(eBook PDF) Introduction to Global

Politics 6th Edition

Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-introduction-to-global-politics-6th-edition/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

(eBook PDF) Introduction to Global Politics 5th Edition

http://ebooksecure.com/product/ebook-pdf-introduction-to-global-
politics-5th-edition/

(eBook PDF) The Globalization of World Politics: An

Introduction to International Relations 6th Edition

http://ebooksecure.com/product/ebook-pdf-the-globalization-of-
world-politics-an-introduction-to-international-relations-6th-
edition/

(eBook PDF) Global Environmental Politics: From Person

to Planet

http://ebooksecure.com/product/ebook-pdf-global-environmental-
politics-from-person-to-planet/

(eBook PDF) The Global Casino: An Introduction to

Environmental Issues 6th Edition

http://ebooksecure.com/product/ebook-pdf-the-global-casino-an-
introduction-to-environmental-issues-6th-edition/
(eBook PDF) Comparative Politics: Domestic Responses to
Global Challenges 10th Edition

http://ebooksecure.com/product/ebook-pdf-comparative-politics-
domestic-responses-to-global-challenges-10th-edition/

(eBook PDF) Introduction to Animal Science: Global,

Biological, Social and Industry Perspectives 6th
Edition

http://ebooksecure.com/product/ebook-pdf-introduction-to-animal-
science-global-biological-social-and-industry-perspectives-6th-
edition/

(Original PDF) Studying Politics An Introduction to

Political Science 5th Edition

http://ebooksecure.com/product/original-pdf-studying-politics-an-
introduction-to-political-science-5th-edition/

Introduction to Comparative Politics: Political

Challenges and Changing Agendas 8th Edition

http://ebooksecure.com/product/introduction-to-comparative-
politics-political-challenges-and-changing-agendas-8th-edition/

(eBook PDF) Introduction to Biopsychology 9th Global

Edition

http://ebooksecure.com/product/ebook-pdf-introduction-to-
biopsychology-9th-global-edition/
Introduction to Human Communication
.
e p roduce
o t r
o n l y, do n
rs o na l use - 0 8 -29
Pe 20 2 0

p r o d u ce.
, d o n ot re
l u s e only
Person
a
2 0 -0 8 -29
20

p ro d u ce.
, d o n ot re
l u s e only
Person
a
2 0 -0 8 -29
20

ro duc e.
not r e p
o n l y, do
rs o na l use - 0 8 -29
Pe 20 2 0

p r o d u ce.
not re
 p ro d u ce.
, d o n ot re
l u se only
Brief PContents
ersona 2 0 -0 8 -29
20

Preface
p r odu ce.
o no t r e
PART 1 FOUNDATIONS OF COMMUNICATION
n l y, d
l u e o and Identity
sMeaning,
s Inquiry 2020-08-29
o n a
1 The Communication Process: Perception,
Perand
2 Communication Research
3 Verbal Communication
4 Nonverbal Communication
5 Listening

ro d u c e.
PART 2 COMMUNICATION CONTEXTS
d o n o t rep
6 Relational and Conflict Communication
l u s e only,
Communicating in Small Groups rsona
e 0 -0 8 - 29
7
8
P
Organizational Communication 20 2
9 Intercultural Communication
10 Mass Communication

ce.
11 Media Literacy

p ro d u
ot re
12 Social Media and Communication Technologies
, d o n
13 Persuasion and Social Influence
l u s e only
14
P e r s on
Health Communication a
0 2 0 -0 8-29
15 Public Speaking: An Overview 2
Glossary
References
Credits
p r odu ce.
Index
t r e
o n l y, do no
s o n a l use - 0 8 - 29
P e r 202 0
 Contents e p r o d uce.
l y, d o not r
l u se on
Person
a
0 2 0 -0 8-29
2
Preface

PART 1 FOUNDATIONS OF COMMUNICATION

CHAPTER 1 The Communication Process: Perception, Meaning, and Identity

The Process of Creating Meaning

ce.
The Evolution of Communication Models

p ro d u
ot re
Transmissional, Constitutive, and Ritual Views of Communication

, d o n
only
The Power of Culture

a l u se -29
Person
Communication and Perception
2 0 -0 8
Signs and Symbols 20
Communication, Perception, and Identity
Symbolic Interaction and the Looking Glass
Frame Analysis
What Does Communication Give You the Power to Do?
Review of Learning Objectives
Key Terms
Questions for Review

uce.
Questions for Discussion

e p r o d
not r
COMMUNICATION IN THE WORKPLACE: Communicating Well to Land the Job
ETHICAL COMMUNICATION
on l y, d o
l u s e
Person
a
PERSONALLY RESPONSIBLE COMMUNICATION
0 2 0 - 0 8-29
SOCIALLY RESPONSIBLE COMMUNICATION 2
CHALLENGE YOURSELF: Am I a Good Communicator?

CHAPTER 2 Communication Research and Inquiry

Theory and Scientific Inquiry
Defining Theory
Scientific Inquiry
Three Philosophical Questions That Shape Scientific Inquiry

p r o d u ce.
ot re
Traditions of Communication Inquiry

, d o n
only
Postpositivist Theory and Research
Interpretive Theory and Research
l u se -29
P e rsona
Critical Theory and Research
0 2 0 -0 8
Tools of Observation: Research Methods2
Experiments
 Surveys
Textual Analysis
Mixing Methods and Traditions
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
p r o d u ce.
, d o ot re
COMMUNICATION IN THE WORKPLACE: The Benefits of Critical Thinking
n
l u s e only
CHALLENGE YOURSELF: Am I a Critical Thinker?

P e rson
PERSONALLY RESPONSIBLE a
COMMUNICATION:
2 0 - 0
Solving -29
8Not-So-Well-Posed Problems
SOCIALLY RESPONSIBLE COMMUNICATION:
0
2 Communication Inquiry Needs to Be Bigger!
ETHICAL COMMUNICATION: Where Do You Draw the Line?

CHAPTER 3 Verbal Communication

The Structure of Language
Language and Thought
Linguistic Relativity Hypothesis

uce.
Metaphor

e p r o d
not r
The Ladder of Abstraction
The Functions of Language
l y, d o
n a l u s e on - 29
Language and Meaning Making
P e r s o 2 0 - 0 8
Situational, Social, and Cultural Meaning
Syntactic Ambiguity
20
Euphemisms
Language and Protecting Self-Identity: Politeness Theory
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
SOCIALLY RESPONSIBLE COMMUNICATION: War! What Is It Good For?

p r o
COMMUNICATION IN THE WORKPLACE: Speaking Well to Do Welld u ce.
, d o n ot re
ETHICAL COMMUNICATION: Lying
CHALLENGE YOURSELF: u sIe
ly Small Talk?
oatnMaking
on a l Am Good
0 29 Inclusively
8-Speaking
PersRESPONSIBLE
PERSONALLY 2 0 2 0 -
COMMUNICATION:

CHAPTER 4 Nonverbal Communication

What Is Nonverbal Communication?
Similarities to Verbal Communication
Differences from Verbal Communication
Theory of Nonverbal Coding Systems
Types of Nonverbal Coding Systems
Proxemics
ro d u c e.
Haptics
d o n o t rep
Chronemics
l u se only,
Kinesics
e r s o n a 0 -0 8 -29
Vocalics
P 20 2
 Oculesics
Facial Expressions
Physical Appearance
Artifacts
Environmental Factors
Silence
The Role of Nonverbal Communication in Creating Meaning and Identity
Review of Learning Objectives
Key Terms
r o d u c e.
Questions for Review
d o n o t rep
oI?nly,
Questions for Discussion

n a l u s e - 29
CHALLENGE YOURSELF: How Nonverbally Immediate
P e r s o Am
2 0 - 0 8
PERSONALLY RESPONSIBLE COMMUNICATION: 20
Touching in the Workplace
COMMUNICATION IN THE WORKPLACE: On-the-Job Nonverbal Communication
ETHICAL COMMUNICATION: Freedom of Expression versus Professional Appearance
SOCIALLY RESPONSIBLE COMMUNICATION: Making Meaning of a Common Artifact: The Case of the Hoodie

CHAPTER 5 Listening
What Is Listening?
Misconceptions about Listening
p r o d u ce.
The Components of Effective Listening
, d o n ot re
Barriers to Effective Listening
se onl y
a l u 8-29
Person 0 -0
Physical Noise
Psychological Noise 2 0 2
Physiological Noise
Semantic Noise
External Distractions
Counterproductive Listening Styles
Types of Listening
Becoming an Effective Listener
Review of Learning Objectives
Key Terms
Questions for Review
ro d u c e.
Questions for Discussion
n o t re p
,
onlyRule d o
l u e
COMMUNICATION IN THE WORKPLACE: The 80/20
s -29
P ersoAmnIaa Good Listener?
CHALLENGE YOURSELF:
20 2 0 -0 8
PERSONALLY RESPONSIBLE COMMUNICATION: Being an Active Listener
ETHICAL COMMUNICATION: The Ethics of Listening
SOCIALLY RESPONSIBLE COMMUNICATION: When Companies Listen to Social Media Users

PART 2 COMMUNICATION CONTEXTS

CHAPTER 6 Relational and Conflict Communication

The Value of Relationships
p r o d u ce.
The Role of Interpersonal Communication
, d o n ot re
Developing and Maintaining Relationships
s e onl y
on a l u 29
 r s o n a l use - 29
Uncertainty Reduction Theory
Pe 0 - 0 8
Social Penetration Theory
Social Exchange Theory
202
Investment Model of Commitment
Relational Dialectics Theory
Interpersonal Communication and Conflict
Types of Conflict
Stages of Interpersonal Conflict
Conflict Management Styles
Resolving Conflict
Review of Learning Objectives
e p r o d uce.
Key Terms
l y, d o not r
Questions for Review
l u se on
Questions for Discussion a
PersonIN THE WORKPLACE:
0 2 0 -0 8-29
COMMUNICATION 2 Mastering the Soft Skills
PERSONALLY RESPONSIBLE COMMUNICATION: It Takes Two to Tango, but Someone Has to Lead
SOCIALLY RESPONSIBLE COMMUNICATION: She Was Asking for It, and Besides, She’s Lying: How We Talk about Sexual
Harassment
CHALLENGE YOURSELF: What Is My Conflict Management Style?
ETHICAL COMMUNICATION: Sugar-Coated Hostility

CHAPTER 7 Communicating in Small Groups

p ro d u ce.
ot re
Types of Groups
, d o n
Dynamics of Group Structure
l u se only
erson a
Informal and Formal Communication in Groups
P 2 0 -0 8 -29
Structuration Theory
The Five Stages of Group Development
20
Group Cohesion and Breakdown
Systems Theory
Leadership and Power
Styles of Leadership
Forms of Power
Improving Your Group Communication Skills
Review of Learning Objectives

uce.
Key Terms

e p r o d
ot r
Questions for Review

y , d o n
Questions for Discussion
u s e nl
oa Group
rson a l
SOCIALLY RESPONSIBLE COMMUNICATION: Forming
08-29
Pe
PERSONALLY RESPONSIBLE COMMUNICATION: You2 Owe02It 0to -Yourself
CHALLENGE YOURSELF: What Kind of Group Member Am I?
ETHICAL COMMUNICATION: Our Responsibility to the Group
COMMUNICATION IN THE WORKPLACE: 12 Cs for Successful Teamwork

CHAPTER 8 Organizational Communication

Defining Organizational Communication

ce.
Types and Movement of Organizational Messages
p r o d u
not re
 n o t r e pro
ly, do 9
Upward Messages
Downward Messages
s e o n
r
Horizontal Messages
e s o n al u 020-08-2
P as a System
The Organization 2
Positive and Negative Organizational Communication Traits
Organizational Climate and Culture
Strong Organizational Cultures
Benefiting from Diversity in Organizational Culture
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
p r o d u ce.
ETHICAL COMMUNICATION: Could You Blow the Whistle?
, d o n ot re
s e
PERSONALLY RESPONSIBLE COMMUNICATION: y Update: I’ve Just Been Fired
onlStatus
COMMUNICATION IN r n a l u
soWORKPLACE: -0 9
8-2Conflict
P e THE 0 2 0
Managing On-the-Job
2
CHALLENGE YOURSELF: What’s My Colleague Grade?
SOCIALLY RESPONSIBLE COMMUNICATION: Doing Well by Doing Good

CHAPTER 9 Intercultural Communication

What Is Intercultural Communication?
Obstacles to Intercultural Communication
The “Naturalness” of Prejudice: Two Theories of Culture and Identity
Social Identity Theory
e p r o d uce.
Identity Negotiation Theory
l y, d o not r
Accelerators of Intercultural Communication
n a l u s e on - 29
e r s o 0 - 0 8
202
How Cultural Values Shape Communication
P
Attitudes Toward Diversity and the Problem with Tolerance
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
SOCIALLY RESPONSIBLE COMMUNICATION: Stereotyping versus Generalizing
CHALLENGE YOURSELF: How Apprehensive Am I about Intercultural Communication?
PERSONALLY RESPONSIBLE COMMUNICATION: The Intersection of Your Many Identities

p r o d u ce.
ot reIntercultural Communication
ETHICAL COMMUNICATION: What Would You Say?

, d o n
only
COMMUNICATION IN THE WORKPLACE: Improving On-the-Job

l u se
erso
CHAPTER 10PMass
n a
0 2 0 - 0 8-29
2
Communication
What Is Mass Communication?
Why Study Mass Communication?
Interpersonal Communication versus Mass Communication
Culture, Communication, and Mass Media
Characteristics of Media Consumers
Characteristics of Media Industries
Theories of Mass Communication
p ro d u ce.
Review of Learning Objectives
, d o n ot re
Key Terms
se onl y
a l u 8-29
Person 0 -0
Questions for Review
Questions for Discussion 2 0 2
CHALLENGE YOURSELF: How Often Do I Engage with the Mass Media?
PERSONALLY RESPONSIBLE COMMUNICATION: The Third-Person Effect
ETHICAL COMMUNICATION: The Role of the Photojournalist
SOCIALLY RESPONSIBLE COMMUNICATION: One Big Global Community
COMMUNICATION IN THE WORKPLACE: Finding a Career in the Media

CHAPTER 11 Media Literacy

p r o d u ce.
What Is Media Literacy?
d o n o t re
Media Literacy Scholarship
e only ,
o na l u s 8 -29
Some Core Concepts of Media Literacy
Media Literacy Questions P e r s 20 2 0 - 0
What Does It Mean to Be Media Literate?
Characteristics of Media-Literate People
The Skill of Being Media Literate
Media Literacy and Meaning Making
Media Literacy and Identity
Media Literacy and Democracy
Review of Learning Objectives
Key Terms

p r o d u ce.
ot re
Questions for Review
Questions for Discussion
y, d o n
l u se onl Careers in Media
9
rs o n a
COMMUNICATION IN THE WORKPLACE:
0 8 - 2 Literacy
ETHICAL Pe COMMUNICATION:
2020to -Children
Advertising
PERSONALLY RESPONSIBLE COMMUNICATION: Being a Proactive Media Consumer
CHALLENGE YOURSELF: Am I Media Literate?
SOCIALLY RESPONSIBLE COMMUNICATION: Countering the Kinderculture

CHAPTER 12 Social Media and Communication Technologies

The Promise and Peril of New Communication Technologies

e.
A Connected World
ro d u c
The Dark Side of New Communication Technologies
d o n o t rep
Addiction
l u se only,
Depression
Person
a
2 0 -0 8 -29
Distraction and Academic Performance
20
How Computer-Mediated Communication Affects Identity and Relationships
Social Network Sites and Identity Construction and Maintenance
The Internet and Interpersonal Communication
Social Isolation
Shy and Popular Users
Facebook Envy and Our Sense of Well-Being
Self-Disclosure and Relational Development
Review of Learning Objectives
Key Terms
Questions for Review
p r o d u ce.
Questions for Discussion
, d o n ot re
s e y Connection, and Social Power
onlSocial
a l u
SOCIALLY RESPONSIBLE COMMUNICATION: Social Media,
onthe Social Networking 0 8 -29
ETHICAL COMMUNICATION:e rsOwns
P Who 20 2 0 -
You?
COMMUNICATION IN THE WORKPLACE: E-mail versus Social Networking Sites
CHALLENGE YOURSELF: Do I Suffer from Nomophobia?
PERSONALLY RESPONSIBLE COMMUNICATION: Dealing with Fake News on Social Networking Sites

CHAPTER 13 Persuasion and Social Influence

What Is Persuasion?
Values, Attitudes, Beliefs, and Behaviors
Balance Theory
e p r o d uce.
Dissonance Theory
, d o n ot r
se onl y
The Selective Processes
n a l u 8-29
PersoPersuasion?
What Factors Influence
Source Characteristics
2 0 2 0 -0
Message Characteristics
Receiver Characteristics
The Elaboration Likelihood Model of Persuasion
Processes of Attitude Change
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
r o d u c e.
n p
re Persuasion
ot Workplace
COMMUNICATION IN THE WORKPLACE: Four Dos and Four Don’ts of
,
onAmlyI? d o
a l u s e
CHALLENGE YOURSELF: How Good a Persuader
-29Switch Hands Today?
PersonCOMMUNICATION:
PERSONALLY RESPONSIBLE
20 2 0 -0
Would 8
the Razor
SOCIALLY RESPONSIBLE COMMUNICATION: The Federal Trade Commission and Advertiser Credibility
ETHICAL COMMUNICATION: The TARES Test

CHAPTER 14 Health Communication

Communication and a Long and Healthy Life
Health Communication in Provider–Client Settings
Health Communication Contexts
Friends and Family
e p r o d uce.
Support Groups
l y, d o not r
e on
Hospital Culture
Entertainment Mass Media
n a l u s 8-29
Perso
Health Communication and the Internet 2 0 2 0 - 0
Health Communication Campaigns
Review of Learning Objectives
Key Terms
Questions for Review
Questions for Discussion
CHALLENGE YOURSELF: Am I Health Literate?
SOCIALLY RESPONSIBLE COMMUNICATION: Speak Up
ETHICAL COMMUNICATION: Do I Tell My Family I Have Cancer?
e p r o d uce.
tr
noMessages
PERSONALLY RESPONSIBLE COMMUNICATION: The Health Belief Model
d o
e on l y,
l u s
COMMUNICATION IN THE WORKPLACE: Getting Health
9
to Employees

P ersona 2 0 2 0 -0 8-2
CHAPTER 15 Public Speaking: An Overview

The Importance of Public Speaking

Types of Speeches
A Crash Course in Public Speaking
Identifying the Steps of Speech Preparation
Overcoming Public Speaking Anxiety
Review of Learning Objectives
Key Terms
p r o d u ce.
Questions for Review
, d o n ot re
Questions for Discussion
l u se only
e
COMMUNICATION IN THE
P n a
rsoWORKPLACE: 2 0 - 0
On-the-Job Public -29
8Speaking
0
2 Political Satire in Contemporary Culture
SOCIALLY RESPONSIBLE COMMUNICATION:
PERSONALLY RESPONSIBLE COMMUNICATION: Public Speaking Self-Assessment
ETHICAL COMMUNICATION: Plagiarism and Public Speaking
CHALLENGE YOURSELF: The Personal Report of Public Speaking Anxiety

Glossary
References
Credits
Index
 p r o d u ce.
Preface , d o n ot re
l u se only
Person
a
0 2 0 - 0 8-29
2
One of the great advantages of teaching Introduction to Communication is that it allows instructors and their students to talk
about everything because every aspect of life—personal, social, political, cultural, relational, familial—involves
communication. But the nature of the course also presents some challenges:
1. What gets covered and what gets left out? In other words, how does the class cover all the important material in one
semester?
2. Given everything the course is designed to cover, how does the material connect with students’ everyday lives? Where is
the balance between the theoretical and what’s relevant to students?
p ro d u ce.
, d o ot re
3. What’s the best way to ensure that the course’s learning objectives are met?
n
s e too
y
nl questions, drawing on scores of surveys and reviews, along with
a l u
We have carefully designed this text in answer these
n experience.2Introduction
soteaching - 0 8-2to9Communication: Perception, Meaning, and Identity
P e r
our collective 60 years of university
0 0
2of the discipline. Using vivid and contemporary examples, we cover the
offers a comprehensive, readable, and balanced survey
basics of communication theory and research and provide tools to help students become more competent, confident, and
ethical communicators. We show students the relevance of communication in their daily lives so that they can apply their
newfound knowledge of the communication process in a variety of contexts.

The Philosophy of This Text

Communication is about mutual, transactional meaning making, working with others to craft common understanding. It is also
about how we perceive our world and how we create our identity; we know ourselves and our world through interaction with

e p ro d uce.
others. Helping students gain more effective control over perception, meaning making, and identity is the story of this book.
o n ot r
How do we begin to understand this complex world and our place in it? Through communication. The value of this course
, d
e onl y
is in showing students how to think critically about themselves and the worlds they inhabit, negotiate, create, and re-create—
s
a l u 8-29
Person 0
face-to-face and in front of screens—through communication. We do this, in part, by emphasizing the interdisciplinary and
2 0 2 0 -
overlapping nature of communication studies, encouraging students to make more connections, to expand the breadth and
depth of their knowledge, and to apply that knowledge in their lives.

ep r o d uce.
l y, d o not r
l u se on
Person
a
0 2 0 - 0 8-29
2
 p ro d u ce.
, d o n ot re
l u se only
Person
a
0 2 0 - 0 8-29
2

p ro d u ce.
, d o n ot re
se onl y
Intersections of Communication Subfields
a l u 8-29
Person 2 0 2 0 - 0
Pedagogical Features
The pedagogical features we developed for this text reflect our philosophy and emphasize application, asking students to
challenge their assumptions about themselves and their world.

• Ethical Communication boxes present ethical dilemmas that communicators face on topics such as lying (Chapter 3),
whistleblowing (Chapter 8), and advertising to children (Chapter 11). These features prompt students to examine complex
situations and weigh their own choices.
• Personally Responsible Communication boxes remind students that they are what they communicate, asking them to

e p r o uce.
consider their responsibility in personal communication situations. Topics include speaking inclusively (Chapter 3),
d
d o t r how much responsibility they have to the larger
practicing active listening (Chapter 5), and dealing with fake news on social network sites (Chapter 12).
ntooconsider
• Socially Responsible Communication boxesly
e on ,
ask students

o n a l u s
culture, encouraging more thoughtful communication.
8 - 29include
Topics stereotyping (Chapter 9), the adultification of
P e r
childhood (Chapter s11), and the power
2
of
02
the 0 - 0
#MeToo movement and its philosophy (Chapter 6).
• Communication in the Workplace boxes present direct, hands-on advice for career success. Topics include dealing with
on-the-job conflict (Chapter 6), tips for successful teamwork (Chapter 7), and the dos and don’ts of workplace persuasion
(Chapter 13).
• Challenge Yourself boxes offer students the chance to engage in self-analyses, allowing them to put the chapter’s lessons
into action and judge for themselves their level of communication competence. Subjects include “Am I a Critical
Thinker?” (Chapter 2), “Am I Good at Small Talk?” (Chapter 3), and “What Is My Conflict Management Style?” (Chapter
6).
• Thumbnail Theory features appear in the margins to summarize the core theories presented in the text. Our aim is to

uce.
make theory accessible and highlight why it matters in real life.
e p ro d
l y, d not r
In addition, several other features help students get the most from the book:
o
l u s e on
a 8-29 key points
• Learning Objectives at the beginning of each chapter
• A Review of LearningP ersonat the end of each
Objectives 2 0 2 0 -
chapter,0highlighting
• A Running Glossary and a list of Key Terms
• Questions for Review
• Questions for Discussion
Organization
In designing a survey text that is comprehensive yet concise, we had to make some difficult decisions about what to include.
We worked to offer the broadest, most contemporary overview of the discipline available, one tied to students’ everyday

ce.
realities and their career aspirations, regardless of major.
p ro d u
ot re
The text is organized into 15 chapters (to fit the typical semester) and divided into two parts, Foundations of
d o n
Communication and Communication Contexts, offering balanced coverage of the entire field of communication. Part I includes
,
se only
a chapter on communication research and inquiry (Chapter 2) and covers verbal communication (Chapter 3), nonverbal
l u
Person
a 0 - 0 8-29
communication (Chapter 4), and listening (Chapter 5). Part II builds on this foundation to examine communication in a wide
0 2
2
variety of contexts. These chapters include relational and conflict communication (Chapter 6), communicating in small groups
(Chapter 7), organizational communication (Chapter 8), and intercultural communication (Chapter 9), as well as mass
communication (Chapter 10), media literacy (Chapter 11), social media and communication technologies (Chapter 12),
persuasion and social influence (Chapter 13), and health communication (Chapter 14). An optional crash course on public
speaking (Chapter 15) gives students the basic skills and confidence to communicate publicly.

Ancillary Package
A comprehensive set of ancillary materials for instructors and students accompanies Introduction to Human Communication.

p r o d u ce.
Online Learning
, d o n ot re
s e y
nl and assessments to track student progress in an intuitive, Web-based
otools,
a l u
• Dashboard delivers high-quality content,
8-29
Person
learning environment.
2 0 2 0 - 0
• Dashboard gives instructors the ability to manage digital content from Introduction to Human Communication and its
supplements in order to create assignments, administer tests, and track student progress. Assessments are designed to
accompany this text and are automatically graded so that instructors can check students’ progress as they complete their
assignments. The color-coded gradebook illustrates at a glance where students are succeeding and where they can
improve.
• With Dashboard, students have access to a variety of interactive study tools designed to enhance their learning
experience, including videos and exercises, critical thinking activities and questions, and multiple-choice pre- and
posttests to accompany each chapter.

uce.
• Dashboard is engineered to be simple, informative, and mobile. All Dashboard content is engineered to work on mobile
devices, including iOS platforms.
e p ro d
, d o n ot r Blackboard Learn, Canvas, Moodle, D2L,
•
y
onlwebsites, integrating
Course Cartridges for a variety of learning management systems,
se
including

o n l u
and Angel, allow instructors to create their own
a course
s supplements or2customized 0 8 - 2 9 student and instructor resources available on
Perthese 020- options.
the Ancillary Resource Center and Companion Website. Contact your Oxford University Press representative for access or
for more information about

For Instructors
• Ancillary Resource Center (ARC) at www.oup-arc.com provides access to all of the up-to-date teaching resources for
this text—at any time—while guaranteeing the security of grade-significant resources. In addition, it allows OUP to keep
instructors informed when new content becomes available. The following items are available on the ARC:
• The Instructor’s Manual, written by the text’s authors, includes syllabus preparation tools, a sample syllabus, chapter-
based assignment ideas, and suggestions for audiovisual materials.

e p ro d uce.
• The comprehensive Computerized Test Bank, written by the authors, offers over 900 exam questions in multiple-

l y , d not r
choice, short-answer, and essay formats, with each item classified according to Bloom’s taxonomy and tagged to page
o
and section references in the text.
u s e n key concepts, terms, and examples, and
ohighlight
a l
n streamlined text,2a 0 -29support, and lecture tips in the notes
8visual
ersoWith 0
• PowerPoint-based Lecture Slides, created by the authors,
incorporate images from eachP
chapter. 2 0 -
focus on
section, these presentations are ready to use and fully editable to make preparing for class faster and easier than ever.
• Now Playing, Instructor’s Edition, includes an introduction on how to incorporate film and television clips in class, as
well as even more film examples, viewing guides and assignments, a complete set of sample responses to the discussion
 questions in the student edition, a full list of references, and an index by subject for ease of use.
• Three Optional Chapters on Public Speaking: Research, Writing, and Delivery; Types of Speeches: Persuasive,
Informative, and Others; and Interviewing are available for download.

For Students
p r o d u ce.
•
d o
Now Playing (print), available free in a package with a new n t rofethe book, looks at contemporary films and television
ocopy
emedia
shows through the lens of communication ,
nthatlyare interactive,
oprinciples. Updated yearly, it illustrates how communication concepts play out
a l
in a variety of situations,nusing
o u s 8-29 familiar, and easily accessible to students.
• P e r s mass
2 0 2 0 -
The Companion Website at https://oup-arc.com/beauchamp
0 offers a wealth of study and review resources, including
learning objectives, summaries, chapter quizzes, flashcards, activities, and links to a variety of media-related websites.

New to This Edition

Introduction to Human Communication is the only Introduction to Communication text where real-life issues of importance to
students like the #MeToo movement, Colin Kaepernick, fake news, living life on smartphones, and intersectionality are
discussed in the context of the most influential thinking in communication theory and research.

Additions p r o d u ce.
, d o n ot rtoethat topic’s theme.
•
e onl
Every chapter includes a self-analysis exercise—Challenge y Yourself—tied
Updated examples and statisticsonal us 8-29
•
P e r s 0 2 0 - 0
2 in text and images
• Greater presence of gender, race, class, and age diversity

Chapter Updates
Chapter 1: The Communication Process: Perception, Meaning, and Identity: Expanded discussion of schema and
perception.
Chapter 2: Communication Research and Inquiry: Examples of the kinds of questions asked in each communication
research tradition using actual scholarship.
Chapter 3: Verbal Communication: Discussion of communication accommodation theory and more detail on cultural
meaning in non-Western languages.
e p ro d uce.
o n ot r
Chapter 4: Nonverbal Communication: Examination of touching in the workplace in light of #MeToo movement;
, d
onl y
discussion of the what-is-beautiful-is-good phenomenon; discussion of race and who can safely wear a hoodie.
s e
s on a l u - 0 8-29
P e r
Chapter 5: Listening: Discussion of how companies listen to their customers on social media.
2 0 2 0
Chapter 6: Relational and Conflict Communication: Discussion of sexual harassment and the rape myth; introduction
of Rusbult’s Investment Model of Commitment.
Chapter 7: Communicating in Small Groups: Added discussion of family as a primary group; case of Colin Kaepernick
as a responsible group member.
Chapter 8: Organizational Communication: Discussion of Schein’s triangle/iceberg model of organizational culture;
new emphasis on narratives and organizational sense making.
Chapter 9: Intercultural Communication: Explanation and discussion of intersectionality, long- and short-term
orientation, and indulgent versus restrained cultures; new graphic representation of Hofstede and Hall’s value dimensions;
introduction of and link to Project Implicit’s Implicit Attitude test; discussion of contact and extended contact hypotheses
as means to reduce stereotyping.
e p r o d uce.
d o not r
Chapter 10: Mass Communication: Added discussion of globalization and the pluses and minuses of the global village.
l y,
l u s
Chapter 11: Media Literacy: Added e on of the value9of news literacy and its elements.
discussion
ersoMedia a
n and Communication 0 - 0 -2
8Technologies:
Chapter 12:PSocial
2 0 2 Discussion of crowdfunding, disintermediation, and
nomophobia; young people’s use of social media to organize the March for Our Lives demonstrations; the impact of digital
technology on college students’ academic performance; and how to spot fake news on social media.
Chapter 13: Persuasion and Social Influence: Added discussion of Maslow’s hierarchy of needs and constructive and
destructive resistance.
 Chapter 14: Health Communication: Introduction of power of narratives and narrative competence in provider–client
interactions; discussion of entertainment media, digital phenotyping, and improved health outcomes through narrative
persuasion theory and entertainment overcoming resistance model; examination of the ethics of keeping serious medical
diagnoses from loved ones.

ce.
Chapter 15: Public Speaking: An Overview: Discussion of satirists speaking about contemporary contentious public
issues.
p r o d u
, d o n ot re
Acknowledgments onal use o
nly
P ers 0 2 0 - 0 8-29
2
We were fortunate to have had the assistance of many people in the writing of this book. Most important, we have drawn on
the research and thinking of a century’s worth of communication thinkers and researchers, not to mention their colleagues in
the other social sciences and humanities. Their research and writing have inspired and guided the field’s contemporary
thinking. It’s an exciting time to study communication, and the work that has come before has made this book—and the
discipline itself—possible.
We relied, too, on the sharp eye and teaching experience of our reviewers, who improved and enriched our work. In
particular, we thank the following reviewers commissioned by Oxford University Press:

Jerry L. Allen
University of New Haven
p ro d u ce.
, d o n ot re
Jordan Atkinson
se onl y
West Virginia University
a l u 8-29
Donna Halper Person 2 0 2 0 - 0
Lesley University

Carla Harrell
Old Dominion University

Kathleen C. Haspel
Fairleigh Dickinson University

Andrew F. Herrmann
East Tennessee State University
ep r o d uce.
, d o n ot r
Jacqueline Irwin
se onl y
a l u 8-29
Person
Sacramento State University
2 0 2 0 - 0
Karen Isaacs
University of New Haven

Amber Johnson
Saint Louis University

Dan Kozlowski
Saint Louis University

uce.
Jennifer A. Marshall
e p ro d
not r
California State University, Northridge

on l y, d o
Kelly Odenweller
l u se
Person
West Virginia University a
0 2 0 - 0 8-29
2
Nan Peck
Northern Virginia Community College

William Price
 Georgia Perimeter College

Greg Rickert
Bluegrass Community & Technical College

Jill Schiefelbein
Arizona State University

Tami Tomasello
Dalton State College

Bruce Wickelgren
Suffolk University

Thanks also to the team at Oxford University Press. Their professionalism, encouragement, and advice sustained us. This is
an organization that trusts its authors. For that we are especially grateful.
Our colleagues, students, friends, and extended family deserve our appreciation as well. Not only did they let us bore them
with our tales of writing woe, but a few appear in photos in these pages. Finally, we are grateful to one colleague in particular.
Dr. Wendy Samter was our chair and then our dean. Several years ago, she gave us the task of evaluating all the Introduction to
Communication texts available for adoption. We took that job to heart, and although not completely dissatisfied with the
available options, we did discover that these books lacked sufficient attention to (1) the discipline as a social science and (2)
newer mediated forms of communication. As such, Wendy initiated the journey that produced this book and encouraged and
supported us at every step along the way.
We must also thank our immediate families. Our children, Jordan and Matt, were the inspiration for many of our examples.
Jordan is a recent graduate who majored in communication and is now in the midst of a burgeoning career, and Matt, having
graduated and earned an MBA, is already making his mark in the world of finance. They are great kids; we are exceedingly
proud of them.
We thank you for taking the time to read our thoughts on the course and how we believe it should be taught. And we
commend you for committing yourself to this important and exciting discipline.

SRB & SJB

 Not for Profit. All for Education.
p ro d u ce.
, d o
Oxford University Press USA is a not-for-profit publisher n ot reto offering the highest quality textbooks at the best
dedicated

l u s e onltoyprovide everyone
possible prices. We believe that it is important
9
with access to superior textbooks at affordable prices.
a 8- 2
Person 0 -0
Oxford University Press textbooks are 30%–70% less expensive than comparable books from commercial publishers.
2 0 2
The press is a department of the University of Oxford, and our publishing proudly serves the university’s mission:
promoting excellence in research, scholarship, and education around the globe. We do not publish in order to generate
revenue: we generate revenue in order to publish and also to fund scholarships, provide start-up grants to early-stage
researchers, and refurbish libraries.

p r odu ce.
t r e
What does this mean to you? It means that Oxford University Press USA published this book to best support your studies

o n l y, do no
while also being mindful of your wallet.

s o n a l use - 0 8 - 29
P e r 202 0

p ro d u ce.
, d o n ot re
l u s e only
Person
a
2 0 -0 8 -29
20

p ro d u ce.
, d o n ot re
se onl y
a l u 8-29
Person 2 0 2 0 -0

o duce .
ot r e p r
o n l y, do n
s o n a l use - 0 8 - 29
P e r 20 2 0
Introduction to Human Communication
.
e p roduce
o t r
o n l y, do n
rs o na l use - 0 8 -29
Pe 20 2 0

p r o d u ce.
, d o n ot re
l u s e only
Person
a
2 0 -0 8 -29
20

p ro d u ce.
, d o n ot re
l u s e only
Person
a
2 0 -0 8 -29
20

ro duc e.
not r e p
o n l y, do
rs o na l use - 0 8 -29
Pe 20 2 0

p r o d u ce.
not re
 n o t r e pro
s e o n l
0 y-, 0d8o-29
e r s o n al u 202
P

e p ro d uce.
l y, d o not r
l u s e on
Person
a
0 2 0 -0 8-29
2
Another random document with
no related content on Scribd:
desire, and consequently excessive jealousy, imperious demands
submissively acceded to, mad wooing readily accepted, and
thereafter complete indifference towards each other, are the main
characteristics of the intercourse between the sexes of these birds.
These explain, too, the fact that among them much oftener than
among other birds crossing takes place, and mongrels or hybrids are
produced, which lead a miserable existence, and either pine away
without progeny, or, by mating with the true offspring of the race,
lead back to the type again. Cross-pairing does indeed occur among
other, that is monogamous, birds, but only when the absence of a
mate of their own species impels them to seek one of another;
whereas among polygamous birds chance and tempting opportunity
seem as determinative as such a dilemma.
It may be necessity, the absolute necessity of providing for the brood
just hatched or still slumbering within the egg, which compels the
female of monogamous birds to change her widowhood for a new
alliance more quickly than the male can console himself for the loss
of his wife. Whether her grief is really less than the widower’s may
be doubted, emphatically against her though appearances are. Other
female birds act exactly like the stork on the Ebensee. A pair of
magpies brooding in our garden were to be killed because we feared
for the safety of the numerous singing-birds which we protected and
encouraged in the same garden. At seven o’clock in the morning the
male bird was shot, and barely two hours later the female had taken
another mate; in an hour he too fell a victim; at eleven o’clock the
female had contracted a third alliance. The same thing would have
occurred again, but that the alarmed female, with her last-annexed
mate, flew away from the garden. One spring my father shot a cock
partridge; the hen flew up, but soon alighted and was immediately
wooed by another cock, whom she accepted without more ado.
Tchusi-Schmidthofen took away no fewer than twenty males from the
nest of a black redstart within eight days, and only then left the
twenty-times widowed and just as often consoled bird to the
undisturbed enjoyment of her connubial bliss.
Exactly the opposite of such apparent inconstancy is seen in the
case of a male bird that has lost his mate. Screaming loudly,
complaining piteously, demonstrating his grief by voice and actions,
he flies about the corpse of his loved one, touches it perhaps with his
bill as though he would move it to rise and fly away with him, raises
anew his heart-rending cries, which are intelligible even to man;
wanders within his range from place to place, pausing awhile,
calling, coaxing, and complaining, now in one favourite spot, now in
another; neglects to take food, throws himself angrily on other males
of his species as if he envied them their happiness and would make
them share his own misfortune; finds no rest anywhere, begins
without finishing, and acts without knowing what he does. So he
goes on for days, perhaps weeks, in succession, and often he
remains as long as possible on the scene of his misfortune, without
making any expeditions in search of a fresh mate.[65] Certain
species, by no means only those parrots so appropriately named
“inseparables”, but finches and others, even horned owls, after such
a severe blow lose all joy in life, mourn quietly, and literally pine
away until released by death.
One of the chief causes, if not the sole cause, of such deep grief
may be the great difficulty, sometimes the impossibility, of finding and
winning another mate. The female has often no time for grief, for,
sooner or later, sometimes immediately, new suitors appear and so
overwhelm her with attention and tenderness that she must let
herself be consoled whether she will or not. And if, in addition,
anxiety about her brood fills her motherly heart, all other thoughts
give place to that, and no room is left for enduring grief. But if she,
too, has a difficulty in replacing her loss, she expresses her sorrow
no less distinctly than the male. But sometimes she does even more,
for she may voluntarily forego a new alliance. A sparrow widow,
carefully observed by my father, though she had eggs to hatch, and,
later, young ones to rear, accepted none of her suitors but remained
unmated, and fed her clamouring brood alone with indescribable toil.
Another touching incident proving the grief of widowed birds is
vouched for by Eugen von Homeyer. The wedded bliss of a pair of
storks, nesting on the roof of that experienced naturalist’s house,
was brought to a sudden end by one of those detestable bird-
shooters or would-be sportsmen who killed the male. The sorrowing
widow fulfilled her maternal duties without choosing another mate,
and migrated in autumn to Africa with her brood and others of her
species. The following spring she reappeared on the old nest,
unmated as she had left. She was much wooed, but drove all suitors
away with vicious digs of her bill; she mended her nest busily, but
only to preserve her right to occupy it. In autumn she migrated with
the rest, returning in spring, and proceeding as before. This occurred
eleven years in succession. In the twelfth, another pair attempted to
take forcible possession of her nest; she fought bravely for her
property, but did not attempt to secure it by taking another mate. The
nest was seized, and she remained single. The interlopers retained
and made use of the nest, and the rightful owner was seen no more,
but, as afterwards transpired, she passed the whole summer alone
in a district about ten miles distant. Scarcely had the other storks
departed, when she returned to her nest, spent a few days in it, and
then set out on her journey. She was known throughout the whole
district as “the solitary”, and her misfortune and behaviour won for
her the friendly sympathy of all kind-hearted men.
And such behaviour is only the movement of a machine obedient to
some external guiding force? All these expressions of a warm and
living emotion which we have depicted occur without
consciousness? Believe that who can, maintain it who will. We
believe and maintain the opposite; the conscious happiness of the
love and wedded life of birds appears to us worthy of our envy.
 APES AND MONKEYS.
Sheikh Kemal el Din Demiri, a learned Arab, who died at Damascus
about the year 1405, according to our reckoning, relates in his book,
Heiat el Heivan; or, The Life of Animals, the following wonderful
story, which is based on one of the Prophet’s utterances:—
“Long before Mohammed, the Prophet and Messenger of
God the All-merciful, had kindled the light of Faith, before
Issa or Jesus of Nazareth had lived and taught, the town
Aila, on the Red Sea, was inhabited by a numerous
population who professed the Jewish faith. But they were
sinners and unrighteous in the eyes of the Lord, for they
desecrated continually the sacred day of the All-merciful,
the Sabbath. In vain did pious and wise men warn the
sinful inhabitants of the godless city; they disregarded the
command of the Almighty as before. Then those who had
warned them forsook the unholy place, shook the dust off
their feet, and resolved to serve Elohim elsewhere. But,
after three days had passed, the longing for home and
friends drove them back to Aila. There a wonderful sight
met their gaze. The gates of the town were shut, but the
battlements of the walls were unguarded, so that they
were not hindered from climbing over them. But the
streets and market-place of the unhappy town were
deserted. Where formerly the restless sea of human life
had surged and swelled, where buyers and sellers, priests
and officials, artisans and fishermen, had mingled in a
motley throng, gigantic baboons now sat and crouched,
ran and climbed; and from the windows and recesses, the
terraces and roofs, where dark-eyed women had tarried,
she-baboons now looked down upon the streets. And all
the giant monkeys and their comely mates were sad and
downcast, and they gazed with troubled eyes on the
 returned pilgrims, pressing closely to them with
complaining moans and prayerful cries. With surprise and
sadness the pious pilgrims gazed upon the strange sight,
until to one of them came the comfortless thought that
these might be their former relatives degraded to
monkeys. To make certain, the wise man went straight to
his own house. In the door of it, likewise, there sat a
baboon; but this one, when he saw the righteous man,
cast his eyes with pain and shame to the ground. ‘Tell me,
by Allah the All-merciful, O Baboon,’ said the wise man,
‘art thou my son-in-law Ibrahim?’ And sadly the baboon
answered, ‘Eva, Eva’ (I am). Then all doubt vanished from
the mind of the pious man, and he recognized that, by
God’s heavy judgment, the impious Sabbath-breakers had
been transformed into ‘monkeys’.”
Sheikh Kemal el Din does not indeed venture to call this miracle in
question, but as a thinking man he cannot refrain from expressing
the opinion that perhaps the baboons may have existed before there
were any Jews.
We, for our part, prettily imagined and related as the story is, accept
this interpretation the more readily, that the apes with which the
pious zealots of Aila may have had to do are old acquaintances of
ours. For in Arabia there occur only the Hamadryas or sacred
baboons; and we find the same excellently depicted on very ancient
Egyptian monuments. It was the arrangement of their hair which
appeared to the ancient Egyptians so remarkable that they chose it
as a model for their sphinxes; while to this day it serves as a pattern
for the coiffure of the dusky beauties of the Eastern Soudan. The
sacred baboon holds a very important place in ancient Egyptian
theology, as we learn, among other things, from Horapollon,
interpreter of hieroglyphs. According to him the monkey was kept in
the temples and embalmed after death. He was considered the
inventor of writing, and was therefore not only sacred to Thoth or
Mercury, the founder of all science, but a near relative of the
Egyptian priests, and, on his ceremonious entrance into the
sanctuary, he was subjected to an examination, in which the priest
thrust a writing tablet, ink, and pen into his hand, and called upon
him to write, that they might see whether he were worthy to be
received or not. It was also maintained that he stood in secret
relations with the moon, and that the latter exercised an
extraordinary influence over him; and, finally, he was credited with
the faculty of dividing time in so obvious a manner, that Trismegistus
took his actions as the model after which he constructed his water-
clock, which, like the monkey, divided day and night into twelve
equal parts.
It is worthy of note that, while the ancient Egyptians regarded a
relationship with the monkeys as probable, they did not deem it
possible that they should be descended from a monkey stock. Such
a view of the degree of relationship between man and monkey is first
met with among the Indians. From very ancient times until the
present day there has prevailed among them a belief that at least a
few royal families are descended from one of the sacred monkeys,
the Hanumân or Entellus, which, in India, is held as sacred, in a
certain sense even as divine, and that the souls of departed kings
return to the bodies of these monkeys. One of the reigning families,
in particular, shows its pride in this descent through its adopted title
of honour—“tailed Rana”.[66]
 Fig. 42.—Entellus Monkeys (Semnopithecus Entellus).

Similar views to those prevailing among the Indians have come into
vogue among ourselves in recent times, and the monkey question,
which I should like to discuss shortly, yet so as to be generally
understood, has raised much dust. A scientific question, of little
general interest to the laity, has not only fanned pious anger to
blazing flames, but has divided serious naturalists into two different
parties who defend their respective positions with excited warmth.
Circles, altogether alien to scientific investigation, have taken up the
strife, without knowing or suspecting its real import and bearing,
have even carried it into realms where it could only be productive of
mischief, and have thereby caused a confusion which will not readily
be cleared up. To discuss monkeys at all has therefore become a
bold undertaking, for, in speaking of them, one runs a risk either of
degrading the reputed ancestor, or, through him, of offending the
supposed descendants—to say nothing of the inevitable abuse of
the most pitiable kind which ill-mannered fanatics, blindly struggling
against the spirit of the age, hurl at him who ventures to utter the
word monkey. Nevertheless, the monkey question will not readily
disappear from the order of the day; for these animals, so evidently
our nearest relatives in the animal kingdom, are much too deserving
of our sympathy, to allow of our being deterred by sentimental
considerations from investigating their life and habits and comparing
them with our own, that we may so enlarge our knowledge at once of
monkeys and of men.
The following is a contribution to such knowledge:-
A general life-picture such as I wish to sketch is not easily
condensed into few words, since the different species of monkeys
vary so widely. There are about four hundred, or, at any rate,
considerably more than three hundred species, and they inhabit
every part of the world with the single exception of Australia; but they
are found chiefly in the countries within the tropics. In America their
range extends from twenty-eight degrees of southern latitude to the
Caribbean Sea; in Africa it stretches from thirty-five degrees
southern latitude to the Straits of Gibraltar; in Europe their
occurrence is limited to the Rock of Gibraltar, where, from time
immemorial, a troop of about twenty magots or Barbary macaques
have existed, and are now protected and preserved by the garrison
of the Fort.[67] Forests and rocky mountains, which they ascend to a
height of more than 8000 feet, are their favourite habitats. In such
places they remain, with the exception of a few species, year in year
out, giving heed to the rotation of the seasons only to the extent of
undertaking more or less extensive expeditions through the forest in
search of ripening fruits, or ascending the mountains at the
beginning of the warm season, and descending again before cold
weather sets in; for, though they may be met with even in snow-
covered regions, they are as fond of warmth as they are of abundant
and varied diet. Something to bite and crack there must be if they
are to remain permanently or for any length of time in a place; failing
that, they shift their quarters. Woods in the neighbourhood of human
settlements are to them a paradise; the forbidden tree therein
troubles them not at all. Maize and sugar-cane fields, orchards,
banana, plantain, and melon plantations they regard as their rightful
and peculiar feeding-grounds, and districts where they are protected
by the piety of the inhabitants they also consider very agreeable
places of abode.
All monkeys, with perhaps the exception of the so-called anthropoid
apes, live in bands of considerable strength under the leadership of
an old male. The occupant of this post of dignity rises to it by
recognized all-round ability; the strongest arms and longest teeth
decide the matter. While among those mammals which are led by a
female member of the herd the rest obey willingly, the monkey-
leader is an absolute despot of the worst type, who compels his
subjects to unconditional obedience. If anyone refuses submission,
he is brought to a sense of his duty by bites, pinchings, and blows.
The monkey-leader requires the most slavish submission from all the
monkeys of his herd, females as well as males. He shows no
chivalry towards the weaker sex—“In Sturm erringt er der Minne
Sold”.
His discipline is strict, his will unbending. No young monkey dare
presume to make love to one of the females of his herd; no female
may venture to show favour to any male except himself. He rules
despotically over his harem, and his seed, like that of Abraham,
Isaac, and Jacob, is like the sand of the sea-shore for multitude. If
the herd becomes too large, a troop separates itself, under the
leadership of a full-grown male, to form a new community. Till then
the leader is obeyed by all, and is as much honoured as feared. Old
experienced mothers, as well as young scarcely grown-up females,
strive to flatter him; exerting themselves especially to show him
continually that highest favour one monkey can render to another—
cleansing his hairy coat from all things not appertaining thereto. He,
on his part, accepts such homage with the demeanour of a pasha
whose favourite slave tickles his feet. The esteem which he has
been able to evoke gives him confidence and dignity of bearing; the
battles in which he has constantly to take part give him watchfulness,
courage, and self-control; the necessity of maintaining his authority
develops circumspection, astuteness, and cunning. These qualities
are certainly used in the first place for his own advantage, but the
rest of the community also benefit by them, and his unchallenged
supremacy thus receives some justification and stability. Ruled and
guided by him, the herd, though violent storms may rage within it,
leads on the whole a very secure, and therefore a comfortable life.
All monkeys, except the few nocturnal species, are active by day and
rest at night. Some time after sunrise they awake from sleep. Their
first business is to sun and clean themselves. If the night is cold and
inhospitable, they attempt to improve their comfortless couch by
thronging together in a heap, or rather a cluster; but are still so cold
in the morning that a long sun-bath seems absolutely necessary. As
soon as the dew is dry, they leave their sleeping-places, climb to the
tree-top or to the highest point of the rock, select a sunny seat, and
leisurely turn themselves about on it till every part of their bodies has
been exposed to the sun. When the fur is dried and thoroughly warm
it is ready for cleaning, and each monkey sets to work eagerly and
carefully, or requests and receives from one of his fellows the service
which he, in his turn, is always ready to do to others.
When the fur has been cleaned, and, if necessary, brushed into
sleekness, the monkeys begin to think of breakfast. This presents no
difficulty, for they refuse nothing that is edible, and a tax is levied on
the animal and the vegetable kingdom alike. Forest and
mountainous districts afford fruits, leaf and flower buds, birds’ nests
with eggs or young, snails and grubs; gardens yield fruit and
vegetables, fields supply cereals and pulses. Here a ripening ear is
broken off, there a juicy fruit is gathered, in the tree a bird’s nest is
plundered, on the ground a stone is turned over, in a settlement a
garden is stripped or a field robbed, and something is carried away
from all. If he has time, every single monkey destroys ten times as
much as he eats, and can therefore very materially damage the
produce of the farmer, gardener, or fruit-grower. At the beginning of
an expedition each monkey, in his anxiety to secure himself a meal
whatever may happen, devours almost indiscriminately whatever he
can reach; then, if he possesses cheek-pouches, he stuffs these as
full as possible; but as soon as his most pressing necessities are
relieved, he selects and criticises every bite, carefully examining and
smelling every fruit he plucks, every ear he breaks, before eating it,
and indeed in most cases simply throwing one thing after another
carelessly away to seize something different, which as often as not is
rejected in its turn. “We sow, and the monkeys reap,” the inhabitants
of the Eastern Soudan complained to me, and with justice. Against
thieves like these, neither fence nor wall, lock nor bolt, are sufficient
protection; they climb the first, and open the last; and what they
cannot eat they carry away. It is at once amusing and painful to
watch them feeding, for then, as at all times, their behaviour is a
mixture of boldness and artfulness, bravado and cunning, love of
enjoyment and caution, and indeed also of trickery and spitefulness,
impudence and malevolence. All their skill and dexterity is brought
into play when an undertaking seems dangerous. They run, climb,
leap, if need be even swim to overcome obstacles; but in no case do
they forget their care for their individual safety. The commander
always leads the way, and coaxes, calls, chides, warns, cries,
scolds, and punishes as seems to him good; the herd follows and
obeys, but without ever entirely trusting him. In danger every
member of the herd looks out for its own safety, rejoining the leader
after that is assured; the mothers with a young one at their breasts,
or on their backs, are an exception, for they are, or seem to be, less
concerned about their own safety than that of their child.
When their expeditions are not attended with danger they often rest,
and give the young ones opportunity to amuse themselves together;
but when there is any danger they finish their expedition and then
enjoy a period of rest and relaxation, during which they often indulge
in a siesta to help their digestion. In the afternoon they set out on
another foraging expedition; towards sundown they repair to their
usual sleeping-place, which is as far as possible out of the reach of
beasts of prey, and, after prolonged wrangling and disputing,
scolding and brawling, they seek their well-earned rest.
Apart from occasional compulsory or apparently profitable
migrations, the order of the day above described suffers little
change. Reproduction, which brings about such marked changes in
the lives of other animals, has very little influence on that of the
monkeys, for it is limited to no special time, and the mothers carry
their young ones with them wherever they go. The young ones, of
which most species produce only one at a birth, come into the world
as well-developed creatures, with open eyes, but according to our
ideas they are extremely ugly, and, notwithstanding their
comparatively advanced development, very helpless creatures.[68]
They appear ugly because their wrinkled faces and wide open, lively
eyes give them the expression of an old man, and their short hair
makes their long fore limbs look longer than they really are; they
show themselves helpless in that they can make no use of these
limbs except to attach themselves to their mother’s breast. Here they
hang, with arms and hands round her neck, legs and feet round her
hips, without seeming to move anything but their heads for weeks
together, and the mother is therefore able, without being appreciably
burdened, to go about her ordinary affairs, and wanders as usual
along the most breakneck paths, or indulges in the boldest leaps.
After some time, rarely within a month, the little ones begin to
attempt some movements, but perform them so awkwardly that they
excite pity rather than laughter. Perhaps because of this very
helplessness, the little monsters are watched and handled by their
mothers with such tenderness that the expression “monkey-love” is
fully justified. Every monkey mother finds constant occupation in
looking after her baby. Now she licks it, now cleans its coat, now lays
it to her breast, now holds it in both hands as if she wished to feast
her eyes on it, and now she rocks it as if to lull it to sleep. If she sees
that she is watched she turns away, as if she grudged anyone else a
sight of her darling. When it is older and able to move about it is
sometimes allowed to leave its mother’s breast for a little, and to play
with others like itself, but it remains meanwhile under strict control,
and, if it does not obey instantly, is punished with slaps and pinches.
The maternal care extends even to the food. Greedy as the mother
generally is, she divides every bite with her young one, yet she does
not allow it to hurt itself by too hasty or immoderate eating, but
interferes, in such a case, with motherly prudence. But there is rarely
any necessity for such interference or for severe punishment, for the
monkey-child is obedient enough to be held up as an example to
many a human one. Very touching is the conduct of the mother when
her little one is obviously suffering; if it dies she is in despair. For
hours, even days, she carries the little corpse about with her, refuses
all nourishment, sits indifferently in the same spot, and often literally
pines to death.[69] The young monkey itself is incapable of such
deep grief, and it is also better taken care of than most other animals
if it loses its mother. For the next best member of the band, whether
male or female, possessed by that love of mothering something,
which is strong in all monkeys, takes charge of the little orphan and
caresses it warmly. Unfortunately, however, the foster-parent is often
at war with its better self about its beloved food, and it may leave a
young one, not old enough to help itself, to pine with hunger,
perhaps even to die of starvation.
It is difficult, if not impossible, to say anything of general application
about the talents of monkeys, because these vary as widely as the
animals themselves. Some traits are indeed common to all, but most
of their characteristics vary considerably in the different species. A
disposition which in one is scarcely observable is pronounced in
another, a trait which is prominent here is sought for in vain there.
But if we compare the different families, groups, and species
together, we shall observe a surprising, because unsuspected
gradation of talents and abilities. It is instructive to proceed in this
way.
 Fig. 43.—Common Marmoset or Ouistiti (Hapale Jacchus).

We must regard the graceful, little, clawed monkeys or marmosets of

South and Central America as the least developed members of the
monkey order. They have the same dentition as the higher monkeys,
but they have flat nails only on the large toe, while on all the other
toes and the fingers they have narrow claw-like nails, which place
their hands and feet, or the former at any rate, on the level of paws.
These outward features correspond to their mental endowments.
Monkeyhood, we may say, has not reached its full development in
the family of marmosets. Not only in form and colour, but in their
carriage, in their whole character and behaviour, even in their voice,
they remind us of the rodents. They seldom sit upright, and at the
best are rather like squirrels than like other monkeys; they prefer to
stand on all-fours with the body horizontal; they do not climb easily
and freely, with hands and feet clasping the branch, like others of
their order, but, sticking their claws into it, they press close to it and
glide along, not of course slowly or unskilfully, but rather as rodents
than as monkeys. Their voice, too, is quite different from that of all
the higher monkeys; it is a whistling in high notes which now reminds
one of the chirping of a bird, now of the squeaking of rats and mice,
but perhaps most of all of the sound made by the guinea-pig. Their
behaviour generally is decidedly rodent-like. They exhibit the
uneasiness and restlessness, the curiosity, shyness, and timidity, the
inconstancy of squirrels. Their little heads only remain a few seconds
in one position, and their dark eyes are directed now towards this
object now towards that, but always hastily, and obviously without
comprehension, although they seem to look out on the world
intelligently enough. Every action they perform shows their slight
power of judgment. As if without will, they act on the suggestion of
the moment; they forget what they have just been doing as soon as
their attention is diverted, and they prove just as fickle in the
expression of their contentment as of their displeasure. At one
moment they are good-humoured, apparently quite satisfied with
their lot, perhaps grateful for caresses from a friendly hand, the next
they are snarling at their keeper just as if their lives were in danger,
showing their teeth, and trying to bite. As irritable and excitable as all
monkeys and rodents, they yet lack the individuality which every
higher monkey exhibits, for one acts exactly like another, without
originality and always in a somewhat commonplace fashion. They
have all the attributes of cowards—the complaining voice, the
reluctance to adapt themselves to the inevitable, the whining
acceptance of all circumstances, the morbidly suspicious habit of
finding in every action of another creature some hostility to
themselves, the desire to swagger while in reality they carefully keep
out of the way of every real or supposed danger, and an incapacity
either to make resolutions or to carry them out. Just because there is
so little of the true monkey about them they are preferred by women
and despised by men.
On a decidedly higher level stand the Broad-nosed or New-World
monkeys, which also inhabit America, though even in these, the full
character of the true monkey is not attained. The dentition numbers
a molar more on each side of the jaws than in the higher apes, thus
there are thirty-six teeth instead of thirty-two; all the fingers and toes
have flat nails; the body seems more slender than it is, because the
limbs are very long; the tail is used, in many cases, as a powerful
grasping-organ. The one-sidedness of their development is very
characteristic. Exclusively arboreal like the marmosets, they are
awkward, even clumsy when away from the branches of the trees.
On the ground their gait is extremely ungainly, uncertain, and
tottering, particularly in those species which have a prehensile tail,
but even their climbing does not come at all near that of the Old-
World monkeys. For increase of the number of organs of locomotion
does not necessarily result in increased power, still less in greater
variety of movement; on the contrary, it often means one-sidedness,
and it certainly does so in the case of the New-World monkeys. Their
prehensile tail is not to them a fifth, but a first hand, used in hanging
or fixing the body, in lifting things or dragging them along, and so on;
but it does not make their movements more rapid or free, it adds to
safety but not to agility. Thanks to the constant use of the tail, its
owner never runs a risk of falling from the lofty branches—safe
because high—to the dangerous ground beneath, but neither is he
able to make any free or daring movement. Slowly he sends his
prehensile tail in advance of every step, always catching hold with it
first, and only then letting go with hands or feet. Thus he binds
himself to the branch rather than climbs upon it, and never thinks of
attempting a leap whose success is in the least doubtful. In this
constant carefulness for his own precious person the broad-nosed
monkey impresses one not so much with his prudence as with his
slowness, and it is noteworthy that the whole character of the New-
World monkeys bears this out. Their voice is not quite so
monotonous as that of the marmosets, but it is unpleasant, not to
say tiresome. It runs through many grades, from a whine to a roar,
but it has, invariably, a mournful character, and the whole
demeanour of the animal, when it cries, is pessimistic. After a cool,
dewy night, the morning sun shines warm and golden through the
trees, and a thousand-toned song of joy and greeting leaps forth in
welcome from a million throats. The howlers prepare to offer their
tribute of praise also. But how? They have climbed to the dry top
branches of a giant tree which rises high above its fellows, have
fastened themselves securely by their tails, and are warming
themselves comfortably in the sunshine. Then a feeling of well-being
moves them to raise their voices. One of them, distinguished, it is
said, by a specially high, shrill voice, acts as leader, and, looking
fixedly at his companions, begins to chant. The rest look at him with
the same motionless vacant stare and join in; and frightfully their
song resounds through the forest, now grunting, now howling, now
snarling, now rattling, as if all the beasts of the forest were waging
deadly warfare. The astounding performance begins with a bellowing
solo; these bellowings become louder, follow each other more rapidly
as the excitement of the singer—which is probably present though
not apparent—increases and spreads to other members of the
community; then they change into howling and roaring, and they end
as they began. If one looks at the long-bearded, serious singers one
can scarcely keep from smiling; but soon the indescribable discords
they produce become as wearisome as their monotonous climbing,
or rather creeping movements. What one does another imitates, but
whatever they may do, howsoever they may act, their behaviour is
always monotonous. Very much like these, or not essentially
different, are all the monkeys with prehensile tails; though a few
prominent members of the family, the Capuchin monkeys for
instance, are rather more free and independent. In general, they are
as heavy mentally as physically—usually very gentle, good-natured,
and confiding, but stupid, peevish, fretful, and some of them
obstinate, malicious, and spiteful. They thus stand considerably
higher than the marmosets, but far below the Old-World monkeys.
Probably it would hardly be doing them injustice to say that they
possess the bad qualities without the good qualities of their Old-
World cousins. Their gentleness and good-nature—apart from the
fact that these are not found in all the species, do not in the least
make up for their general lack of enterprise, boldness, cheerfulness,
liveliness, and decision, circumspection and ingenuity—qualities
which place the Old-World monkeys so high—while their everlasting
whining and complaining counterbalance, in our eyes, all the
qualities which might attract us to them.

Fig. 44.—Red Howling Monkeys (Mycetes seniculus).

The monkeys of the Old World, like those of the New, fall into two
groups to which the rank of families may perhaps be granted,
although the dentition is essentially alike in both. We call the one
type Dog-like, the other Man-like, and we may go the length of
saying that the former teach us what monkeyhood really is, while the
latter rise above it. For the first group especially, my opening
remarks hold good. Among them we find monkeys beautiful and
ugly, attractive and repulsive, lively and serious, good-natured and
malicious. Really misshapen monkeys there are none, for we must
admit that even those which appear to us ugly are symmetrical in
form. Yet some of them are, in many respects, odd-looking
creatures. Their chief external characteristics are, the more or less
protruding muzzle, reminding one of a dog’s, the proportionately
short arms, the tail, always present though often shortened to a mere
stump, the more or less developed ischial callosities, and the cheek-
pouches present in most species. The dentition includes the usual
number of thirty-two teeth arranged in an unbroken series. They
occur in all three continents of the Old World, and are most
numerous in Africa.
Their endowments and characteristics place them far above the
marmosets and New-World monkeys. They usually walk very well,
though some of them hobble along in a comical fashion; they are
able, without difficulty, to stand on their legs alone, thus raising
themselves to their full height, and in that position they can walk
more or less easily. They climb well under all circumstances, though
some do so only among trees, others among the rocks; some of
them are also excellent swimmers. The climbing of the arboreal
species is almost like flight, if I may so speak—for their skill among
the branches surpasses all expectation. Leaps of from eight to ten
yards are to them quite possible achievements. From the topmost
boughs of a tree they leap to a lower one, which is forcibly bent
downwards by the shock, from this at the moment of rebound they
give themselves a strong impetus, and, stretching tail and hind-legs
out behind them to steer their course, shoot like an arrow through
the air. The branch of a tree, even if it be covered with the sharpest
thorns, is to them a well-made road, a climbing plant is a path or a
ladder according to its position. They climb forwards or backwards,
on the under or upper side of a branch; in leaping or falling they
catch a thin twig with one hand, and remain hanging as long as they
please in every imaginable position; then they climb leisurely on the
branch, and proceed on their way as coolly as if they were on level
ground. If the hand misses the desired twig it is caught by the foot; if
it breaks under the sudden shock they catch in falling at a second, a
third, and if all break they spring to the ground, no matter the
distance, and climb up again by the first available trunk or climbing-
plant. Compared with the clinging and creeping of their relatives in
the New World theirs appears, and really is, a free, unfettered motion
which surmounts all obstacles. The former are blunderers, the latter
finished artists; the former slaves of the trees, the latter lords of the
branches.
Their voice is as highly developed as their power of movement.
Theirs is no chirping or whistling, no whining or howling; on the
contrary, they utter many different sounds expressing the mood of
the moment, and quite intelligible even to us. Comfort or discomfort,
desire or satisfaction, good-will or ill-will, love or hate, indifference or
anger, joy or pain, confidence or mistrust, attraction or repugnance,
affection or dislike, submissiveness or defiance, but above all any
sudden emotion, such as fear or horror, find adequate expression,
comparatively limited though the voice may be.[70]
What we may call their mental endowments correspond to their
physical powers. It may be well to emphasize that the hand, which
among them first attains to full development, gives them a
considerable advantage over other animals, and makes some of
their actions appear more remarkable than they really are; for
instance, it renders them capable of many skilful devices which
would be impossible to a dog and to any of those animals which we
are wont to reckon among the cleverest of mammals. A high degree
of deliberateness must be conceded to them. Their excellent
memory treasures up the most various impressions, and their
discriminating intelligence makes these a store of experiences,
which are turned to good account as opportunity offers. Thus they
act with full consciousness of what they are doing, according to
circumstances, and not as impotent slaves of a power outside
themselves, but with independence, freedom, and variety, cunningly
seizing every advantage, and making use of every expedient which
they believe will further their end. They distinguish between cause
and effect, and attempt to achieve or nullify the latter by applying or
removing the former. They not only recognize what benefits or
injures them, but they know whether they do right or wrong, judging
either from the standard of some loved one, or that of some master.
[71] It is not blind chance, but a recognition of what is profitable that