in districts whose lines are drawn by state legislatures after the census, which takes place every ten years. States can gain or lose representatives if there are population shifts. Redistricting can be controversial as legislators seek to draw district lines that advantage their own political parties.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
CQ Press, 2002), 27. Some observers question if the democratic character of the House will be compromised if constituencies grow even larger, while others oppose enlarging an institution that is already difficult to manage. House members are elected in districts whose lines are drawn by state legislatures after the census, which takes place every ten years. States can gain or lose representatives if there are population shifts. Redistricting can be controversial as legislators seek to draw district lines that advantage their own political parties. In 2003, the process of redrawing congressional district lines in Texas attracted national media attention. Democratic state legislators twice fled to neighboring states to prevent a vote on a redistricting plan that they felt favored Republicans. The media depicted the fugitive Democratic legislators hanging out on the balcony of a cheap hotel in New Mexico as the infuriated Republicans threatened to call out the Texas Rangers to forcibly return them to the state. The media attention did not stop the redistricting plan. “ Texas District Fight Goes to Court,” CBSNews.com, October 15, 2003, accessed February 15, 2011, cbsnews.com/stories/2003/10/09/politics/main577340.shtml.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
In 2003, the process of redrawing congressional district lines in Texas attracted national media attention. Democratic state legislators twice fled to neighboring states to prevent a vote on a redistricting plan that they felt favored Republicans. The media depicted the fugitive Democratic legislators hanging out on the balcony of a cheap hotel in New Mexico as the infuriated Republicans threatened to call out the Texas Rangers to forcibly return them to the state. The media attention did not stop the redistricting plan. “ Texas District Fight Goes to Court,” CBSNews.com, October 15, 2003, accessed February 15, 2011, cbsnews.com/stories/2003/10/09/politics/main577340.shtml. This strategy of lawmakers fleeing to another state to stop the legislative process was used in Wisconsin in 2011, when Democratic senators left the state to prevent having a quorum to pass a budget bill supported by the Republican governor that would cut workers’ benefits in order to improve the state budget. Figure 12.3 Democratic members of the Texas state assembly garnered national press attention by fleeing to a neighboring state to avoid having to vote on a redistricting plan they felt would give seats to Republicans. Source: Used with permission from AP Photo/Sue Ogrocki. The framers felt that the Senate should be constituted as an elite body that would act as a check on the House, the branch closest to the mass public.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
This strategy of lawmakers fleeing to another state to stop the legislative process was used in Wisconsin in 2011, when Democratic senators left the state to prevent having a quorum to pass a budget bill supported by the Republican governor that would cut workers’ benefits in order to improve the state budget. Figure 12.3 Democratic members of the Texas state assembly garnered national press attention by fleeing to a neighboring state to avoid having to vote on a redistricting plan they felt would give seats to Republicans. Source: Used with permission from AP Photo/Sue Ogrocki. The framers felt that the Senate should be constituted as an elite body that would act as a check on the House, the branch closest to the mass public. Senators serve six-year terms of office, and like the House, there are no limits on the number of terms they can serve. Senators, in theory, should have more time than House members to think about something besides reelection. However, as the cost of elections has grown and Senate elections have become more competitive, fundraising has become a constant concern for many senators. Quoted in Roger H. Davidson and Walter J. Oleszek, Congress and Its Members, 8th ed. ( Washington, DC:
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
Senators serve six-year terms of office, and like the House, there are no limits on the number of terms they can serve. Senators, in theory, should have more time than House members to think about something besides reelection. However, as the cost of elections has grown and Senate elections have become more competitive, fundraising has become a constant concern for many senators. Quoted in Roger H. Davidson and Walter J. Oleszek, Congress and Its Members, 8th ed. ( Washington, DC: CQ Press, 2002), 25. The founders’ expectations that the House would be close to the people and the Senate would be more distant have not been realized. House members often hold safe seats and do not face serious challenges to reelection, so they often hold office for years. House members are chosen in districts whose boundaries can cut across media markets and other political jurisdictions, such as county or city lines. Some parts of Maryland and Virginia receive most of their news from the District of Columbia, and their House members are given limited coverage.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
CQ Press, 2002), 25. The founders’ expectations that the House would be close to the people and the Senate would be more distant have not been realized. House members often hold safe seats and do not face serious challenges to reelection, so they often hold office for years. House members are chosen in districts whose boundaries can cut across media markets and other political jurisdictions, such as county or city lines. Some parts of Maryland and Virginia receive most of their news from the District of Columbia, and their House members are given limited coverage. As a result, it can be difficult for local television news to cover House members and their reelection challengers. Senators, having won statewide races, receive more attention. Their opponents also are likely to receive significant media coverage, which often makes for hotly contested elections. House and Senate Comparisons The House and Senate are institutions that have decidedly different characters. Because of its large size and more frequent turnover in membership, the House is an impersonal institution.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
As a result, it can be difficult for local television news to cover House members and their reelection challengers. Senators, having won statewide races, receive more attention. Their opponents also are likely to receive significant media coverage, which often makes for hotly contested elections. House and Senate Comparisons The House and Senate are institutions that have decidedly different characters. Because of its large size and more frequent turnover in membership, the House is an impersonal institution. House members may not recognize their colleagues, and some have staff members assigned as “spotters,” who whisper names into their ears to avoid embarrassment. The House operates under formal rules. It is hierarchical, and seniority Long-standing members of Congress, especially in the Senate, hold leadership positions and have more influence over decision making than their junior colleagues. is important. Members serve for a long time before they become leaders.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
House members may not recognize their colleagues, and some have staff members assigned as “spotters,” who whisper names into their ears to avoid embarrassment. The House operates under formal rules. It is hierarchical, and seniority Long-standing members of Congress, especially in the Senate, hold leadership positions and have more influence over decision making than their junior colleagues. is important. Members serve for a long time before they become leaders. Senior members have more influence over decision making than their junior colleagues. The Senate does not rely as heavily on hierarchy as the House. It is less rule-bound and operates more loosely and unpredictably than the House, especially as it requires unanimous consent for any bill to be taken up. This means that a lone senator has the power to stop legislative action, a power that House members do not possess. Senators serve long terms and get to know their colleagues.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
Senior members have more influence over decision making than their junior colleagues. The Senate does not rely as heavily on hierarchy as the House. It is less rule-bound and operates more loosely and unpredictably than the House, especially as it requires unanimous consent for any bill to be taken up. This means that a lone senator has the power to stop legislative action, a power that House members do not possess. Senators serve long terms and get to know their colleagues. Seniority is less meaningful, as junior senators have considerable power to make decisions along with their senior colleagues. The smaller size of the chamber allows members to pursue a fast track to leadership and increased public visibility early in their careers. The differences between the House and Senate are reflected in their respective chambers. The House meets in the largest parliamentary room in the world. Members do not have assigned seats and take any available place on padded benches.
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A Bicameral Legislative Branch
12.2 A Bicameral Legislative Branch 12.2 A Bicameral Legislative Branch Learning Objectives Bicameral Legislative Structure The Electoral Connection House and Senate Comparisons Key Takeaways Exercises
Seniority is less meaningful, as junior senators have considerable power to make decisions along with their senior colleagues. The smaller size of the chamber allows members to pursue a fast track to leadership and increased public visibility early in their careers. The differences between the House and Senate are reflected in their respective chambers. The House meets in the largest parliamentary room in the world. Members do not have assigned seats and take any available place on padded benches. Few members spend time in the chamber other than when they are speaking or voting. The Senate chamber is smaller and more ornate. Senators are assigned desks and chairs, many of which have been held by distinguished members. Since the introduction of television to the Senate chamber in 1986, senior sen
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives After reading this section, you should be able to answer the following questions: How does the president try to set the agenda for the political system, especially Congress? What challenges does the president face in achieving his agenda? What are the strengths and weaknesses of the presidential veto? Can and do presidents lead Congress? What are the president’s powers as chief executive? Why do presidents give so many speeches? How do presidents seek public approval? The political system was designed by the framers to be infrequently innovative, to act with neither efficiency nor dispatch. Authority is decentralized.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
What are the president’s powers as chief executive? Why do presidents give so many speeches? How do presidents seek public approval? The political system was designed by the framers to be infrequently innovative, to act with neither efficiency nor dispatch. Authority is decentralized. Political parties are usually in conflict. Interests are diverse. George C. Edwards III, The Strategic President: Persuasion and Opportunity in Presidential Leadership (Princeton, NJ: Princeton University Press, 2009).
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Political parties are usually in conflict. Interests are diverse. George C. Edwards III, The Strategic President: Persuasion and Opportunity in Presidential Leadership (Princeton, NJ: Princeton University Press, 2009). Yet, as we have explained, presidents face high expectations for action. Adding to these expectations is the soaring rhetoric of their election campaigns. For example, candidate Obama promised to deal with the problems of the economy, unemployment, housing, health care, Iraq, Afghanistan, and much more. As we have also explained, presidents do not invariably or even often have the power to meet these expectations. Consider the economy.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Yet, as we have explained, presidents face high expectations for action. Adding to these expectations is the soaring rhetoric of their election campaigns. For example, candidate Obama promised to deal with the problems of the economy, unemployment, housing, health care, Iraq, Afghanistan, and much more. As we have also explained, presidents do not invariably or even often have the power to meet these expectations. Consider the economy. Because the government and media report the inflation and unemployment rates and the number of new jobs created (or not created), the public is consistently reminded of these measures when judging the president’s handling of the economy. And certainly the president does claim credit when the economy is doing well. Yet the president has far less control over the economy and these economic indicators than the media convey and many people believe. A president’s opportunities to influence public policies depend in part on the preceding administration and the political circumstances under which the new president takes office. Stephen Skowronek, Presidential Leadership in Political Time (Lawrence:
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Because the government and media report the inflation and unemployment rates and the number of new jobs created (or not created), the public is consistently reminded of these measures when judging the president’s handling of the economy. And certainly the president does claim credit when the economy is doing well. Yet the president has far less control over the economy and these economic indicators than the media convey and many people believe. A president’s opportunities to influence public policies depend in part on the preceding administration and the political circumstances under which the new president takes office. Stephen Skowronek, Presidential Leadership in Political Time (Lawrence: University Press of Kansas, 2008). Presidents often face intractable issues, encounter unpredictable events, have to make complex policy decisions, and are beset by scandals (policy, financial, sexual). Once in office, reality sinks in. Interviewing President Obama on The Daily Show, Jon Stewart wondered whether the president’s campaign slogan of “Yes we can” should be changed to “Yes we can, given certain conditions.” President Obama replied “I think I would say ‘yes we can, but…it’s not going to happen overnight.’”
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
University Press of Kansas, 2008). Presidents often face intractable issues, encounter unpredictable events, have to make complex policy decisions, and are beset by scandals (policy, financial, sexual). Once in office, reality sinks in. Interviewing President Obama on The Daily Show, Jon Stewart wondered whether the president’s campaign slogan of “Yes we can” should be changed to “Yes we can, given certain conditions.” President Obama replied “I think I would say ‘yes we can, but…it’s not going to happen overnight.’” Sheryl Gay Stolberg, “Hope and Change as Promised, Just Not Overnight,” New York Times, October 28, 2010, A18. So how do presidents get things done? Presidential powers and prerogatives do offer opportunities for leadership. Link Between 1940 and 1973, six American presidents from both political parties secretly recorded just less than five thousand hours of their meetings and telephone conversations. Check out http://millercenter.org/academic/presidentialrecordings.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Sheryl Gay Stolberg, “Hope and Change as Promised, Just Not Overnight,” New York Times, October 28, 2010, A18. So how do presidents get things done? Presidential powers and prerogatives do offer opportunities for leadership. Link Between 1940 and 1973, six American presidents from both political parties secretly recorded just less than five thousand hours of their meetings and telephone conversations. Check out http://millercenter.org/academic/presidentialrecordings. Presidents indicate what issues should garner most attention and action; they help set the policy agenda. They lobby Congress to pass their programs, often by campaign-like swings around the country. Their position as head of their political party enables them to keep or gain allies (and win reelection). Inside the executive branch, presidents make policies by well-publicized appointments and executive orders.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Presidents indicate what issues should garner most attention and action; they help set the policy agenda. They lobby Congress to pass their programs, often by campaign-like swings around the country. Their position as head of their political party enables them to keep or gain allies (and win reelection). Inside the executive branch, presidents make policies by well-publicized appointments and executive orders. They use their ceremonial position as head of state to get into the news and gain public approval, making it easier to persuade others to follow their lead. Agenda-Setter for the Political System Presidents try to set the political agenda. They call attention to issues and solutions, using constitutional powers such as calling Congress into session, recommending bills, and informing its members about the state of the union, as well as giving speeches and making news. Donna R. Hoffman and Alison D. Howard, Addressing the State of the Union (Boulder, CO: Lynne Rienner Publishers, 2006).
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
They use their ceremonial position as head of state to get into the news and gain public approval, making it easier to persuade others to follow their lead. Agenda-Setter for the Political System Presidents try to set the political agenda. They call attention to issues and solutions, using constitutional powers such as calling Congress into session, recommending bills, and informing its members about the state of the union, as well as giving speeches and making news. Donna R. Hoffman and Alison D. Howard, Addressing the State of the Union (Boulder, CO: Lynne Rienner Publishers, 2006). Figure 13.3 The president’s constitutional responsibility to inform Congress on “the state of the union” has been elevated into a performance, nationally broadcast on all major networks and before a joint session on Capitol Hill, that summarizes the key items on his policy agenda. Source: Photo courtesy of the Executive Office of the President of the United States (Chuck Kennedy), http://commons.wikimedia.org/wiki/File:Obama_waves_State_of_the_Union_2011.jpg. Congress does not always defer to and sometimes spurns the president’s agenda. Its members serve smaller, more distinct constituencies for different terms.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Figure 13.3 The president’s constitutional responsibility to inform Congress on “the state of the union” has been elevated into a performance, nationally broadcast on all major networks and before a joint session on Capitol Hill, that summarizes the key items on his policy agenda. Source: Photo courtesy of the Executive Office of the President of the United States (Chuck Kennedy), http://commons.wikimedia.org/wiki/File:Obama_waves_State_of_the_Union_2011.jpg. Congress does not always defer to and sometimes spurns the president’s agenda. Its members serve smaller, more distinct constituencies for different terms. When presidents hail from the same party as the majority of Congress members, they have more influence to ensure that their ideas receive serious attention on Capitol Hill. So presidents work hard to keep or increase the number of members of their party in Congress: raising funds for the party (and their own campaign), campaigning for candidates, and throwing weight (and money) in a primary election behind the strongest or their preferred candidate. Presidential coattails—where members of Congress are carried to victory by the winning presidential candidates—are increasingly short. Most legislators win by larger margins in their district than does the president.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
When presidents hail from the same party as the majority of Congress members, they have more influence to ensure that their ideas receive serious attention on Capitol Hill. So presidents work hard to keep or increase the number of members of their party in Congress: raising funds for the party (and their own campaign), campaigning for candidates, and throwing weight (and money) in a primary election behind the strongest or their preferred candidate. Presidential coattails—where members of Congress are carried to victory by the winning presidential candidates—are increasingly short. Most legislators win by larger margins in their district than does the president. In the elections midway through the president’s term, the president’s party generally loses seats in Congress. In 2010, despite President Obama’s efforts, the Republicans gained a whopping sixty-three seats and took control of the House of Representatives. Since presidents usually have less party support in Congress in the second halves of their terms, they most often expect that Congress will be more amenable to their initiatives in their first two years. But even then, divided government A situation, increasingly common in recent years, where the presidency and at least one chamber of Congress are controlled by different parties. , where one party controls the presidency and another party controls one or both chambers of Congress, has been common over the last fifty years.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
In the elections midway through the president’s term, the president’s party generally loses seats in Congress. In 2010, despite President Obama’s efforts, the Republicans gained a whopping sixty-three seats and took control of the House of Representatives. Since presidents usually have less party support in Congress in the second halves of their terms, they most often expect that Congress will be more amenable to their initiatives in their first two years. But even then, divided government A situation, increasingly common in recent years, where the presidency and at least one chamber of Congress are controlled by different parties. , where one party controls the presidency and another party controls one or both chambers of Congress, has been common over the last fifty years. For presidents, the prospect of both a friendly House and Senate has become the exception. Even when the White House and Congress are controlled by the same party, as with President Obama and the 2009 and 2010 Congress, presidents do not monopolize the legislative agenda. Congressional leaders, especially of the opposing party, push other issues—if only to pressure or embarrass the president. Members of Congress have made campaign promises they want to keep despite the president’s policy preferences. Interest groups with pet projects crowd in.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
For presidents, the prospect of both a friendly House and Senate has become the exception. Even when the White House and Congress are controlled by the same party, as with President Obama and the 2009 and 2010 Congress, presidents do not monopolize the legislative agenda. Congressional leaders, especially of the opposing party, push other issues—if only to pressure or embarrass the president. Members of Congress have made campaign promises they want to keep despite the president’s policy preferences. Interest groups with pet projects crowd in. Nonetheless, presidents are better placed than any other individual to influence the legislative process. In particular, their high prominence in the news means that they have a powerful impact on what issues will—and will not—be considered in the political system as a whole. What about the contents of “the president’s agenda”? The president is but one player among many shaping it. The transition from election to inauguration is just over two months (Bush had less time because of the disputed 2000 Florida vote).
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Nonetheless, presidents are better placed than any other individual to influence the legislative process. In particular, their high prominence in the news means that they have a powerful impact on what issues will—and will not—be considered in the political system as a whole. What about the contents of “the president’s agenda”? The president is but one player among many shaping it. The transition from election to inauguration is just over two months (Bush had less time because of the disputed 2000 Florida vote). Presidents are preoccupied first with naming a cabinet and White House staff. To build an agenda, presidents “borrow, steal, co-opt, redraft, rename, and modify any proposal that fits their policy goals.” Paul C. Light, The President’s Agenda: Domestic Policy Choice from Kennedy to Clinton, 3rd ed. ( Baltimore:
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Presidents are preoccupied first with naming a cabinet and White House staff. To build an agenda, presidents “borrow, steal, co-opt, redraft, rename, and modify any proposal that fits their policy goals.” Paul C. Light, The President’s Agenda: Domestic Policy Choice from Kennedy to Clinton, 3rd ed. ( Baltimore: Johns Hopkins University Press, 1999), 89. Ideas largely come from fellow partisans outside the White House. Bills already introduced in Congress or programs proposed by the bureaucracy are handy. They have received discussion, study, and compromise that have built support. And presidents have more success getting borrowed legislation through Congress than policy proposals devised inside the White House.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Johns Hopkins University Press, 1999), 89. Ideas largely come from fellow partisans outside the White House. Bills already introduced in Congress or programs proposed by the bureaucracy are handy. They have received discussion, study, and compromise that have built support. And presidents have more success getting borrowed legislation through Congress than policy proposals devised inside the White House. Andrew Rudalevige, Managing the President’s Program: Presidential Leadership and Legislative Policy Formulation (Princeton, NJ: Princeton University Press, 2002). Crises and unexpected events affect presidents’ agenda choices. Issues pursue presidents, especially through questions and stories of White House reporters, as much as presidents pursue issues.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Andrew Rudalevige, Managing the President’s Program: Presidential Leadership and Legislative Policy Formulation (Princeton, NJ: Princeton University Press, 2002). Crises and unexpected events affect presidents’ agenda choices. Issues pursue presidents, especially through questions and stories of White House reporters, as much as presidents pursue issues. A hugely destructive hurricane on the Gulf Coast propels issues of emergency management, poverty, and reconstruction onto the policy agenda whether a president wants them there or not. Finally, many agenda items cannot be avoided. Presidents are charged by Congress with proposing an annual budget. Raw budget numbers represent serious policy choices. And there are ever more agenda items that never seem to get solved (e.g., energy, among many others).
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
A hugely destructive hurricane on the Gulf Coast propels issues of emergency management, poverty, and reconstruction onto the policy agenda whether a president wants them there or not. Finally, many agenda items cannot be avoided. Presidents are charged by Congress with proposing an annual budget. Raw budget numbers represent serious policy choices. And there are ever more agenda items that never seem to get solved (e.g., energy, among many others). Chief Lobbyist in Congress After suggesting what Congress should do, presidents try to persuade legislators to follow through. But without a formal role, presidents are outsiders to the legislative process. They cannot introduce bills in Congress and must rely on members to do so. Legislative Liaison Presidents aim at legislative accomplishments by negotiating with legislators directly or through their legislative liaison Now called the Office of Legislative Affairs, an office consisting of presidential staffers whose job is to interact with and lobby members of Congress. officers:
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
Chief Lobbyist in Congress After suggesting what Congress should do, presidents try to persuade legislators to follow through. But without a formal role, presidents are outsiders to the legislative process. They cannot introduce bills in Congress and must rely on members to do so. Legislative Liaison Presidents aim at legislative accomplishments by negotiating with legislators directly or through their legislative liaison Now called the Office of Legislative Affairs, an office consisting of presidential staffers whose job is to interact with and lobby members of Congress. officers: White House staffers assigned to deal with Congress who provide a conduit from president to Congress and back again. These staffers convey presidential preferences and pressure members of Congress; they also pass along members’ concerns to the White House. They count votes, line up coalitions, and suggest times for presidents to rally fellow party members. And they try to cut deals.
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How Presidents Get Things Done
13.2 How Presidents Get Things Done 13.2 How Presidents Get Things Done Learning Objectives Link Agenda-Setter for the Political System Chief Lobbyist in Congress Legislative Liaison The Veto Signing Statements Presidential Scorecards in Congress Chief Executive Appointment Powers Executive Orders War Powers Presidents and the People Public Approval Polls Speechmaker-in-Chief Video Clip
White House staffers assigned to deal with Congress who provide a conduit from president to Congress and back again. These staffers convey presidential preferences and pressure members of Congress; they also pass along members’ concerns to the White House. They count votes, line up coalitions, and suggest times for presidents to rally fellow party members. And they try to cut deals. Legislative liaison focuses less on twisting arms than on maintaining “an era of good feelings” with Congress. Some favors are large: supporting an appropriation that benefits members’ constituencies; traveling to members’ home turf to help them raise funds for reelection; a
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Perception Process 2.1 Perception Process Learning Objectives Define perception. Discuss how salience influences the selection of perceptual information. Explain the ways in which we organize perceptual information. Discuss the role of schemata in the interpretation of perceptual information. Perception The process of selecting, organizing, and interpreting information. is the process of selecting, organizing, and interpreting information. This process, which is shown in Figure 2.1 "The Perception Process", includes the perception of select stimuli that pass through our perceptual filters, are organized into our existing structures and patterns, and are then interpreted based on previous experiences. Although perception is a largely cognitive and psychological process, how we perceive the people and objects around us affects our communication. We respond differently to an object or person that we perceive favorably than we do to something we find unfavorable. But how do we filter through the mass amounts of incoming information, organize it, and make meaning from what makes it through our perceptual filters and into our social realities?
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
is the process of selecting, organizing, and interpreting information. This process, which is shown in Figure 2.1 "The Perception Process", includes the perception of select stimuli that pass through our perceptual filters, are organized into our existing structures and patterns, and are then interpreted based on previous experiences. Although perception is a largely cognitive and psychological process, how we perceive the people and objects around us affects our communication. We respond differently to an object or person that we perceive favorably than we do to something we find unfavorable. But how do we filter through the mass amounts of incoming information, organize it, and make meaning from what makes it through our perceptual filters and into our social realities? Selecting Information We take in information through all five of our senses, but our perceptual field (the world around us) includes so many stimuli that it is impossible for our brains to process and make sense of it all. So, as information comes in through our senses, various factors influence what actually continues on through the perception process. Susan T. Fiske and Shelley E. Taylor, Social Cognition, 2nd ed. ( New York, NY: McGraw Hill, 1991).
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Selecting Information We take in information through all five of our senses, but our perceptual field (the world around us) includes so many stimuli that it is impossible for our brains to process and make sense of it all. So, as information comes in through our senses, various factors influence what actually continues on through the perception process. Susan T. Fiske and Shelley E. Taylor, Social Cognition, 2nd ed. ( New York, NY: McGraw Hill, 1991). Selecting The first part of the perception process, in which we focus our attention on certain incoming sensory information. is the first part of the perception process, in which we focus our attention on certain incoming sensory information. Think about how, out of many other possible stimuli to pay attention to, you may hear a familiar voice in the hallway, see a pair of shoes you want to buy from across the mall, or smell something cooking for dinner when you get home from work. We quickly cut through and push to the background all kinds of sights, smells, sounds, and other stimuli, but how do we decide what to select and what to leave out? Figure 2.1 The Perception Process We tend to pay attention to information that is salient.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Selecting The first part of the perception process, in which we focus our attention on certain incoming sensory information. is the first part of the perception process, in which we focus our attention on certain incoming sensory information. Think about how, out of many other possible stimuli to pay attention to, you may hear a familiar voice in the hallway, see a pair of shoes you want to buy from across the mall, or smell something cooking for dinner when you get home from work. We quickly cut through and push to the background all kinds of sights, smells, sounds, and other stimuli, but how do we decide what to select and what to leave out? Figure 2.1 The Perception Process We tend to pay attention to information that is salient. Salience The degree to which something attracts our attention in a particular context. is the degree to which something attracts our attention in a particular context. The thing attracting our attention can be abstract, like a concept, or concrete, like an object. For example, a person’s identity as a Native American may become salient when they are protesting at the Columbus Day parade in Denver, Colorado. Or a bright flashlight shining in your face while camping at night is sure to be salient.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Salience The degree to which something attracts our attention in a particular context. is the degree to which something attracts our attention in a particular context. The thing attracting our attention can be abstract, like a concept, or concrete, like an object. For example, a person’s identity as a Native American may become salient when they are protesting at the Columbus Day parade in Denver, Colorado. Or a bright flashlight shining in your face while camping at night is sure to be salient. The degree of salience depends on three features. Susan T. Fiske and Shelley E. Taylor, Social Cognition, 2nd ed. ( New York, NY: McGraw Hill, 1991), 186. We tend to find salient things that are visually or aurally stimulating and things that meet our needs or interests.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
The degree of salience depends on three features. Susan T. Fiske and Shelley E. Taylor, Social Cognition, 2nd ed. ( New York, NY: McGraw Hill, 1991), 186. We tend to find salient things that are visually or aurally stimulating and things that meet our needs or interests. Lastly, expectations affect what we find salient. Visual and Aural Stimulation It is probably not surprising to learn that visually and/or aurally stimulating things become salient in our perceptual field and get our attention. Creatures ranging from fish to hummingbirds are attracted to things like silver spinners on fishing poles or red and yellow bird feeders. Having our senses stimulated isn’t always a positive thing though. Think about the couple that won’t stop talking during the movie or the upstairs neighbor whose subwoofer shakes your ceiling at night.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Lastly, expectations affect what we find salient. Visual and Aural Stimulation It is probably not surprising to learn that visually and/or aurally stimulating things become salient in our perceptual field and get our attention. Creatures ranging from fish to hummingbirds are attracted to things like silver spinners on fishing poles or red and yellow bird feeders. Having our senses stimulated isn’t always a positive thing though. Think about the couple that won’t stop talking during the movie or the upstairs neighbor whose subwoofer shakes your ceiling at night. In short, stimuli can be attention-getting in a productive or distracting way. As communicators, we can use this knowledge to our benefit by minimizing distractions when we have something important to say. It’s probably better to have a serious conversation with a significant other in a quiet place rather than a crowded food court. As we will learn later in Chapter 12 "Public Speaking in Various Contexts", altering the rate, volume, and pitch of your voice, known as vocal variety, can help keep your audience engaged, as can gestures and movement. Conversely, nonverbal adaptors, or nervous movements we do to relieve anxiety like pacing or twirling our hair, can be distracting.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
In short, stimuli can be attention-getting in a productive or distracting way. As communicators, we can use this knowledge to our benefit by minimizing distractions when we have something important to say. It’s probably better to have a serious conversation with a significant other in a quiet place rather than a crowded food court. As we will learn later in Chapter 12 "Public Speaking in Various Contexts", altering the rate, volume, and pitch of your voice, known as vocal variety, can help keep your audience engaged, as can gestures and movement. Conversely, nonverbal adaptors, or nervous movements we do to relieve anxiety like pacing or twirling our hair, can be distracting. Aside from minimizing distractions and delivering our messages enthusiastically, the content of our communication also affects salience. Needs and Interests We tend to pay attention to information that we perceive to meet our needs or interests in some way. This type of selective attention can help us meet instrumental needs and get things done. When you need to speak with a financial aid officer about your scholarships and loans, you sit in the waiting room and listen for your name to be called. Paying close attention to whose name is called means you can be ready to start your meeting and hopefully get your business handled.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Aside from minimizing distractions and delivering our messages enthusiastically, the content of our communication also affects salience. Needs and Interests We tend to pay attention to information that we perceive to meet our needs or interests in some way. This type of selective attention can help us meet instrumental needs and get things done. When you need to speak with a financial aid officer about your scholarships and loans, you sit in the waiting room and listen for your name to be called. Paying close attention to whose name is called means you can be ready to start your meeting and hopefully get your business handled. When we don’t think certain messages meet our needs, stimuli that would normally get our attention may be completely lost. Imagine you are in the grocery store and you hear someone say your name. You turn around, only to hear that person say, “Finally! I said your name three times. I thought you forgot who I was!”
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
When we don’t think certain messages meet our needs, stimuli that would normally get our attention may be completely lost. Imagine you are in the grocery store and you hear someone say your name. You turn around, only to hear that person say, “Finally! I said your name three times. I thought you forgot who I was!” A few seconds before, when you were focused on figuring out which kind of orange juice to get, you were attending to the various pulp options to the point that you tuned other stimuli out, even something as familiar as the sound of someone calling your name. Again, as communicators, especially in persuasive contexts, we can use this to our advantage by making it clear how our message or proposition meets the needs of our audience members. Whether a sign helps us find the nearest gas station, the sound of a ringtone helps us find our missing cell phone, or a speaker tells us how avoiding processed foods will improve our health, we select and attend to information that meets our needs. If you’re engrossed in an interesting video game, you may not notice other perceptual cues. © Thinkstock We also find salient information that interests us.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
A few seconds before, when you were focused on figuring out which kind of orange juice to get, you were attending to the various pulp options to the point that you tuned other stimuli out, even something as familiar as the sound of someone calling your name. Again, as communicators, especially in persuasive contexts, we can use this to our advantage by making it clear how our message or proposition meets the needs of our audience members. Whether a sign helps us find the nearest gas station, the sound of a ringtone helps us find our missing cell phone, or a speaker tells us how avoiding processed foods will improve our health, we select and attend to information that meets our needs. If you’re engrossed in an interesting video game, you may not notice other perceptual cues. © Thinkstock We also find salient information that interests us. Of course, many times, stimuli that meet our needs are also interesting, but it’s worth discussing these two items separately because sometimes we find things interesting that don’t necessarily meet our needs. I’m sure we’ve all gotten sucked into a television show, video game, or random project and paid attention to that at the expense of something that actually meets our needs like cleaning or spending time with a significant other. Paying attention to things that interest us but don’t meet specific needs seems like the basic formula for procrastination that we are all familiar with. In many cases we know what interests us and we automatically gravitate toward stimuli that match up with that. For example, as you filter through radio stations, you likely already have an idea of what kind of music interests you and will stop on a station playing something in that genre while skipping right past stations playing something you aren’t interested in.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Of course, many times, stimuli that meet our needs are also interesting, but it’s worth discussing these two items separately because sometimes we find things interesting that don’t necessarily meet our needs. I’m sure we’ve all gotten sucked into a television show, video game, or random project and paid attention to that at the expense of something that actually meets our needs like cleaning or spending time with a significant other. Paying attention to things that interest us but don’t meet specific needs seems like the basic formula for procrastination that we are all familiar with. In many cases we know what interests us and we automatically gravitate toward stimuli that match up with that. For example, as you filter through radio stations, you likely already have an idea of what kind of music interests you and will stop on a station playing something in that genre while skipping right past stations playing something you aren’t interested in. Because of this tendency, we often have to end up being forced into or accidentally experiencing something new in order to create or discover new interests. For example, you may not realize you are interested in Asian history until you are required to take such a course and have an engaging professor who sparks that interest in you. Or you may accidentally stumble on a new area of interest when you take a class you wouldn’t otherwise because it fits into your schedule. As communicators, you can take advantage of this perceptual tendency by adapting your topic and content to the interests of your audience. Expectations The relationship between salience and expectations is a little more complex.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Because of this tendency, we often have to end up being forced into or accidentally experiencing something new in order to create or discover new interests. For example, you may not realize you are interested in Asian history until you are required to take such a course and have an engaging professor who sparks that interest in you. Or you may accidentally stumble on a new area of interest when you take a class you wouldn’t otherwise because it fits into your schedule. As communicators, you can take advantage of this perceptual tendency by adapting your topic and content to the interests of your audience. Expectations The relationship between salience and expectations is a little more complex. Basically, we can find expected things salient and find things that are unexpected salient. While this may sound confusing, a couple examples should illustrate this point. If you are expecting a package to be delivered, you might pick up on the slightest noise of a truck engine or someone’s footsteps approaching your front door. Since we expect something to happen, we may be extra tuned in to clues that it is coming. In terms of the unexpected, if you have a shy and soft-spoken friend who you overhear raising the volume and pitch of his voice while talking to another friend, you may pick up on that and assume that something out of the ordinary is going on.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
Basically, we can find expected things salient and find things that are unexpected salient. While this may sound confusing, a couple examples should illustrate this point. If you are expecting a package to be delivered, you might pick up on the slightest noise of a truck engine or someone’s footsteps approaching your front door. Since we expect something to happen, we may be extra tuned in to clues that it is coming. In terms of the unexpected, if you have a shy and soft-spoken friend who you overhear raising the volume and pitch of his voice while talking to another friend, you may pick up on that and assume that something out of the ordinary is going on. For something unexpected to become salient, it has to reach a certain threshold of difference. If you walked into your regular class and there were one or two more students there than normal, you may not even notice. If you walked into your class and there was someone dressed up as a wizard, you would probably notice. So, if we expect to experience something out of the routine, like a package delivery, we will find stimuli related to that expectation salient. If we experience something that we weren’t expecting and that is significantly different from our routine experiences, then we will likely find it salient.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
For something unexpected to become salient, it has to reach a certain threshold of difference. If you walked into your regular class and there were one or two more students there than normal, you may not even notice. If you walked into your class and there was someone dressed up as a wizard, you would probably notice. So, if we expect to experience something out of the routine, like a package delivery, we will find stimuli related to that expectation salient. If we experience something that we weren’t expecting and that is significantly different from our routine experiences, then we will likely find it salient. We can also apply this concept to our communication. I always encourage my students to include supporting material in their speeches that defies our expectations. You can help keep your audience engaged by employing good research skills to find such information. There is a middle area where slight deviations from routine experiences may go unnoticed because we aren’t expecting them. To go back to the earlier example, if you aren’t expecting a package, and you regularly hear vehicle engines and sidewalk foot traffic outside your house, those pretty routine sounds wouldn’t be as likely to catch your attention, even if it were slightly more or less traffic than expected.
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Perception Process
2.1 Perception Process 2.1 Perception Process Learning Objectives Selecting Information Visual and Aural Stimulation Needs and Interests Expectations Organizing Information Interpreting Information “Getting Real” Key Takeaways Exercises
We can also apply this concept to our communication. I always encourage my students to include supporting material in their speeches that defies our expectations. You can help keep your audience engaged by employing good research skills to find such information. There is a middle area where slight deviations from routine experiences may go unnoticed because we aren’t expecting them. To go back to the earlier example, if you aren’t expecting a package, and you regularly hear vehicle engines and sidewalk foot traffic outside your house, those pretty routine sounds wouldn’t be as likely to catch your attention, even if it were slightly more or less traffic than expected. This is because our expectations are often based on previous experience and patterns we have observed and internalized, which allows our brains to go on “autopilot” sometimes and fill in things
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Define kinesics. Define haptics. Define vocalics. Define proxemics. Define chronemics. Provide examples of types of nonverbal communication that fall under these categories. Discuss the ways in which personal presentation and environment provide nonverbal cues. Just as verbal language is broken up into various categories, there are also different types of nonverbal communication. As we learn about each type of nonverbal signal, keep in mind that nonverbals often work in concert with each other, combining to repeat, modify, or contradict the verbal message being sent. Kinesics The word kinesics Refers to the study of hand, arm, body, and face movements.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Provide examples of types of nonverbal communication that fall under these categories. Discuss the ways in which personal presentation and environment provide nonverbal cues. Just as verbal language is broken up into various categories, there are also different types of nonverbal communication. As we learn about each type of nonverbal signal, keep in mind that nonverbals often work in concert with each other, combining to repeat, modify, or contradict the verbal message being sent. Kinesics The word kinesics Refers to the study of hand, arm, body, and face movements. comes from the root word kinesis, which means “movement,” and refers to the study of hand, arm, body, and face movements. Specifically, this section will outline the use of gestures, head movements and posture, eye contact, and facial expressions as nonverbal communication. Gestures There are three main types of gestures: adaptors, emblems, and illustrators. Peter A. Andersen, Nonverbal Communication:
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
comes from the root word kinesis, which means “movement,” and refers to the study of hand, arm, body, and face movements. Specifically, this section will outline the use of gestures, head movements and posture, eye contact, and facial expressions as nonverbal communication. Gestures There are three main types of gestures: adaptors, emblems, and illustrators. Peter A. Andersen, Nonverbal Communication: Forms and Functions (Mountain View, CA: Mayfield, 1999), 36. Adaptors Touching behaviors and movements that indicate internal states typically related to arousal or anxiety and may be directed at the self, others, or objects. are touching behaviors and movements that indicate internal states typically related to arousal or anxiety. Adaptors can be targeted toward the self, objects, or others.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Forms and Functions (Mountain View, CA: Mayfield, 1999), 36. Adaptors Touching behaviors and movements that indicate internal states typically related to arousal or anxiety and may be directed at the self, others, or objects. are touching behaviors and movements that indicate internal states typically related to arousal or anxiety. Adaptors can be targeted toward the self, objects, or others. In regular social situations, adaptors result from uneasiness, anxiety, or a general sense that we are not in control of our surroundings. Many of us subconsciously click pens, shake our legs, or engage in other adaptors during classes, meetings, or while waiting as a way to do something with our excess energy. Public speaking students who watch video recordings of their speeches notice nonverbal adaptors that they didn’t know they used. In public speaking situations, people most commonly use self- or object-focused adaptors. Common self-touching behaviors like scratching, twirling hair, or fidgeting with fingers or hands are considered self-adaptors.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
In regular social situations, adaptors result from uneasiness, anxiety, or a general sense that we are not in control of our surroundings. Many of us subconsciously click pens, shake our legs, or engage in other adaptors during classes, meetings, or while waiting as a way to do something with our excess energy. Public speaking students who watch video recordings of their speeches notice nonverbal adaptors that they didn’t know they used. In public speaking situations, people most commonly use self- or object-focused adaptors. Common self-touching behaviors like scratching, twirling hair, or fidgeting with fingers or hands are considered self-adaptors. Some self-adaptors manifest internally, as coughs or throat-clearing sounds. My personal weakness is object adaptors. Specifically, I subconsciously gravitate toward metallic objects like paper clips or staples holding my notes together and catch myself bending them or fidgeting with them while I’m speaking. Other people play with dry-erase markers, their note cards, the change in their pockets, or the lectern while speaking. Use of object adaptors can also signal boredom as people play with the straw in their drink or peel the label off a bottle of beer.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Some self-adaptors manifest internally, as coughs or throat-clearing sounds. My personal weakness is object adaptors. Specifically, I subconsciously gravitate toward metallic objects like paper clips or staples holding my notes together and catch myself bending them or fidgeting with them while I’m speaking. Other people play with dry-erase markers, their note cards, the change in their pockets, or the lectern while speaking. Use of object adaptors can also signal boredom as people play with the straw in their drink or peel the label off a bottle of beer. Smartphones have become common object adaptors, as people can fiddle with their phones to help ease anxiety. Finally, as noted, other adaptors are more common in social situations than in public speaking situations given the speaker’s distance from audience members. Other adaptors involve adjusting or grooming others, similar to how primates like chimpanzees pick things off each other. It would definitely be strange for a speaker to approach an audience member and pick lint off his or her sweater, fix a crooked tie, tuck a tag in, or pat down a flyaway hair in the middle of a speech. Emblems Gestures that have specific agreed-on meanings.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Smartphones have become common object adaptors, as people can fiddle with their phones to help ease anxiety. Finally, as noted, other adaptors are more common in social situations than in public speaking situations given the speaker’s distance from audience members. Other adaptors involve adjusting or grooming others, similar to how primates like chimpanzees pick things off each other. It would definitely be strange for a speaker to approach an audience member and pick lint off his or her sweater, fix a crooked tie, tuck a tag in, or pat down a flyaway hair in the middle of a speech. Emblems Gestures that have specific agreed-on meanings. are gestures that have a specific agreed-on meaning. These are still different from the signs used by hearing-impaired people or others who communicate using American Sign Language (ASL). Even though they have a generally agreed-on meaning, they are not part of a formal sign system like ASL that is explicitly taught to a group of people. A hitchhiker’s raised thumb, the “OK” sign with thumb and index finger connected in a circle with the other three fingers sticking up, and the raised middle finger are all examples of emblems that have an agreed-on meaning or meanings with a culture. Emblems can be still or in motion;
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
are gestures that have a specific agreed-on meaning. These are still different from the signs used by hearing-impaired people or others who communicate using American Sign Language (ASL). Even though they have a generally agreed-on meaning, they are not part of a formal sign system like ASL that is explicitly taught to a group of people. A hitchhiker’s raised thumb, the “OK” sign with thumb and index finger connected in a circle with the other three fingers sticking up, and the raised middle finger are all examples of emblems that have an agreed-on meaning or meanings with a culture. Emblems can be still or in motion; for example, circling the index finger around at the side of your head says “He or she is crazy,” or rolling your hands over and over in front of you says “Move on.” Emblems are gestures that have a specific meaning. In the United States, a thumbs-up can mean “I need a ride” or “OK!” © Thinkstock Just as we can trace the history of a word, or its etymology, we can also trace some nonverbal signals, especially emblems, to their origins. Holding up the index and middle fingers in a “V” shape with the palm facing in is an insult gesture in Britain that basically means “up yours.”
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
for example, circling the index finger around at the side of your head says “He or she is crazy,” or rolling your hands over and over in front of you says “Move on.” Emblems are gestures that have a specific meaning. In the United States, a thumbs-up can mean “I need a ride” or “OK!” © Thinkstock Just as we can trace the history of a word, or its etymology, we can also trace some nonverbal signals, especially emblems, to their origins. Holding up the index and middle fingers in a “V” shape with the palm facing in is an insult gesture in Britain that basically means “up yours.” This gesture dates back centuries to the period in which the primary weapon of war was the bow and arrow. When archers were captured, their enemies would often cut off these two fingers, which was seen as the ultimate insult and worse than being executed since the archer could no longer shoot his bow and arrow. So holding up the two fingers was a provoking gesture used by archers to show their enemies that they still had their shooting fingers. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 121.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
This gesture dates back centuries to the period in which the primary weapon of war was the bow and arrow. When archers were captured, their enemies would often cut off these two fingers, which was seen as the ultimate insult and worse than being executed since the archer could no longer shoot his bow and arrow. So holding up the two fingers was a provoking gesture used by archers to show their enemies that they still had their shooting fingers. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 121. Illustrators The most common type of gesture, used to illustrate the verbal message they accompany. are the most common type of gesture and are used to illustrate the verbal message they accompany. For example, you might use hand gestures to indicate the size or shape of an object. Unlike emblems, illustrators do not typically have meaning on their own and are used more subconsciously than emblems. These largely involuntary and seemingly natural gestures flow from us as we speak but vary in terms of intensity and frequency based on context.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Illustrators The most common type of gesture, used to illustrate the verbal message they accompany. are the most common type of gesture and are used to illustrate the verbal message they accompany. For example, you might use hand gestures to indicate the size or shape of an object. Unlike emblems, illustrators do not typically have meaning on their own and are used more subconsciously than emblems. These largely involuntary and seemingly natural gestures flow from us as we speak but vary in terms of intensity and frequency based on context. Although we are never explicitly taught how to use illustrative gestures, we do it automatically. Think about how you still gesture when having an animated conversation on the phone even though the other person can’t see you. Head Movements and Posture I group head movements and posture together because they are often both used to acknowledge others and communicate interest or attentiveness. In terms of head movements, a head nod is a universal sign of acknowledgement in cultures where the formal bow is no longer used as a greeting. In these cases, the head nod essentially serves as an abbreviated bow.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Although we are never explicitly taught how to use illustrative gestures, we do it automatically. Think about how you still gesture when having an animated conversation on the phone even though the other person can’t see you. Head Movements and Posture I group head movements and posture together because they are often both used to acknowledge others and communicate interest or attentiveness. In terms of head movements, a head nod is a universal sign of acknowledgement in cultures where the formal bow is no longer used as a greeting. In these cases, the head nod essentially serves as an abbreviated bow. An innate and universal head movement is the headshake back and forth to signal “no.” This nonverbal signal begins at birth, even before a baby has the ability to know that it has a corresponding meaning. Babies shake their head from side to side to reject their mother’s breast and later shake their head to reject attempts to spoon-feed. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 232.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
An innate and universal head movement is the headshake back and forth to signal “no.” This nonverbal signal begins at birth, even before a baby has the ability to know that it has a corresponding meaning. Babies shake their head from side to side to reject their mother’s breast and later shake their head to reject attempts to spoon-feed. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 232. This biologically based movement then sticks with us to be a recognizable signal for “no.” We also move our head to indicate interest. For example, a head up typically indicates an engaged or neutral attitude, a head tilt indicates interest and is an innate submission gesture that exposes the neck and subconsciously makes people feel more trusting of us, and a head down signals a negative or aggressive attitude. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 232–34.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
This biologically based movement then sticks with us to be a recognizable signal for “no.” We also move our head to indicate interest. For example, a head up typically indicates an engaged or neutral attitude, a head tilt indicates interest and is an innate submission gesture that exposes the neck and subconsciously makes people feel more trusting of us, and a head down signals a negative or aggressive attitude. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 232–34. There are four general human postures: standing, sitting, squatting, and lying down. Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice, 5th ed. ( London:
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
There are four general human postures: standing, sitting, squatting, and lying down. Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice, 5th ed. ( London: Routledge, 2011), 63. Within each of these postures there are many variations, and when combined with particular gestures or other nonverbal cues they can express many different meanings. Most of our communication occurs while we are standing or sitting. One interesting standing posture involves putting our hands on our hips and is a nonverbal cue that we use subconsciously to make us look bigger and show assertiveness. When the elbows are pointed out, this prevents others from getting past us as easily and is a sign of attempted dominance or a gesture that says we’re ready for action.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Routledge, 2011), 63. Within each of these postures there are many variations, and when combined with particular gestures or other nonverbal cues they can express many different meanings. Most of our communication occurs while we are standing or sitting. One interesting standing posture involves putting our hands on our hips and is a nonverbal cue that we use subconsciously to make us look bigger and show assertiveness. When the elbows are pointed out, this prevents others from getting past us as easily and is a sign of attempted dominance or a gesture that says we’re ready for action. In terms of sitting, leaning back shows informality and indifference, straddling a chair is a sign of dominance (but also some insecurity because the person is protecting the vulnerable front part of his or her body), and leaning forward shows interest and attentiveness. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 243–44. Eye Contact We also communicate through eye behaviors, primarily eye contact. While eye behaviors are often studied under the category of kinesics, they have their own branch of nonverbal studies called oculesics The study of eye behaviors as nonverbal communication.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
In terms of sitting, leaning back shows informality and indifference, straddling a chair is a sign of dominance (but also some insecurity because the person is protecting the vulnerable front part of his or her body), and leaning forward shows interest and attentiveness. Allan Pease and Barbara Pease, The Definitive Book of Body Language (New York, NY: Bantam, 2004), 243–44. Eye Contact We also communicate through eye behaviors, primarily eye contact. While eye behaviors are often studied under the category of kinesics, they have their own branch of nonverbal studies called oculesics The study of eye behaviors as nonverbal communication. , which comes from the Latin word oculus, meaning “eye.” The face and eyes are the main point of focus during communication, and along with our ears our eyes take in most of the communicative information around us. The saying “The eyes are the window to the soul” is actually accurate in terms of where people typically think others are “located,” which is right behind the eyes. Peter A. Andersen, Nonverbal Communication: Forms and Functions (Mountain View, CA:
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
, which comes from the Latin word oculus, meaning “eye.” The face and eyes are the main point of focus during communication, and along with our ears our eyes take in most of the communicative information around us. The saying “The eyes are the window to the soul” is actually accurate in terms of where people typically think others are “located,” which is right behind the eyes. Peter A. Andersen, Nonverbal Communication: Forms and Functions (Mountain View, CA: Mayfield, 1999), 40. Certain eye behaviors have become tied to personality traits or emotional states, as illustrated in phrases like “hungry eyes,” “evil eyes,” and “bedroom eyes.” To better understand oculesics, we will discuss the characteristics and functions of eye contact and pupil dilation. Eye contact serves several communicative functions ranging from regulating interaction to monitoring interaction, to conveying information, to establishing interpersonal connections. In terms of regulating communication, we use eye contact to signal to others that we are ready to speak or we use it to cue others to speak.
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Types of Nonverbal Communication
4.2 Types of Nonverbal Communication 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises
Mayfield, 1999), 40. Certain eye behaviors have become tied to personality traits or emotional states, as illustrated in phrases like “hungry eyes,” “evil eyes,” and “bedroom eyes.” To better understand oculesics, we will discuss the characteristics and functions of eye contact and pupil dilation. Eye contact serves several communicative functions ranging from regulating interaction to monitoring interaction, to conveying information, to establishing interpersonal connections. In terms of regulating communication, we use eye contact to signal to others that we are ready to speak or we use it to cue others to speak. I’m sure we’ve all been in that awkward situation where a teacher asks a question, no one else offers a response, and he or she looks directly at us as if to say, “What do you think?” In
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Nonverbal Communication
Chapter 4 Nonverbal Communication Chapter 4 Nonverbal Communication 4.1 Principles and Functions of Nonverbal Communication Learning Objectives Principles of Nonverbal Communication Nonverbal Communication Conveys Important Interpersonal and Emotional Messages Nonverbal Communication Is More Involuntary than Verbal Nonverbal Communication Is More Ambiguous Nonverbal Communication Is More Credible Functions of Nonverbal Communication Nonverbal Communication Conveys Meaning Nonverbal Communication Influences Others Nonverbal Communication Regulates Conversational Flow Nonverbal Communication Affects Relationships “Getting Real” Nonverbal Communication Expresses Our Identities Key Takeaways Exercises 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises 4.3 Nonverbal Communication Competence Learning Objectives Guidelines for Sending Nonverbal Messages Understand That Nonverbal Communication Is Multichannel Understand That Nonverbal Communication Affects Our Interactions Understand How Nonverbal Communication Creates Rapport Understand How Nonverbal Communication Regulates Conversations Understand How Nonverbal Communication Relates to Listening Understand How Nonverbal Communication Relates to Impression Management Increase Competence in Specific Channels of Nonverbal Communication Kinesics Gestures Eye Contact Facial Expressions Haptics Vocalics Proxemics Chronemics Personal Presentation and Environment Guidelines for Interpreting Nonverbal Messages There Is No Nonverbal Dictionary Recognize That Certain Nonverbal Signals Are Related Read Nonverbal Cues in Context Interpreting Cues within Specific Channels Kinesics Head Movements and Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Personal Presentation and Environment Detecting Deception “Getting Competent” Key Takeaways Exercises 4.4 Nonverbal Communication in Context Learning Objectives Nonverbal Communication in Relational Contexts Nonverbal Communication in Professional Contexts Nonverbal Communication and Culture Kinesics Gestures Video Clip 4.1 Head Movements Eye Contact Haptics Vocalics Proxemics Chronemics Nonverbal Communication and Gender Kinesics Gestures Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Self-Presentation Key Takeaways Exercises
Nonverbal Communication Chapter 4 Nonverbal Communication When we think about communication, we most often focus on how we exchange information using words. While verbal communication is important, humans relied on nonverbal communication for thousands of years before we developed the capability to communicate with words. Nonverbal communication A process of generating meaning using behavior other than words. is a process of generating meaning using behavior other than words. Rather than thinking of nonverbal communication as the opposite of or as separate from verbal communication, it’s more accurate to view them as operating side by side—as part of the same system. Yet, as part of the same system, they still have important differences, including how the brain processes them. For instance, nonverbal communication is typically governed by the right side of the brain and verbal, the left. Peter A. Andersen, Nonverbal Communication: Forms and Functions (Mountain View, CA: Mayfield, 1999), 2–8.
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Nonverbal Communication
Chapter 4 Nonverbal Communication Chapter 4 Nonverbal Communication 4.1 Principles and Functions of Nonverbal Communication Learning Objectives Principles of Nonverbal Communication Nonverbal Communication Conveys Important Interpersonal and Emotional Messages Nonverbal Communication Is More Involuntary than Verbal Nonverbal Communication Is More Ambiguous Nonverbal Communication Is More Credible Functions of Nonverbal Communication Nonverbal Communication Conveys Meaning Nonverbal Communication Influences Others Nonverbal Communication Regulates Conversational Flow Nonverbal Communication Affects Relationships “Getting Real” Nonverbal Communication Expresses Our Identities Key Takeaways Exercises 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises 4.3 Nonverbal Communication Competence Learning Objectives Guidelines for Sending Nonverbal Messages Understand That Nonverbal Communication Is Multichannel Understand That Nonverbal Communication Affects Our Interactions Understand How Nonverbal Communication Creates Rapport Understand How Nonverbal Communication Regulates Conversations Understand How Nonverbal Communication Relates to Listening Understand How Nonverbal Communication Relates to Impression Management Increase Competence in Specific Channels of Nonverbal Communication Kinesics Gestures Eye Contact Facial Expressions Haptics Vocalics Proxemics Chronemics Personal Presentation and Environment Guidelines for Interpreting Nonverbal Messages There Is No Nonverbal Dictionary Recognize That Certain Nonverbal Signals Are Related Read Nonverbal Cues in Context Interpreting Cues within Specific Channels Kinesics Head Movements and Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Personal Presentation and Environment Detecting Deception “Getting Competent” Key Takeaways Exercises 4.4 Nonverbal Communication in Context Learning Objectives Nonverbal Communication in Relational Contexts Nonverbal Communication in Professional Contexts Nonverbal Communication and Culture Kinesics Gestures Video Clip 4.1 Head Movements Eye Contact Haptics Vocalics Proxemics Chronemics Nonverbal Communication and Gender Kinesics Gestures Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Self-Presentation Key Takeaways Exercises
Yet, as part of the same system, they still have important differences, including how the brain processes them. For instance, nonverbal communication is typically governed by the right side of the brain and verbal, the left. Peter A. Andersen, Nonverbal Communication: Forms and Functions (Mountain View, CA: Mayfield, 1999), 2–8. This hemispheric distinction has been clearly evidenced, as people who suffer trauma to the right side of their brain lose the ability to recognize facial expressions but can still process verbal communication. Conversely, people whose left hemisphere of the brain is damaged lose the ability to speak, read, and understand language. Interestingly, a person with damage to the left hemisphere of the brain who loses the ability to speak can often still sing since the creation, but not the reading, of music is governed by the right brain. The content and composition of verbal and nonverbal communication also differs. In terms of content, nonverbal communication tends to do the work of communicating emotions more than verbal.
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Nonverbal Communication
Chapter 4 Nonverbal Communication Chapter 4 Nonverbal Communication 4.1 Principles and Functions of Nonverbal Communication Learning Objectives Principles of Nonverbal Communication Nonverbal Communication Conveys Important Interpersonal and Emotional Messages Nonverbal Communication Is More Involuntary than Verbal Nonverbal Communication Is More Ambiguous Nonverbal Communication Is More Credible Functions of Nonverbal Communication Nonverbal Communication Conveys Meaning Nonverbal Communication Influences Others Nonverbal Communication Regulates Conversational Flow Nonverbal Communication Affects Relationships “Getting Real” Nonverbal Communication Expresses Our Identities Key Takeaways Exercises 4.2 Types of Nonverbal Communication Learning Objectives Kinesics Gestures Head Movements and Posture Eye Contact Facial Expressions Haptics “Getting Critical” Vocalics Proxemics Proxemic Distances Public Space (12 Feet or More) Social Space (4–12 Feet) Personal Space (1.5–4 Feet) Intimate Space Territoriality Chronemics Personal Presentation and Environment “Getting Plugged In” Key Takeaways Exercises 4.3 Nonverbal Communication Competence Learning Objectives Guidelines for Sending Nonverbal Messages Understand That Nonverbal Communication Is Multichannel Understand That Nonverbal Communication Affects Our Interactions Understand How Nonverbal Communication Creates Rapport Understand How Nonverbal Communication Regulates Conversations Understand How Nonverbal Communication Relates to Listening Understand How Nonverbal Communication Relates to Impression Management Increase Competence in Specific Channels of Nonverbal Communication Kinesics Gestures Eye Contact Facial Expressions Haptics Vocalics Proxemics Chronemics Personal Presentation and Environment Guidelines for Interpreting Nonverbal Messages There Is No Nonverbal Dictionary Recognize That Certain Nonverbal Signals Are Related Read Nonverbal Cues in Context Interpreting Cues within Specific Channels Kinesics Head Movements and Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Personal Presentation and Environment Detecting Deception “Getting Competent” Key Takeaways Exercises 4.4 Nonverbal Communication in Context Learning Objectives Nonverbal Communication in Relational Contexts Nonverbal Communication in Professional Contexts Nonverbal Communication and Culture Kinesics Gestures Video Clip 4.1 Head Movements Eye Contact Haptics Vocalics Proxemics Chronemics Nonverbal Communication and Gender Kinesics Gestures Posture Eye Contact Facial Expressions Haptics Vocalics Proxemics Self-Presentation Key Takeaways Exercises
This hemispheric distinction has been clearly evidenced, as people who suffer trauma to the right side of their brain lose the ability to recognize facial expressions but can still process verbal communication. Conversely, people whose left hemisphere of the brain is damaged lose the ability to speak, read, and understand language. Interestingly, a person with damage to the left hemisphere of the brain who loses the ability to speak can often still sing since the creation, but not the reading, of music is governed by the right brain. The content and composition of verbal and nonverbal communication also differs. In terms of content, nonverbal communication tends to do the work of communicating emotions more than verbal. In terms of composition, although there are rules of grammar that structure our verbal communication, no such official guides govern our use of nonverbal signals. Likewise, there aren’t dictionaries and thesauruses of nonverbal communication like there are with verbal symbols. Finally, whereas we humans are unique in our capacity to abstract and transcend space and time using verbal symbols, we are not the only creatures that engage in nonverbal communication. Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice, 5th ed. (
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