title: Godzilla (1998 film)

text: Veteran "Godzilla" actors Haruo Nakajima and Kenpachiro Satsuma, as well as Shusuke Kaneko (who would later direct ""), were also critical of the film and its character. Nakajima stated "its face looks like an iguana and its body and limbs look like a frog". Satsuma walked out of a screening of the film at fan convention G-Con '98 in Chicago, stating, "it's not Godzilla, it doesn't have his spirit". Toho publicist Yosuke Ogura later called TriStar's design a "disaster." TriStar's Godzilla was considered so different that the term "GINO" ("Godzilla In Name Only") was coined by critic and Godzilla fan Richard Pusateri to distinguish the character apart from Toho's Godzilla.


title: Godzilla (1998 film)

text: Kaneko pondered on the treatment the character was given by the studio, stating, "It is interesting [that] the US version of Godzilla runs about trying to escape missiles... Americans seem unable to accept a creature that cannot be put down by their arms." In 2004, Toho began trademarking future incarnations of TriStar's Godzilla as "Zilla" for future appearances. This decision was made by producer Shōgo Tomiyama and "" director Ryuhei Kitamura because they felt Emmerich's film "took the God out of Godzilla" by portraying the character like a mere animal. The name "Zilla" was chosen for the character by Tomiyama as a satirical take on counterfeit Godzilla products that use "Zilla" as a suffix. The character has since appeared in other media as "Zilla". Nicholas Raymond from Screen Rant described Toho's subsequent treatment of TriStar's Godzilla as "a clear sign that Toho doesn't regard the 1998 Godzilla as the King of the Monsters. It would appear that to them, he's just a giant lizard."


title: Godzilla (1998 film)

text: The film was nominated and won several awards in 1998–99. Furthermore, it was screened out of competition at the 1998 Cannes Film Festival. "Godzilla" would later rank in the listed bottom 20 of the Stinkers' "100 Years, 100 Stinkers" list, which noted the 100 worst movies of the 20th century, at #18.


title: Godzilla (1998 film)

text: TriStar planned to produce a "Godzilla" trilogy upon acquiring the Godzilla license in 1992. Emmerich had considered using the Monster Island concept from the Toho films with the intention of creating something wild, as well as including six or seven monsters, stating, "We'll probably come up with other monsters because we don't want to tie ourselves too much to certain things". Prior to the 1998 film's release, Sony felt confident enough with the potential box office success that they paid Toho $5 million for sequel rights, which guaranteed them to produce a sequel within five years following the first film's release, so long as it was in active development. Devlin had confirmed plans for a trilogy, stating, "We have a Godzilla trilogy in mind. The second one is remarkably different from the first one, and if it's embraced, a third one would make a whole lot of sense. I don't see us doing more than three, but I would love to finish out telling the story."


title: Godzilla (1998 film)

text: Emmerich and Devlin commissioned a treatment by Tab Murphy titled "Godzilla 2". The sequel would have involved the surviving offspring battling a giant insect in Sydney. The studio abandoned sequel plans due to a lack of enthusiasm from fans, audiences, theater owners and licensees, and Emmerich and Devlin left due to budget disputes. Devlin stated, "They wanted to tailor it budget-wise, so it didn't make sense for us creatively." Devlin stated that they left the film with an open-ending in case the success allowed them to return for sequels. Despite Emmerich's comments that Sony was "absolutely ready" to produce a sequel, he later revealed that he advised the studio to not produce a sequel, stating, "It's so strange because people expected it to be the biggest thing ever, then it only did well. They are disappointed, and you have to defend yourself". Sony had considered a reboot with the new series disassociating itself from the 1998 film. However, TriStar let their remake/sequel rights expire on May 20, 2003.


title: Godzilla (1998 film)

text: An animated series was produced as a sequel and aired on Fox Kids from 1998 to 2000. In the series, Dr. Tatopoulos accidentally discovers the egg that survived the aerial bombardment before it hatches, in a minor change from the ending in the 1998 film. The creature hatches after Nick Tatopoulos stumbles onto it and it assumes him to be its parent. Subsequently, Dr. Tatopoulos and his associates form a research team, investigating strange occurrences and defending mankind from dangerous mutations with the new Godzilla, which grew to full size in a few days, serving as humanity's protector from the new threats.


title: Godzilla (1998 film)

text: In 1999, Toho rebooted the Japanese series with "Godzilla 2000", igniting the Millennium series. Toho originally planned to revive the series in 2005 to commemorate the franchise's 50th anniversary. However, Toho chose to revive the series early due to popular demand, producer Shogo Tomiyama stated, "The shape of the American version of Godzilla was so different from the Japanese version that there was a clamor among fans and company officials to create a Godzilla unique to Japan."


title: Godzilla (1998 film)

text: In 2014, Legendary Pictures and Warner Bros. Pictures released their own Hollywood reboot of the same name. The film generated its own sequels, "" and "Godzilla vs. Kong", creating a shared film franchise titled the MonsterVerse.


title: Utah v. Lafferty

text: Utah v. Lafferty was a 1984 murder case in the U.S. state of Utah. It gained substantial publicity due to the accused persons' statement that the murders were the result of a divine revelation.


title: Utah v. Lafferty

text: Ron Lafferty and his younger brother Dan were charged for the throat-slashing homicides of their sister-in-law Brenda Wright Lafferty and her 15-month-old daughter, Erica, that occurred on July 24, 1984. Ron, a self-proclaimed prophet, claimed to have received a revelation from God in which he was instructed to "remove" several people, including the two victims.


title: Utah v. Lafferty

text: Attorneys Michael Esplin and Gary Weight were appointed to serve as "standby" counsel for the brothers when they were charged with homicide in August 1984. They represented the brothers during their competency hearings. At the conclusion of the competency evaluations, and while incarcerated in the Utah County jail, Ron Lafferty attempted suicide in December 1984. This resulted in severe injury and mental damage. Following the suicide attempt, Ron was held at the Utah State Hospital for several months.


title: Utah v. Lafferty

text: Dan Lafferty represented himself during his trial, although he had access to the standby counsel. The jury trial resulted in a guilty verdict, and he was sentenced to two life sentences to be served concurrently without the possibility of parole. Esplin and Weight appealed the case to the Utah Supreme Court, which upheld his conviction.


title: Utah v. Lafferty

text: Ron Lafferty was found competent to stand trial by doctors at the Utah State Hospital. Ron was tried in 1985, convicted, and sentenced to death. The penalty was upheld after an appeal to the Utah Supreme Court. The United States Supreme Court rejected a further appeal.


title: Utah v. Lafferty

text: The U.S. District Court for the District of Utah upheld the conviction; however, the 10th Circuit Court of Appeals overturned the lower court's verdict and reversed the conviction, finding that the state and the lower court judge had committed error in finding Ron competent to stand trial. The state of Utah filed an appeal with the United States Supreme Court, which was turned down.


title: Utah v. Lafferty

text: Ron was remanded to the Fourth District Court for Utah to undergo competency proceedings. Ron was found incompetent to stand trial, and was sent to the Utah State Hospital for treatment.


title: Utah v. Lafferty

text: Three years later, a court found that Ron's competency was "restored" and in 1996 he was retried for the crimes. After a three-week trial, Ron was found guilty of a capital offense. Further appeals to the Supreme Court of Utah and the U.S. Supreme Court were denied.


title: Utah v. Lafferty

text: On August 12, 2019, the 10th Circuit Court of Appeals refused to hear Ron’s case by a unanimous decision. Judge Mary Beck Briscoe wrote:


title: Utah v. Lafferty

text: Lafferty has failed to make this showing with respect to any of the four claims on which he seeks a COA [certificate of appealability].


title: Utah v. Lafferty

text: The court's decision gave Ron few options left to appeal his execution. Ron elected to be executed by firing squad.


title: Utah v. Lafferty

text: Ron Lafferty died in prison of natural causes prior to his execution date, in November 2019, at the age of 78.


title: Utah v. Lafferty

text: Jon Krakauer's 2003 book, "Under the Banner of Heaven", is primarily based upon interviews with Dan Lafferty.


title: Utah v. Lafferty

text: An American true crime drama television miniseries created by Dustin Lance Black, "Under the Banner of Heaven", and based on the book, premiered on April 28, 2022, on FX on Hulu. Ron and Dan are portrayed by Sam Worthington and Wyatt Russell, respectively.


title: Utah v. Lafferty

text: The Investigation Discovery show American Monster S03E05 entitled "Band of Brothers" covers the case.


title: Nonverbal communication

text: Nonverbal communication (NVC) is the transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, and body language. It includes the use of social cues, kinesics, distance (proxemics) and physical environments/appearance, of voice (paralanguage) and of touch (haptics). A signal has three different parts to it, including the basic signal, what the signal is trying to convey, and how it is interpreted. These signals that are transmitted to the receiver depend highly on the knowledge and empathy that this individual has. It can also include the use of time (chronemics) and eye contact and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil dilation, and blink rate (oculesics).


title: Nonverbal communication

text: The study of nonverbal communication started in 1872 with the publication of "The Expression of the Emotions in Man and Animals" by Charles Darwin. Darwin began to study nonverbal communication as he noticed the interactions between animals such as lions, tigers, dogs etc. and realized they also communicated by gestures and expressions. For the first time, nonverbal communication was studied and its relevance questioned. Today, scholars argue that nonverbal communication can convey more meaning than verbal communication. Some scholars state that most people trust forms of nonverbal communication over verbal communication. Ray Birdwhistell concludes that nonverbal communication accounts for 60–70 percent of human communication, although according to other researchers the communication type is not quantifiable or does not reflect modern human communication, especially when people rely so much on written means.


title: Nonverbal communication

text: Just as speech contains nonverbal elements known as paralanguage, including voice quality, rate, pitch, loudness, and speaking style, as well as prosodic features such as rhythm, intonation, and stress, so written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the physical layout of a page. However, much of the study of nonverbal communication has focused on interaction between individuals, where it can be classified into three principal areas: environmental conditions where communication takes place, physical characteristics of the communicators, and behaviors of communicators during interaction.


title: Nonverbal communication

text: Nonverbal communication involves the conscious and unconscious processes of "encoding" and "decoding". Encoding is defined as our ability to express emotions in a way that can be accurately interpreted by the receiver(s). Decoding is called ""nonverbal sensitivity"", defined as the ability to take this encoded emotion and interpret its meanings accurately to what the sender intended. Encoding is the act of generating information such as facial expressions, gestures, and postures. Encoding information utilizes signals which we may think to be universal. Decoding is the interpretation of information from received sensations given by the encoder. Decoding information utilizes knowledge one may have of certain received sensations. For example, in the picture above, the encoder holds up two fingers, and the decoder may know from previous experience that this means two. There are some ""decoding rules"", which state that in some cases a person may be able to properly assess some nonverbal cues and understand their meaning, whereas others might not be able to do so as effectively. Both of these skills can vary from person to person, with some people being better than others at one or both. These individuals would be more socially conscious and have better interpersonal relationships. An example of this would be with gender: women are found to be better decoders than men since they are more observant of nonverbal cues, as well as more likely to use them.


title: Nonverbal communication

text: Culture plays an important role in nonverbal communication, and it is one aspect that helps to influence how learning activities are organized. In many Indigenous American communities, for example, there is often an emphasis on nonverbal communication, which acts as a valued means by which children learn. Within cultures around the world there are extreme differences and similarities between a lot of nonverbal gestures or signals. For example the head gesture for yes and no may have different meanings depending on where you are in the world. In this sense, learning is not dependent on verbal communication; rather, it is nonverbal communication which serves as a primary means of not only organizing interpersonal interactions, but also conveying cultural values, and children learn how to participate in this system from a young age.


title: Nonverbal communication

text: According to some authors, nonverbal communication represents two-thirds of all communications. Nonverbal communication can portray a message both vocally and with the correct body signals or gestures. Body signals comprise physical features, conscious and unconscious gestures and signals, and the mediation of personal space. The wrong message can also be established if the body language conveyed does not match a verbal message. Paying attention to both verbal and nonverbal may leave you with a lost feeling due to not being able breakdown both at the same time. But to ignore nonverbal communication altogether would cause you to lose up to 60% of your communication experts say.


title: Nonverbal communication

text: Nonverbal communication strengthens a first impression in common situations like attracting a partner or in a business interview: impressions are on average formed within the first four seconds of contact. First encounters or interactions with another person strongly affect a person's perception. When the other person or group is absorbing the message, they are focused on the entire environment around them, meaning the other person uses all five senses in the interaction: 83% sight, 11% hearing, 3% smell, 2% touch and 1% taste.


title: Nonverbal communication

text: Many indigenous cultures use nonverbal communication in the integration of children at a young age into their cultural practices. Children in these communities learn through observing and pitching in through which nonverbal communication is a key aspect of observation.


title: Nonverbal communication

text: Scientific research on nonverbal communication and behavior was started in 1872 with the publication of Charles Darwin's book "The Expression of the Emotions in Man and Animals". In the book, Darwin argued that all mammals, both humans and animals, showed emotion through facial expressions. He posed questions such as: "Why do our facial expressions of emotions take the particular forms they do?" and "Why do we wrinkle our nose when we are disgusted and bare our teeth when we are enraged?" Darwin attributed these facial expressions to serviceable associated habits, which are behaviors that earlier in our evolutionary history had specific and direct functions. For example, a species that attacked by biting, baring the teeth was a necessary act before an assault and wrinkling the nose reduced the inhalation of foul odors. In response to the question asking why facial expressions persist even when they no longer serve their original purposes, Darwin's predecessors have developed a highly valued explanation. According to Darwin, humans continue to make facial expressions because they have acquired communicative value throughout evolutionary history. In other words, humans utilize facial expressions as external evidence of their internal state. Although "The Expression of the Emotions in Man and Animals" was not one of Darwin's most successful books in terms of its quality and overall impact in the field, his initial ideas started the abundance of research on the types, effects, and expressions of nonverbal communication and behavior.


title: Nonverbal communication

text: Despite the introduction of nonverbal communication in the 1800s, the emergence of behaviorism in the 1920s paused further research on nonverbal communication. Behaviorism is defined as the theory of learning that describes people's behavior as acquired through conditioning. Behaviorists such as B.F. Skinner trained pigeons to engage in various behaviors to demonstrate how animals engage in behaviors with rewards.


title: Nonverbal communication

text: While most psychology researchers were exploring behaviorism, the study of nonverbal communication as recorded on film began in 1955–56 at the Center for Advanced Study in Behavioral Sciences through a project which came to be called the "Natural History of an Interview". The initial participants included two psychiatrists, Frieda Fromm-Reichman and Henry Brosin, two linguists, Norman A. McQuown and Charles Hockett, and also two anthropologists, Clyde Kluckhohn and David M. Schneider, (these last two withdrew by the end of 1955, and did not participate in the major group project). In their place, two other anthropologists, Ray Birdwhistell, already then known as the founder of kinesics, the study of body motion communication, and Gregory Bateson, known more generally as a human communication theorist, both joined the team in 1956. Albert Scheflen and Adam Kendon were among those who joined one of the small research teams continuing research once the year at CASBS ended. The project analyzed a film made by Bateson, using an analytic method called at the time "natural history", and later, mostly by Scheflen, "context analysis". The result remained unpublished, as it was enormous and unwieldy, but it was available on microfilm by 1971. The method involves transcribing filmed or videotaped behavior in excruciating detail, and was later used in studying the sequence and structure of human greetings, social behaviors at parties, and the function of posture during interpersonal interaction.


title: Nonverbal communication

text: Research on nonverbal communication rocketed during the mid-1960s by a number of psychologists and researchers. Michael Argyle and Janet Dean Fodor, for example, studied the relationship between eye contact and conversational distance. Ralph V. Exline examined patterns of looking while speaking and looking while listening. Eckhard Hess produced several studies pertaining to pupil dilation that were published in "Scientific American". Robert Sommer studied the relationship between personal space and the environment. Robert Rosenthal discovered that expectations made by teachers and researchers can influence their outcomes, and that subtle, nonverbal cues may play an important role in this process. Albert Mehrabian studied the nonverbal cues of liking and immediacy. By the 1970s, a number of scholarly volumes in psychology summarized the growing body of research, such as Shirley Weitz's "Nonverbal Communication" and Marianne LaFrance and Clara Mayo's "Moving Bodies". Popular books included "Body Language" (Fast, 1970), which focused on how to use nonverbal communication to attract other people, and "How to Read a Person Like a Book" (Nierenberg & Calero, 1971) which examined nonverbal behavior in negotiation situations. The journal "Environmental Psychology and Nonverbal Behavior" was founded in 1976.


title: Nonverbal communication

text: In 1970, Argyle hypothesized that although spoken language is used for communicating the meaning about events external to the person communicating, the nonverbal codes are used to create and strengthen interpersonal relationships. When someone wishes to avoid conflicting or embarrassing events during communication, it is considered proper and correct by the hypothesis to communicate attitudes towards others non-verbally instead of verbally. Along with this philosophy, Michael Argyle also found and concluded in 1988 that there are five main functions of nonverbal body behavior and gestures in human communications: self-presentation of one's whole personality, rituals and cultural greetings, expressing interpersonal attitudes, expressing emotions, and to accompany speech in managing the cues set in the interactions between the speaker and the listener.


title: Nonverbal communication

text: It takes just one-tenth of a second for someone to judge and make their first impression. According to a study from Princeton University, this short amount of time is enough for a person to determine several attributes about an individual. These attributes included "attractiveness, likeability, trustworthiness, competence, and aggressiveness."  A first impression is a lasting non-verbal communicator. The way a person portrays themselves on the first encounter is non-verbal statement to the observer. Presentation can include clothing and other visible attributes such as facial expressions or facial traits in general. Negative impressions can also be based on presentation and on personal prejudice. First impressions, although sometimes misleading, can in many situations be an accurate depiction of others.


title: Nonverbal communication

text: In terms of culture, collectivists have a harder time changing their first impressions because they emphasize a lot more context and need additional time when faced with new clues as each view may be correct in some contexts. Moreover, Fang et al., acknowledged that first impression is less likely to change in Asian culture because they value cohesiveness and consensus, thus will not destroy their group cohesiveness at the expense of changing their first impression when they reached a consensus.


title: Nonverbal communication

text: Posture is a nonverbal cue that is associated with positioning and that these two are used as sources of information about individual's characteristics, attitudes, and feelings about themselves and other people. There are many different types of body positioning to portray certain postures, including slouching, towering, legs spread, jaw thrust, shoulders forward, and arm crossing. The posture or bodily stance exhibited by individuals communicates a variety of messages whether good or bad. A study, for instance, identified around 200 postures that are related to maladjustment and withholding of information.


title: Nonverbal communication

text: Posture can be used to determine a participant's degree of attention or involvement, the difference in status between communicators, and the level of fondness a person has for the other communicator, depending on body "openness". It can also be effectively used as a way for an individual to convey a desire to increase, limit, or avoid interaction with another person. Studies investigating the impact of posture on interpersonal relationships suggest that mirror-image congruent postures, where one person's left side is parallel to the other person's right side, leads to favorable perception of communicators and positive speech; a person who displays a forward lean or decreases a backward lean also signifies positive sentiment during communication.


title: Nonverbal communication

text: Posture can be situation-relative, that is, people will change their posture depending on the situation they are in. This can be demonstrated in the case of relaxed posture when an individual is within a nonthreatening situation and the way one's body tightens or become rigid when under stress.


title: Nonverbal communication

text: Clothing is one of the most common forms of non-verbal communication. The study of clothing and other objects as a means of non-verbal communication is known as "artifactics" or "objectics". The types of clothing that an individual wears convey nonverbal cues about his or her personality, background and financial status, and how others will respond to them. An individual's clothing style can demonstrate their culture, mood, level of confidence, interests, age, authority, and values/beliefs. For instance, Jewish men may wear a yarmulke to outwardly communicate their religious belief. Similarly, clothing can communicate what nationality a person or group is; for example, in traditional festivities Scottish men often wear kilts to specify their culture.


title: Nonverbal communication

text: Aside from communicating a person's beliefs and nationality, clothing can be used as a nonverbal cue to attract others. Men and women may shower themselves with accessories and high-end fashion to attract partners interested. In this case, clothing is a form of self-expression where people can flaunt their power, wealth, sex appeal, or creativity. A study of the clothing worn by women attending discothèques, carried out in Vienna, Austria. It showed that in certain groups of women (especially women who were without their partners), motivation for sex and levels of sexual hormones were correlated with aspects of their clothing, especially the amount of skin displayed and the presence of sheer clothing.


title: Nonverbal communication

text: The way one chooses to dress tells a lot about one's personality. The University of North Carolina studied how undergraduate women chose to dress and their personality types. The study showed that women dressed "primarily for comfort and practicality were more self-controlled, dependable, and socially well adjusted." Women who didn't like to stand out in a crowd typically had more conservative and traditional views and beliefs. Clothing, although non-verbal, tells people what the individual's personality is. The way a person dresses is typically rooted in deeper internal motivations such as emotions, experiences, and culture. Clothing expresses who they are or who they want to be that day. It shows other people who they want to be associated with and where they fit in. Clothing can start relationships because they clue other people into the wearer.


title: Nonverbal communication

text: When it comes to the clothing that they wear, nonverbal communication with gangs is very common. Gang members typically wear 2-3 colors to signify that they are representing a particular neighborhood. Baseball caps and hats with specific gang names and initials, worn backwards, tilted, in certain colors, etc. bandanas worn around the head, shoulders, arms, or legs. Gang members frequently dress in hip-hop-inspired fashions, such as oversized pants worn below the waist (also known as "sagging"). Colored belts, colored shoes, and colored bandanas are all utilized as identifiers. Group colors and clothing are commonly used to represent affiliation.


title: Nonverbal communication

text: Gestures may be made with the hands, arms or body, and also include movements of the head, face and eyes, such as winking, nodding, or rolling one's eyes. Although the study of gesture is still in its infancy, some broad categories of gestures have been identified by researchers. The most familiar are the so-called emblems or quotable gestures. These are conventional, culture-specific gestures that can be used as replacement for words, such as the hand wave used in western cultures for "hello" and "goodbye". A single emblematic gesture can have a very different significance in different cultural contexts, ranging from complimentary to highly offensive. For a list of emblematic gestures, see List of gestures. There are some universal gestures like the shoulder shrug.


title: Nonverbal communication

text: Gestures can also be categorized as either speech independent or speech related. Speech-independent gestures are dependent upon culturally accepted interpretation and have a direct verbal translation. A wave or a peace sign are examples of speech-independent gestures. Speech-related gestures are used in parallel with verbal speech; this form of nonverbal communication is used to emphasize the message that is being communicated. Speech-related gestures are intended to provide supplemental information to a verbal message such as pointing to an object of discussion.


title: Nonverbal communication

text: Facial expressions, more than anything, serve as a practical means of communication. With all the various muscles that precisely control mouth, lips, eyes, nose, forehead, and jaw, human faces are estimated to be capable of more than ten thousand different expressions. This versatility makes non-verbals of the face extremely efficient and honest, unless deliberately manipulated. In addition, many of these emotions, including happiness, sadness, anger, fear, surprise, disgust, shame, anguish and interest are universally recognized.


title: Nonverbal communication

text: Displays of emotions can generally be categorized into two groups: negative and positive. Negative emotions usually manifest as increased tension in various muscle groups: tightening of jaw muscles, furrowing of forehead, squinting eyes, or lip occlusion (when the lips seemingly disappear). In contrast, positive emotions are revealed by the loosening of the furrowed lines on the forehead, relaxation of the muscles around the mouth, and widening of the eye area. When individuals are truly relaxed and at ease, the head will also tilt to the side, exposing our most vulnerable area, the neck. This is a high-comfort display, often seen during courtship, that is nearly impossible to mimic when tense or suspicious.


title: Nonverbal communication

text: Some hand movements are not considered to be gestures. They consist of manipulations either of the person or some object (e.g. clothing, pencils, eyeglasses)—the kinds of scratching, fidgeting, rubbing, tapping, and touching that people often do with their hands. These behaviors can show that a person is experiencing anxiety or feeling of discomfort, typical when the individual is not the one in control of the conversation or situation and therefore expresses this uneasiness subconsciously. Such behaviors are referred to as adapters. They may not be perceived as meaningfully related to the speech in which they accompany, but may serve as the basis for dispositional inferences of the speaker's emotion (nervous, uncomfortable, bored.) These types of movements  are believed to express the unconscious thoughts and feelings of a person, or those thoughts an emotions one is trying to consciously hide.


title: Nonverbal communication

text: Other hand movements are gestures. They are movements with specific, conventionalized meanings called symbolic gestures. They are the exact opposite of adaptors, since their meanings are intended to be communicated and they have a specific meaning for the person who gives the gesture and the person to receive it. Familiar symbolic gestures include the "raised fist," "bye-bye," and "thumbs up." In contrast to adapters, symbolic gestures are used intentionally and serve a clear communicative function. Sign languages are highly developed systems of symbolic gesture. Some educators that work with deaf learners use a combination of cued speech and lip speaking and reading that helps deaf and hard hearing individuals (D/HH) to code and decode words based on their phonetics. In addition to the supplementary aspect of the cues like location and movement, every culture has their own set of gestures, some of which are unique only to a specific culture. For example, the phonological and lexical repository of D/HH individuals is highly dependent on their social background and richness of language. Very similar gestures can have very different meanings across cultures. Symbolic gestures are usually used in the absence of speech but can also accompany speech.


title: Nonverbal communication

text: The middle ground between adapters and symbolic gestures is occupied by conversational gestures. These gestures do not refer to actions or words but do accompany speech. Conversational gestures are hand movements that accompany speech and are related to the speech they accompany. Though they do accompany speech, conversational gestures are not seen in the absence of speech and are only made by the person who is speaking.


title: Nonverbal communication

text: There are a few types of conversational gestures, specifically motor and lexical movements.  Motor movements are those which are rhythmical and repetitive, do not have to be accompanied by anything spoken due to their simple meaning, and the speaker's hand usually sticks to one position. When paired with verbal communication, they can be used to stress certain syllables. An example of this would be pointing someone in the direction of an individual and saying, "That way." In this case, the "That" in the sentence would be stressed by the movements. Lexical movements are more complex, not rhythmic, or repetitive, but rather lengthy and varied. An example of this would be something like giving elaborate directions to somewhere and pairing that with various hands movements to signal the various turns to take.


title: Nonverbal communication

text: According to Edward T. Hall, the amount of space we maintain between ourselves and the persons with whom we are communicating shows the importance of the science of proxemics. In this process, it is seen how we feel towards the others at that particular time. Within American culture Hall defines four primary distance zones: (i) intimate (touching to eighteen inches [0–46 centimetres]) distance, (ii) personal (eighteen inches to four feet, [0.46–1.22 metres]) distance, (iii) social (four to twelve feet [1.22–3.66 metres]) distance, and (iv) public (more than twelve feet [3.66 metres]) distance. Intimate distance is considered appropriate for familiar relationships and indicates closeness and trust. Personal distance is still close but keeps another "at arm's length" and is considered the most comfortable distance for most of our interpersonal contact, while social distance is used for the kind of communication that occurs in business relationships and, sometimes, in the classroom. Public distance occurs in situations where two-way communication is not desirable or possible.


title: Nonverbal communication

text: Eye contact is the instance when two people look at each other's eyes at the same time; it is the primary nonverbal way of indicating engagement, interest, attention and involvement. Nonverbal communication involves the conscious and unconscious processes of "encoding" and "decoding". Encoding is defined as our ability to express emotions in a way that the receiver(s). Decoding is called ""nonverbal sensitivity"", defined as the ability to take this encoded emotion and interpret its meanings accurately to what the sender intended. Encoding is the act of generating information such as facial expressions, gestures, and postures. Some studies have demonstrated that people use their eyes to indicate interest. This includes frequently recognized actions of winking and movements of the eyebrows. Disinterest is highly noticeable when little or no eye contact is made in a social setting. When an individual is interested, however, the pupils will dilate.


title: Nonverbal communication

text: According to Eckman, "Eye contact (also called mutual gaze) is another major channel of nonverbal communication. The duration of eye contact is its most meaningful aspect." Generally speaking, the longer there is established eye contact between two people, the greater the intimacy levels.


title: Nonverbal communication

text: Gaze comprises the actions of looking while talking and listening. The length of a gaze, the frequency of glances, patterns of fixation, pupil dilation, and blink rate are all important cues in nonverbal communication. According to Descroix et al., the context of conversations does not produce long blinks between the emitter and the recipient. "Liking generally increases as mutual gazing increases."


title: Nonverbal communication

text: Along with the detection of disinterest, deceit can also be observed in a person. Hogan states "when someone is being deceptive their eyes tend to blink a lot more. Eyes act as leading indicator of truth or deception," Both nonverbal and verbal cues are useful when detecting deception. It is typical for people who are detecting lies to rely consistently on verbal cues but this can hinder how well they detect deception. Those who are lying and those who are telling the truth possess different forms of nonverbal and verbal cues and this is important to keep in mind. In addition, it is important to note that understanding the cultural background of a person will influence how easily deception is detectable because nonverbal cues may differ depending on the culture. In addition to eye contact these nonverbal cues can consist of physiological aspects including pulse rate as well as levels of perspiration. In addition eye aversion can be predictive of deception. Eye aversion is the avoidance of eye contact. Eye contact and facial expressions provide important social and emotional information. Overall, as Pease states, "Give the amount of eye contact that makes everyone feel comfortable. Unless looking at others is a cultural no-no, lookers gain more credibility than non-lookers"


title: Nonverbal communication

text: In concealing deception, nonverbal communication makes it easier to lie without being revealed. This is the conclusion of a study where people watched made-up interviews of persons accused of having stolen a wallet. The interviewees lied in about 50% of the cases. People had access to either written transcript of the interviews, or audio tape recordings, or video recordings. The more clues that were available to those watching, the larger was the trend that interviewees who actually lied were judged to be truthful. That is, people that are clever at lying can use tone of voice and facial expressions to give the impression that they are truthful. Contrary to popular belief, a liar does not always avoid eye contact. In an attempt to be more convincing, liars deliberately made more eye contact with interviewers than those that were telling the truth. However, there are many cited examples of cues to deceit, delivered via nonverbal (paraverbal and visual) communication channels, through which deceivers supposedly unwittingly provide clues to their concealed knowledge or actual opinions. Most studies examining the nonverbal cues to deceit rely upon human coding of video footage (c.f. Vrij, 2008), although a recent study also demonstrated bodily movement differences between truth-tellers and liars using an automated body motion capture system.


title: Nonverbal communication

text: While not traditionally thought of as "talk," nonverbal communication has been found to contain highly precise and symbolic meanings, similar to verbal speech. However the meanings in nonverbal communication are conveyed through the use of gesture, posture changes, and timing. Nuances across different aspects of nonverbal communication can be found in cultures all around the world. These differences can often lead to miscommunication between people of different cultures, who usually do not mean to offend. Differences can be based in preferences for mode of communication, like the Chinese, who prefer silence over verbal communication. Differences can even be based on how cultures perceive the passage of time. Chronemics, how people handle time, can be categorized in two ways: polychronic which is when people do many activities at once and is common in Italy and Spain, or monochronic which is when people do one thing at a time which is common in America. Because nonverbal communication can vary across many axes—gestures, gaze, clothing, posture, direction, or even environmental cues like lighting—there is a lot of room for cultural differences. In Japan, a country which prides itself on the best customer service, workers tend to use wide arm gestures to give clear directions to strangers—accompanied by the ever-present bow to indicate respect. One of the main factors that differentiates nonverbal communication in cultures is high and low-context. context relates to certain events and the meaning that is ultimately derived from it. "High-context" cultures rely mostly on nonverbal cues and gestures, using elements such as the closeness of the kind of the relationships they have with others, strict social hierarchies and classes and deep cultural tradition and widely known beliefs and rules. In contrast, "low-context" cultures depend largely on words and verbal communication, where communications are direct and social hierarchies are way less tense and more loose.


title: Nonverbal communication

text: Gestures vary widely across cultures in how they are used and what they mean. A common example is pointing. In the United States, pointing is the gesture of a finger or hand to indicate or "come here please" when beckoning a dog. But pointing with one finger is also considered to be rude by some cultures. Those from Asian cultures typically use their entire hand to point to something. Other examples include, sticking your tongue out. In Western countries, it can be seen as mockery, but in Polynesia it serves as a greeting and a sign of reverence. Clapping is a North American way of applauding, but in Spain is used to summon a waiter at a restaurant. Differences in nodding and shaking the head to indicate agreement and disagreement also exist. Northern Europeans nodding their heads up and down to say "yes", and shaking their head from side to side to say "no". But the Greeks have for at least three thousand years used the upward nod for disagreement and the downward nod for agreement." There are many ways of waving goodbye: Americans face the palm outward and move the hand side to side, Italians face the palm inward and move the fingers facing the other person, French and Germans face the hand horizontal and move the fingers toward the person leaving. Also, it is important to note that gestures are used in more informal settings and more often by children. People in the United States commonly use the "OK" hand gesture to give permission and allow an action. In Japan, however, the same sign means "money". It refers to "zero" or "nothing" in several cultures besides these two (Argentina, Belgium, French and the Portuguese). To Eastern European cultures that same "OK" sign is considered a vulgar swearing gesture.


title: Nonverbal communication

text: Speech-independent gestures are nonverbal cues that communicate a word or an expression, most commonly a dictionary definition. Although there is differences in nonverbal gestures across cultures, speech-independent gestures must have an agreeable understanding among people affiliated with that culture or subculture on what that gesture's interpretation is. As most humans use gestures to better clarify their speech, speech-independent gestures don't rely on speech for their meaning. Usually they transpire into a single gesture.


title: Nonverbal communication

text: Many speech-independent gestures are made with the hand, the "ring" gesture usually comes across as asking someone if they are okay. There are several that could be performed through the face. For example, a nose wrinkle could universally mean disapproval or disgust. Nodding your head up and down or side to side indicate an understanding or lack of when the speaker is talking. Just because speech-independent speech doesn't need actual speech for understanding the gesture, it still needs context. Using your middle finger is a gesture that could be used within different contexts. It could be comical or derogatory. The only way to know is if one analyzes the other behaviors surrounding it and depending on who the speaker is and who the speaker is addressing.


title: Nonverbal communication

text: Emotions are a key factor in nonverbal communication. Just as gestures and other hand movements vary across cultures, so does the way people display their emotions. For example, "In many cultures, such as the Arab and Iranian cultures, people express grief openly. They mourn out loud, while in Asian cultures, the general belief is that it is unacceptable to show emotion openly." For people in Westernized countries, laughter is a sign of amusement, but in some parts of Africa it is a sign of wonder or embarrassment.


title: Nonverbal communication

text: Emotional expression varies with culture. Native Americans tend to be more reserved and less expressive with emotions. Frequent touches are common for Chinese people; however, such actions like touching, patting, hugging or kissing in America are less frequent and not often publicly displayed.According to Rebecca Bernstein (from "Point Park University) "Winking is a facial expression particularly varied in meaning."" According to Latin culture, a wink was a display or invitation of romantic pursuit. The Yoruba (Nigeria) have taught their children to follow certain nonverbal commands, such as winking, which tells them it's time to leave the room. To the Chinese it comes off as an offensive gesture.


title: Nonverbal communication

text: According to Matsumoto and Juang, the nonverbal motions of different people indicate important channels of communication. Nonverbal actions should match and harmonize with the message being portrayed, otherwise confusion will occur. For instance, an individual would normally not be seen smiling and gesturing broadly when saying a sad message. The author states that nonverbal communication is very important to be aware of, especially if comparing gestures, gaze, and tone of voice amongst different cultures. As Latin American cultures embrace big speech gestures, Middle Eastern cultures are relatively more modest in public and are not expressive. Within cultures, different rules are made about staring or gazing. Women may especially avoid eye contact with men because it can be taken as a sign of sexual interest. In some cultures, gaze can be seen as a sign of respect. In Western culture, eye contact is interpreted as attentiveness and honesty. In Hispanic, Asian, Middle Eastern, and Native American cultures, eye contact is thought to be disrespectful or rude, and lack of eye contact does not mean that a person is not paying attention. Voice is a category that changes within cultures. Depending on whether or not the cultures is expressive or non-expressive, many variants of the voice can depict different reactions.


title: Nonverbal communication

text: The acceptable physical distance is another major difference in the nonverbal communication between cultures. In Latin America and the Middle East the acceptable distance is much shorter than what most Europeans and Americans feel comfortable with. This is why an American or a European might wonder why the other person is invading his or her personal space by standing so close, while the other person might wonder why the American/European is standing so far from him or her. In addition, for Latin Americans, the French, Italians, and Arabs the distance between people is much closer than the distance for Americans; in general for these close distance groups, 1 foot of distance is for lovers, 1.5–4 feet of distance is for family and friends, and 4–12 feet is for strangers. In the opposite way, most Native Americans value distance to protect themselves.


title: Nonverbal communication

text: Nonverbal communication is commonly used to facilitate learning in indigenous American communities. Nonverbal communication is pivotal for collaborative participation in shared activities, as children from indigenous American communities will learn how to interact using nonverbal communication by intently observing adults. Nonverbal communication allows for continuous keen observation and signals to the learner when participation is needed. Culture plays an important role in nonverbal communication, and it is one aspect that helps to influence how learning activities are organized. In many Indigenous American Communities, for example, there is often an emphasis on nonverbal communication, which acts as a valued means by which children learn. In a study on Children from both US Mexican (with presumed indigenous backgrounds) and European American heritages who watched a video of children working together without speaking found that the Mexican-heritage children were far more likely to describe the children's actions as collaborative, saying that the children in the video were "talking with their hands and with their eyes."


title: Nonverbal communication

text: A key characteristic of this type of nonverbal learning is that children have the opportunity to observe and interact with all parts of an activity. Many Indigenous American children are in close contact with adults and other children who are performing the activities that they will eventually master. Objects and materials become familiar to the child as the activities are a normal part of everyday life. Learning is done in an extremely contextualized environment rather than one specifically tailored to be instructional. For example, the direct involvement that Mazahua children take in the marketplace is used as a type of interactional organization for learning without explicit verbal instruction. Children learn how to run a market stall, take part in caregiving, and also learn other basic responsibilities through non-structured activities, cooperating voluntarily within a motivational context to participate. Not explicitly instructing or guiding the children teaches them how to integrate into small coordinated groups to solve a problem through consensus and shared space. These Mazahua separate-but-together practices have shown that participation in everyday interaction and later learning activities establishes enculturation that is rooted in nonverbal social experience. As the children participate in everyday interactions, they are simultaneously learning the cultural meanings behind these interactions. Children's experience with nonverbally organized social interaction helps constitute the process of enculturation.


title: Nonverbal communication

text: In some Indigenous communities of the Americas, children reported one of their main reasons for working in their home was to build unity within the family, the same way they desire to build solidarity within their own communities. Most indigenous children learn the importance of putting in this work in the form of nonverbal communication. Evidence of this can be observed in a case study where children are guided through the task of folding a paper figure by observing the posture and gaze of those who guide them through it. This is projected onto homes and communities, as children wait for certain cues from others to initiative cooperate and collaborate.


title: Nonverbal communication

text: One aspect of nonverbal communication that aids in conveying these precise and symbolic meanings is "context-embeddedness." The idea that many children in Indigenous American Communities are closely involved in community endeavors, both spatially and relationally, which help to promote nonverbal communication, given that words are not always necessary. When children are closely related to the context of the endeavor as active participants, coordination is based on a shared reference, which helps to allow, maintain, and promote nonverbal communication. The idea of "context-embeddedness" allows nonverbal communication to be a means of learning within Native American Alaskan Athabaskans and Cherokee communities. By observing various family and community social interactions, social engagement is dominated through nonverbal communication. For example, when children elicit thoughts or words verbally to their elders, they are expected to structure their speech carefully. This demonstrates cultural humility and respect as excessive acts of speech when conversational genre shifts reveal weakness and disrespect. This careful self-censorship exemplifies traditional social interaction of Athapaskin and Cherokee Native Americans who are mostly dependent on nonverbal communication.


title: Nonverbal communication

text: Nonverbal cues are used by most children in the Warm Springs Indian Reservation community within the parameters of their academic learning environments. This includes referencing Native American religion through stylized hand gestures in colloquial communication, verbal and nonverbal emotional self-containment, and less movement of the lower face to structure attention on the eyes during face-to-face engagement. Therefore, children's approach to social situations within a reservation classroom, for example, may act as a barrier to a predominantly verbal learning environment. Most Warm Springs children benefit from a learning model that suits a nonverbal communicative structure of collaboration, traditional gesture, observational learning and shared references.


title: Nonverbal communication

text: It is important to note that while nonverbal communication is more prevalent in Indigenous American Communities, verbal communication is also used. Preferably, verbal communication does not substitute one's involvement in an activity, but instead acts as additional guidance or support towards the completion of an activity.


title: Nonverbal communication

text: As much of (neurotypical) communication is nonverbal, learning a language without learning its corresponding pragmatics can lead to miscommunication. "This can lead to intercultural conflict (according to Marianna Pogosyan Ph.D.), misunderstandings and ambiguities in communication, despite language fluency." Nonverbal communication makes the difference between bringing cultures together in understanding one another, appearing authentic. Or it can push people farther away due to misunderstandings in how different groups see certain nonverbal cues or gestures. From birth, children in various cultures are taught the gestures and cues their culture defines as universal which is not the case for others, but some movements are universal. Evidence suggests neurotypical humans all smile when happy about something and frown when something is upsetting or bad.


title: Nonverbal communication

text: "In the study of nonverbal communications, the limbic brain is where the action is...because it is the part of the brain that reacts to the world around us reflexively and instantaneously, in real time, and without thought." There is evidence that the nonverbal cues made from person-to-person do not entirely have something to do with environment.


title: Nonverbal communication

text: Along with gestures, phenotypic traits can also convey certain messages in nonverbal communication, for instance, eye color, hair color and height. Research into height has generally found that taller people are perceived as being more impressive. Melamed and Bozionelos (1992) studied a sample of managers in the United Kingdom and found that height was a key factor in who was promoted. Height can have benefits and depressors too. "While tall people often command more respect than short people, height can also be detrimental to some aspects of one-to-one communication, for instance, where you need to 'talk on the same level' or have an 'eye-to-eye' discussion with another person and do not want to be perceived as too big for your boots."


title: Nonverbal communication

text: Chronemics is the way time is used. Our use of time can communicate and send messages, nonverbally. The way we use time and give or don't give our time to others can communicate different messages. Chronemics can send messages to others about what we value and also send messages about power. "When you go to see someone who is in a position of power over you, such as your supervisor, it is not uncommon to be kept waiting. However, you would probably consider it bad form to make a more powerful person wait for you. Indeed, the rule seems to be that the time of powerful people is more valuable than the time of less powerful people."


title: Nonverbal communication

text: Kinesics is defined as movements, more specifically the study of our movements involving our hands, body, and face. This form of nonverbal communication is powerful in the messages it sends to those witnessing them. The term was first coined by Ray Birdwhistell, who considered the term body language inaccurate and instead opted to explain it as nonverbal behaviors stemming from body movement. Research around this behavior provides some examples, such as someone casually smiling and leaning forward, as well as maintaining eye contact to radiate a non-dominating and intimate demeanor. In contrast, someone leaning back, a stoic facial expression, and no to little eye contact could emit an unfriendly and dominating demeanor.


title: Nonverbal communication

text: Additional research expresses that eye contact is an important part of nonverbal communication involved in kinesics, as longer and appropriate levels of eye contact give an individual credibility. The opposite is said for those who do not maintain eye contact, as they are likely to be deemed distrustful. More eye contact was also found to be related to higher levels of likability and believability from those people interacted with. A real-life example of this is through service workers, in a study it was found that those workers who welcomed customers with smiles seemed like warmer individuals than those who did not smile. Customers reported that those without smiles and open body movements, such as waving or handshaking, were lacking warmth and deemed less friendly.


title: Nonverbal communication

text: Haptics is the study of touching as nonverbal communication, and haptic communication refers to how people and other animals communicate via touching.


title: Nonverbal communication

text: Touches among humans that can be defined as communication include handshakes, holding hands, kissing (cheek, lips, hand), back slapping, high fives, a pat on the shoulder, and brushing an arm. Touching of oneself may include licking, picking, holding, and scratching. These behaviors are referred to as "adapters" or "tells" and may send messages that reveal the intentions or feelings of a communicator and a listener. The meaning conveyed from touch is highly dependent upon the culture, the context of the situation, the relationship between communicators, and the manner of touch.


title: Nonverbal communication

text: Touch is an extremely important sense for humans; as well as providing information about surfaces and textures it is a component of nonverbal communication in interpersonal relationships, and vital in conveying physical intimacy. It can be both sexual (such as kissing) and platonic (such as hugging or tickling).


title: Nonverbal communication

text: Touch is the earliest sense to develop in the fetus. Human babies have been observed to have enormous difficulty surviving if they do not possess a sense of touch, even if they retain sight and hearing. Babies who can perceive through touch, even without sight and hearing, tend to fare much better.


title: Nonverbal communication

text: In chimpanzees, the sense of touch is highly developed. As newborns, they see and hear poorly but cling strongly to their mothers. Harry Harlow conducted a controversial study involving rhesus monkeys and observed that monkeys reared with a "terry cloth mother," a wire feeding apparatus wrapped in soft terry cloth that provided a level of tactile stimulation and comfort, the monkey who had the real parent were considerably more emotionally stable as adults than those with a mere wire mother (Harlow, 1958).


title: Nonverbal communication

text: Touching is treated differently from one country to another and socially acceptable levels of touching vary from one culture to another (Remland, 2009). In Thai culture, for example, touching someone's head may be thought rude. Remland and Jones (1995) studied groups of people communicating and found that touching was rare among the English (8%), the French (5%) and the Dutch (4%) compared to Italians (14%) and Greeks (12.5%). Striking, pushing, pulling, pinching, kicking, strangling and hand-to-hand fighting are forms of touch in the context of physical abuse. In the "Journal of Nonverbal Behavior," McDaniel et al. assessed touch as a form of communication among people from different nations under the lens of culture, relationships, and a number of body areas touched. Latin Americans are known to have a high degree of tactile activity in contrast to Asians who are considered a no-contact culture as they often steer away from public display of affection (PDA).


title: Nonverbal communication

text: Proxemics is defined as the use of space as a form of communication, and includes how far or near you position yourself from others; it can be influenced by culture, race/ethnicity, gender, and age. Edward T. Hall invented the term when he realized that culture influences how people use space in communication while working with diplomats, and published his findings on proxemics in 1959 as "The Silent Language". Proxemics also play a big role in business as research shows that gender and invasion of customers' privacy without previous ties negatively affect the outcome of deals. Besides, in high contact cultures, people are generally more comfortable in closer proximity, whereas individuals in low contact cultures feel more comfortable with a greater amount of personal space. Hall concluded that proxemics could cause misunderstandings between cultures as cultures use of proxemics varies and what is customary in one culture may range from being confusing to being offensive to members of a different culture.


title: Nonverbal communication

text: According to Edward T. Hall, the amount of space we maintain between ourselves and the persons we communicate with shows the importance of the science of proxemics. In this process, it is seen how we feel towards others at that particular time. This resonates with proxemics and viewing it through the cultural lens, people use their space differently because of the meaning behind it as in a spectrum of cultures, ideologies differ. Within American culture, Hall defines four primary distance zones: (i) intimate (touching to eighteen inches) distance, (ii) personal (eighteen inches to four feet) distance, (iii) social (four to twelve feet) distance, and (iv) public (more than twelve feet) distance.


title: Nonverbal communication

text: Intimate space is any distance less than 18 inches, and is most commonly used by individuals when they are engaging with someone with whom they feel very comfortable, such as a spouse, partner, friend, child, or parent. Personal space is a distance of 18 inches to 4 feet and is usually used when individuals are interacting with friends. Social distance is the most common type of proximity as it is used when communicating with colleagues, classmates, acquaintances, or strangers. Public distance creates the greatest gap between the individual and the audience and is categorized as distances greater than 12 feet in distance and is often used for speeches, lectures, or formal occasions. It occurs in situations where two-way communication is not desirable or possible. When that space we maintain is invaded, Hasler et al. state that we unconsciously turn on defense mechanisms that include changes in eye gaze or orientation as well as moving away to convey your discomfort to the other person especially when no primary interpersonal relationship exists.


title: Nonverbal communication

text: When communicating face-to-face with someone, it's sometimes hard to differentiate which parts of conversing are communicated via verbally or non-verbally. Other studies done on the same subject have concluded that in more relaxed and natural settings of communication, verbal and non-verbal signals and cues can contribute in surprisingly similar ways. Argyle, using video tapes shown to the subjects, analysed the communication of submissive/dominant attitude, (high and low context, high context resorting to more strict social classes and take a more short and quick response route to portray dominance, low context being the opposite by taking time to explain everything and putting a lot of importance on communication and building trust and respect with others in a submissive and relaxed manner), and found that non-verbal cues had 4.3 times the effect of verbal cues. The most important effect was that body posture communicated superior status (specific to culture and context said person grew up in) in a very efficient way. On the other hand, a study by Hsee et al. had subjects judge a person on the dimension happy/sad and found that words spoken with minimal variation in intonation had an impact about 4 times larger than face expressions seen in a film without sound. Therefore, when considering certain non-verbal mannerisms such as facial expressions and physical cues, they can conflict in meaning when compared to spoken language and emotions. Different set ups and scenarios would yield different responses and meanings when using both types of communication. In other ways they can complement each other, provided they're used together wisely during a conversation.


title: Nonverbal communication

text: When seeking to communicate effectively, it's important that the nonverbal conversation supports the verbal conversation, and vice versa. If the nonverbal cues converge with what we are saying verbally, then our message is further reinforced. Mindfulness is one technique that can help improve our awareness of NVC. If we become more mindful and present to how our body is moving, then we can better control our external nonverbal communication, which results in more effective communication.


title: Nonverbal communication

text: When communicating, nonverbal messages can interact with verbal messages in six ways: repeating, conflicting, complementing, substituting, regulating and accenting/moderating.


title: Nonverbal communication

text: Conflicting verbal and nonverbal messages within the same interaction can sometimes send opposing or conflicting messages. A person verbally expressing a statement of truth while simultaneously fidgeting or avoiding eye contact may convey a mixed message to the receiver in the interaction. Conflicting messages may occur for a variety of reasons often stemming from feelings of uncertainty, ambivalence, or frustration. When mixed messages occur, nonverbal communication becomes the primary tool people use to attain additional information to clarify the situation; great attention is placed on bodily movements and positioning when people perceive mixed messages during interactions. Definitions of nonverbal communication creates a limited picture in our minds but there are ways to create a clearer one. There are different dimensions of verbal and nonverbal communication that have been discovered. They are (1) structure versus non-structure, (2) linguistic versus non-linguistic, (3) continuous versus discontinuous, (4) learned versus innate, and (5) left versus right hemispheric processing.


title: Nonverbal communication

text: Accurate interpretation of messages is made easier when nonverbal and verbal communication complement each other. Nonverbal cues can be used to elaborate on verbal messages to reinforce the information sent when trying to achieve communicative goals; messages have been shown to be remembered better when nonverbal signals affirm the verbal exchange.


title: Nonverbal communication

text: Nonverbal behavior is sometimes used as the sole channel for communication of a message. People learn to identify facial expressions, body movements, and body positioning as corresponding with specific feelings and intentions. Nonverbal signals can be used without verbal communication to convey messages; when nonverbal behavior does not effectively communicate a message, verbal methods are used to enhance understanding.


title: Nonverbal communication

text: Verbal communication is a highly structured form of communication with set rules of grammar. The rules of verbal communication help to understand and make sense of what other people are saying. For example, foreigners learning a new language can have a hard time making themselves understood. On the other hand, nonverbal communication has no formal structure when it comes to communicating. Nonverbal communication occurs without even thinking about it. The same behavior can mean different things, such as crying of sadness or of joy. Therefore, these cues need to be interpreted carefully to get their correct meaning.


title: Nonverbal communication

text: There are only a few assigned symbols in the system of nonverbal communication. Nodding the head is one symbol that indicates agreement in some cultures, but in others, it means disagreement. On the other hand, verbal communication has a system of symbols that have specific meanings to them.


title: Nonverbal communication

text: Verbal communication is based on discontinuous units whereas nonverbal communication is continuous. Communicating nonverbally cannot be stopped unless one would leave the room, but even then, the intrapersonal processes still take place (individuals communicating with themselves). Without the presence of someone else, the body still manages to undergo nonverbal communication. For example, there are no other words being spoken after a heated debate, but there are still angry faces and cold stares being distributed. This is an example of how nonverbal communication is continuous.


title: Nonverbal communication

text: Learned non-verbal cues require a community or culture for their reinforcement. For example, table manners are not innate capabilities upon birth. Dress code is a non-verbal cue that must be established by society. Hand symbols, whose interpretation can vary from culture to culture, are not innate nonverbal cues. Learned cues must be gradually reinforced by admonition or positive feedback.


title: Nonverbal communication

text: Innate non-verbal cues are "built-in" features of human behavior. Generally, these innate cues are universally prevalent and regardless of culture. For example, smiling, crying, and laughing do not require teaching. Similarly, some body positions, such as the fetal position, are universally associated with weakness. Due to their universality, the ability to comprehend these cues is not limited to individual cultures.


title: Nonverbal communication

text: This type of processing involves the neurophysiological approach to nonverbal communication. It explains that the right hemisphere processes nonverbal stimuli such as those involving spatial, pictorial, and gestalt tasks while the left hemisphere involves the verbal stimuli involving analytical and reasoning tasks. It is important to know the implications in processing the differences between verbal and nonverbal communication messages. It is possible that individuals may not use the correct hemisphere at appropriate times when it comes to interpreting a message or meaning.


title: Nonverbal communication

text: From 1977 to 2004, the influence of disease and drugs on receptivity of nonverbal communication was studied by teams at three separate medical schools using a similar paradigm. Researchers at the University of Pittsburgh, Yale University and Ohio State University had subjects observe gamblers at a slot machine awaiting payoffs. The amount of this payoff was read by nonverbal transmission prior to reinforcement. This technique was developed by and the studies directed by psychologist Robert E. Miller and psychiatrist A. James Giannini. These groups reported diminished receptive ability in heroin addicts and phencyclidine abusers, contrasted with increased receptivity in cocaine addicts. Men with major depression manifested significantly decreased ability to read nonverbal cues when compared with euthymic men.


title: Nonverbal communication

text: In some subjects tested for ability to read nonverbal cues, intuitive paradigms were apparently employed while in others a cause and effect approach was used. Subjects in the former group answered quickly and before reinforcement occurred. They could not give a rationale for their particular responses. Subjects in the latter category delayed their response and could offer reasons for their choice. The level of accuracy between the two groups did not vary nor did handedness.


title: Nonverbal communication

text: Obese women and women with premenstrual syndrome were found to also possess diminished abilities to read these cues. In contradistinction, men with bipolar disorder possessed increased abilities. A woman with total paralysis of the nerves of facial expression was found unable to transmit or receive any nonverbal facial cues whatsoever. Because of the changes in levels of accuracy on the levels of nonverbal receptivity, the members of the research team hypothesized a biochemical site in the brain which was operative for reception of nonverbal cues. Because certain drugs enhanced ability while others diminished it, the neurotransmitters dopamine and endorphin were considered to be likely etiological candidate. Based on the available data, however, the primary cause and primary effect could not be sorted out on the basis of the paradigm employed.


title: Nonverbal communication

text: An increased emphasis on gestures exists when intonations or facial expression are used. "Speakers often anticipate how recipients will interpret their utterances. If they wish some other, less obvious interpretation, they may "mark" their utterance (e.g. with special intonations or facial expressions)." This specific emphasis known as 'marking' can be spotted as a learned form of non-verbal communication in toddlers. A groundbreaking study from Carpenter et al. in the "Journal of Child Language" has concluded that the act of marking a gesture is recognized by three-year-olds but not by two-year-olds.


title: Nonverbal communication

text: In the study, two and three-year-old toddlers were tested on their recognition of markedness within gestures. The experiment was conducted in a room with an examiner and the test subjects, which for the first study were three-year-olds. The examiner sat across from each child individually, and allowed them to play with various objects including a purse with a sponge in it and a box with a sponge in it. After allowing the child to play with the objects for three minutes, the examiner told the child it was time to clean up and motioned by pointing to the objects. They measured the responses of the children by first pointing and not marking the gesture, to see the child's reaction to the request and if they reached for the objects to clean them up. After observing the child's response, the examiner then asked and pointed again, marking the gesture with facial expression, as to lead the child to believe the objects were supposed to be cleaned up. The results showed that three-year-old children were able to recognize the markedness, by responding to the gesture and cleaning the objects up as opposed to when the gesture was presented without being marked.


title: Nonverbal communication

text: In the second study in which the same experiment was performed on two-year-olds, the results were different. For the most part, the children did not recognize the difference between the marked and unmarked gesture by not responding more prevalently to the marked gesture, unlike the results of the three-year-olds. This shows that this sort of nonverbal communication is learned at a young age, and is better recognized in three-year-old children than two-year-old children, making it easier for us to interpret that the ability to recognize markedness is learned in the early stages of development, somewhere between three and four years of age.


title: Nonverbal communication

text: Boone and Cunningham conducted a study to determine at which age children begin to recognize emotional meaning (happiness, sadness, anger and fear) in expressive body movements. The study included 29 adults and 79 children divided into age groups of four-, five- and eight-year-olds. The children were shown two clips simultaneously and were asked to point to the one that was expressing the target emotion. The results of the study revealed that of the four emotions being tested the 4-year-olds were only able to correctly identify sadness at a rate that was better than chance. The 5-year-olds performed better and were able to identify happiness, sadness and fear at better than chance levels. The 8-year-olds and adults could correctly identify all four emotions and there was very little difference between the scores of the two groups. Between the ages of 4 and 8, nonverbal communication and decoding skills improve dramatically.


title: Nonverbal communication

text: A byproduct of the work of the Pittsburgh/Yale/Ohio State team was an investigation of the role of nonverbal facial cues in heterosexual nondate rape. Males who were serial rapists of adult women were studied for nonverbal receptive abilities. Their scores were the highest of any subgroup. Rape victims were next tested. It was reported that women who had been raped on at least two occasions by different perpetrators had a highly significant impairment in their abilities to read these cues in either male or female senders. These results were troubling, indicating a predator-prey model. The authors did note that whatever the nature of these preliminary findings the responsibility of the rapist was in no manner or level diminished.


title: Nonverbal communication

text: The final target of study for this group was the medical students they taught. Medical students at Ohio State University, Ohio University and Northeast Ohio Medical College were invited to serve as subjects. Students indicating a preference for the specialties of family practice, psychiatry, pediatrics and obstetrics-gynecology achieved significantly higher levels of accuracy than those students who planned to train as surgeons, radiologists, or pathologists. Internal medicine and plastic surgery candidates scored at levels near the mean.


title: Matilda the Musical

text: Roald Dahl's Matilda, simply known as Matilda or Matilda the Musical, is a stage musical with music and lyrics by Tim Minchin and a book by Dennis Kelly, based on the 1988 novel "Matilda" by Roald Dahl. The musical's narrative centres on Matilda Wormwood, a precocious 5-year-old girl with the gift of telekinesis, who loves reading, overcomes obstacles caused by her family and school, and helps her teacher to reclaim her life. After a twelve-week trial run staged by the Royal Shakespeare Company (RSC) at Stratford-upon-Avon from November 2010 to January 2011, it received its West End premiere on 24 November 2011 at the Cambridge Theatre and its Broadway premiere on 11 April 2013 at the Shubert Theatre.


title: Matilda the Musical

text: "Matilda the Musical" has received widespread critical acclaim and box-office popularity, winning seven 2012 Olivier Awards, including Best New Musicalat the time, the most such awards ever won by a single show. Cleo Demetriou, Kerry Ingram, Eleanor Worthington Cox and Sophia Kiely shared a Laurence Olivier Award for Best Actress in a Leading Role in a Musical. 10-year-old Eleanor Worthington became the youngest winner of the award in any category. At the 2013 Tony Awards, the show won five awards, including the Tony Award for Best Book of a Musical for Dennis Kelly.


title: Matilda the Musical

text: A film adaptation was released on 25 November 2022 in the United Kingdom, followed by the United States on 9 December 2022.


title: Matilda the Musical

text: In 1988, British children's author Roald Dahl wrote the original novel "Matilda", illustrated by Quentin Blake, about a young intelligent girl who develops a love of reading despite her abusive parents and headmistress of her school incorporating rebellion and magical powers. The novel was adapted into a 1996 American film directed by Danny DeVito as well as an audio reading by Kate Winslet and a BBC Radio 4 programme narrated by Lenny Henry.


title: Matilda the Musical

text: In December 2009, the Royal Shakespeare Company announced its intention to stage a musical adaptation with direction by Matthew Warchus and adaptation by Dennis Kelly. Musician and comedian Tim Minchin was chosen to write music and lyrics after Warchus saw his 2009 tour "Ready for This?" and persuaded during the encore song "White Wine in the Sun". It was also revealed comedian and musician Bill Bailey had been asked to write the songs, however turned the project down due to other works. Coincidentally Minchin revealed that he had originally attempted to gain permission from the Dahl estate to stage a musical adaptation in the early 2000s when writing for a local youth theatre in Perth, Western Australia.


title: Matilda the Musical

text: In 2009, the Royal Shakespeare Company announced its intention to stage a musical adaptation of "Matilda", engaging Dennis Kelly as playwright, Tim Minchin as the composer and lyricist, Matthew Warchus as director, Chris Nightingale as orchestrator and music supervision, Rob Howell as set designer and Paul Kieve as illusionist and special effects creator. The musical (originally titled "Matilda, A Musical") opened at the Courtyard Theatre in Stratford-upon-Avon, England, on 9 December 2010 following previews from 9 November. The show was choreographed by Peter Darling. Bertie Carvel played Miss Trunchbull, with Paul Kaye and Josie Walker as Matilda's parents Mr and Mrs Wormwood, and Lauren Ward as Miss Honey. Three young actresses, Adrianna Bertola, Josie Griffiths and Kerry Ingram, alternated in the title role. The show ended its premiere engagement on 30 January 2011.


title: Matilda the Musical

text: In 2011, the musical received its West End debut (under the new title of "Matilda the Musical") at London's Cambridge Theatre. The show was originally scheduled to begin previews on 18 October 2011, but because of structural and installation work at the theatre, the start of the performances was delayed until 25 October. The opening night was postponed from 22 to 24 November. The musical opened in London to uniformly positive reviews; Kaye and Carvel received high praise for their performances. Many of the principal adult cast from the Stratford run reprised their roles in London. Eleanor Worthington Cox, Cleo Demetriou, Sophia Kiely and Kerry Ingramthe only one to reprise her role from Stratford at this time starred in the title role.


title: Matilda the Musical

text: In October 2011, "Matilda" won Best Musical and Best Actor (Bertie Carvel) in the UK Theatre Awards, and in November 2011 it won the Ned Sherrin Award for Best Musical as part of The Evening Standard Theatre Awards. The production was nominated in all 10 categories for which it was eligible at the 2012 Olivier Awards. The four Matildas performed "Naughty" at the awards show. "Matilda" won 7 Oliviers: Best New Musical, Best Director (Warchus), Best Actor in a Musical (Carvel), Best Actress in a Musical (accepted by four Matildas), Best Theatre Choreographer (Darling), Best Set Design (Howell) and Best Sound Design (Baker). This was a record number for any show in the event's 36-year history.


title: Matilda the Musical

text: On March 16, 2020, due to the COVID-19 pandemic, the show suspended performances, returning to the Cambridge Theatre from 16 September 2021. On 12 November 2021, a 10th anniversary performance celebrated 10 years since the show opened in the West End which featured a pre-show speech by Kelly and Minchin with many of the creatives and previous cast in attendance, including 42 previous Matildas.


title: Matilda the Musical

text: On 29 February 2012, the RSC announced the show would transfer to Broadway in spring 2013; it would still be set in England despite initial pressure for the show to be Americanised. On 19 July 2012, it was announced that the show would open on 11 April 2013 at the Shubert Theatre, with previews commencing on 4 March 2013. Bertie Carvel and Lauren Ward reprised their roles as Miss Trunchbull and Miss Honey. Ted Wilson also continued as Eric. A four-girl cast consisting of Sophia Gennusa, Oona Laurence, Bailey Ryon, and Milly Shapiro played the titular role of Matilda.


title: Matilda the Musical

text: The transfer cost to produce; it opened as planned on 11 April 2013, with Sophia Gennusa playing the leading role. Small changes were made from the London production; some lyrics were changed to suit American audiences, and more scenes used the orchestra pit/front stalls area of the theatre. The Broadway production also introduced an overture and pre-show curtain, as of June 2013.


title: Matilda the Musical

text: On 1 June 2013, Tim Minchin announced during an interview that the show was preparing for a US national tour. Minchin said, "We just got it up in New York, there's a touring version that is meant to be going on in America...". Once again produced by the Royal Shakespeare Company and The Dodgers, the tour began technical rehearsals and performances in May 2015 at the Shubert Theatre in New Haven, Connecticut, before its official launch on 7 June at the Ahmanson Theatre in Los Angeles, California. Announced stops included the SHN Orpheum Theare in San Francisco, California, the 5th Avenue Theatre in Seattle, Washington, the AT&T Performing Arts Center in Dallas, Texas, the Kennedy Center Opera House in Washington, D.C., and the Straz Center for the Performing Arts in Tampa, Florida. The cast was announced on 21 April 2015. Three girls would alternate in the lead role: Mia Sinclair Jenness, Gabby Gutierrez, and Mabel Tyler. Gutierrez and Tyler made their tour debuts; Jenness had appeared in the original Broadway cast and 25th anniversary tour of "Les Misérables". Other principal cast members included Jennifer Blood as Miss Honey, Bryce Ryness as Miss Trunchbull, and Quinn Mattfeld and Cassie Silva as Mr. and Mrs. Wormwood.


title: Matilda the Musical

text: The national tour of "Matilda" had its first official performance on 7 June 2015 at the Ahmanson Theatre in Los Angeles, California. Mia Sinclair Jenness played the title role. The US national tour took its final bow on 25 June 2017 at the Chapman Music Hall in Tulsa, Oklahoma.


title: Matilda the Musical

text: In July 2013, Minchin said that an Australian production was planned for 2015. The production, produced by Louise Withers, had preview performances from 28 July before opening at the Sydney Lyric theatre on 20 August 2015. The ticketing release date (October 2014) was announced at Pier 2/3 in Walsh Bay, with Minchin, International Executive Producer André Ptaszynski, NSW Deputy Premier Andrew Stoner and Sydney press in attendance. The cast included Marika Aubrey and Daniel Frederiksen as Mr. and Mrs. Wormwood, Elise McCann as Miss Honey and James Millar as Miss Trunchbull. Sasha Rose (12), Georgia Taplin (11), Molly Barwick (10) and Bella Thomas (13) shared the title role with Thomas playing Matilda on the opening night. The Sydney season ended on Sunday 29 February with Georgia Taplin playing the title role, before transferring to Melbourne.


title: Matilda the Musical

text: For the Melbourne season, Dusty Bursill, Alannah Parfett, Tiana Mirra and Ingrid Torelli were announced to rotate playing the title role. On 3 January, Sydney Matilda Bella Thomas was injured and Parfett began her run early in Sydney, covering Thomas until she was better and joining the girls in a rotation until the end of the Sydney run. Mirra and Torelli made their debuts in Sydney's final week on 24 and 27 February respectively. The show opened at Melbourne's Princess Theatre on 13 March and was extended to perform until 11 November 2016. Some of the Sydney child cast members reprised their roles for selected performances in Melbourne; for example, certain performances featured Molly Barwick as Matilda.


title: Matilda the Musical

text: A new season was announced to start in Brisbane, Perth, Adelaide, and Auckland. Izellah Connelly, Annabella Cowley, Venice Harris, Eva Murawski rotated the leading role of Matilda. The "Matilda" tour continued on to Brisbane from 25 November 2016 to 12 February 2017 at the Queensland Performing Arts Centre (QPAC) before moving on to perform at the Crown Theatre in Perth from 28 February until 7 May 2017 and from 21 May to 16 July 2017 at the Adelaide Festival Theatre in South Australia. The show ran in at the Civic Theatre in Auckland until 22 October 2017. Lucy Maunder was initially scheduled to take on the role of Miss Honey from McCann beginning the Brisbane leg. However, due to Maunder's pregnancy, the transition was postponed until 20 March 2017 midway through the Perth leg.


title: Matilda the Musical

text: After the successful launches of "Once" and the Tony Award-winning "Kinky Boots", Mirvish Productions chose to open a Canadian production of "Matilda the Musical". The company opened at the Ed Mirvish Theatre beginning in July 2016, closing on 7 January 2017. Hannah Levinson, Jenna Weir, and Jaime MacLean rotated playing the title role. On 8 October 2016, Canadian Prime Minister Justin Trudeau and family attended a performance.


title: Matilda the Musical

text: On 11 April 2017, a tour was announced to begin at Curve, Leicester from 5–24 March 2018 before touring to Bord Gáis Energy Theatre, Dublin (4–28 April), Sunderland Empire (8 May - 2 June), Milton Keynes Theatre (5–30 June), Birmingham Hippodrome (3 July – 8 September), Manchester Palace Theatre (18 September – 24 November) and Wales Millennium Centre, Cardiff (4 December - 12 January 2019). Further venues were announced on 13 March 2018. The tour will go to Theatre Royal, Plymouth (15 January - 16 February 2019), the Alhambra Theatre, Bradford (19 February – 23 March), Edinburgh Playhouse (2–27 April), the Bristol Hippodrome (7 May - 8 June), Southampton Mayflower (11 June – 6 July) and Norwich Theatre Royal (16 July – 17 August).


title: Matilda the Musical

text: On 17 October 2017, the adult cast was announced, to include Craige Els as Miss Trunchbull, Carly Thoms as Miss Honey, Sebastien Torkia as Mr Wormwood and Rebecca Thornhill as Mrs Wormwood. On 16 January 2018, the children's cast was announced, with the role of Matilda being shared between Annalise Bradbury, Lara Cohen, Poppy Jones and Nicola Turner. The tour officially opened as scheduled on 5 March 2018 at the Curve theatre in Leicester, with Poppy Jones in the title role on opening night.


title: Matilda the Musical

text: Matilda had its Asian premiere in the Philippines on 10 November 2017. The production closed on 10 December 2017. This production was the first licensed production; it was not produced by the Royal Shakespeare Company, and has no links to the original production except for the score and script. The show featured Esang de Torres, Uma Martin, and Felicity Kyle Napuli alternating the title role, with Esang playing the role on opening night. The Manila production also had a 16-child strong cast alternating 8 other student roles, namely Gabrielle Aerin Ong and Maria Ericka Peralejo as Lavander; Denise Fidel Arteta and Chi Chi Tan as Amanda; Nicole Chien and Ella Gonzalez as Alice; Alba Berenguer-Testa and Chantel Marie Guinid as Hortensia; Josh Nubla and Miguel Suarez as Bruce; Rhythm Alexander and Ian Albert Magallona as Eric; Gabo Tiongson and Pablo Miguel Palacpac as Nigel; and John Joseph Miraflores and Teddy Velasco as Tommy.


title: Matilda the Musical

text: In July 2017, Seensee Company announced they would be producing a production of Matilda the Musical in September 2018. The production will be in arrangement with the RSC and be the first non-English version of Matilda produced. The company includes a cast consisting of four girls, named Li Ji Na, An So Myeong, Hwang Ye Yeong, and Seol Ga Eun that will rotate in the title role of Matilda, as well as a 16-member child cast that will play the roles of Matilda's classmates. The production opened their preview show on 8 September 2018, with An So Myeong in the title role. Li Ji Na and Seol Ga Eun played their first performances on 9 September, and Hwang Ye Yeong had first debut as Matilda on 14 September. A 12 September press call included a performance of Naughty by Hwang Ye Young, Quiet by Seol Ga Eun, a performance of Revolting Children, and more. The production officially closed on 10 February 2019, with Hwang Ye Yeong playing the title role.


title: Matilda the Musical

text: In April 2020, Seensee Company announced they will be running another production of Matilda the Musical from October 2022 to January 2023, in Daesung D Cube Art Center. The cast includes four girls playing Matilda (Lim Ha Yun, Jin Yeon Woo, Choi Eun Yeong, Ha Sin Bi), a 16-member child cast, and a 26-member adult cast. The production opened their preview show on 5 October 2022.


title: Matilda the Musical

text: An international tour began at the Teatro At Montecasino in Johannesburg from 17 October to 2 December 2018, before running at the Artscape Opera House in Cape Town from 11 December 2018 to 13 January 2019. The tour cast was announced on 28 August 2018 Lilla Fleischmann, Kitty Harris, and Morgan Santo in the role of Matilda. Other cast members include Ryan de Villers as Miss Trunchbull, Bethany Dickson as Miss Honey, Stephen Jubber and Claire Taylor as Mr. and Mrs. Wormwood, and Nonpumelelo Mayiyane as Mrs. Phelps. Matilda's classmates will be played by Jack Fokkens, Keeran Isaacs, Robyn Ivey, Joshua LeClair, Levi Maron, Ipeleng Merafe, Megan Saayman, Taylor Salgado, Cameron Seear and Zac Gabriel Werb. The rest of the adult ensemble includes Jasmin Colangelo, Katrina Dix, Sinead Donnelly, Michael Gardiner, Kent Jeycocke, Weslee Lauder, Carlo McFarlane, Kenneth Meyer, Daniel Parrott, Adrianna Patlaszynska, Jonathan Raath, and Logan Timbr.


title: Matilda the Musical

text: Following the South African runs, the international tour began a run at the Sands Theater at Marina Bay Sands. At this time, Sofia Poston joined the show as Matilda. She will rotate along with Fleischmann, Harris, and Santo. Poston had her debut on the tour's opening night in Singapore. The tour will perform there from 21 February to 17 March 2019.


title: Matilda the Musical

text: Following the Singaporean runs, the international tour ran across 13 cities in China from June 2019 to January 2020.


title: Matilda the Musical

text: The Manila leg of the international tour at The Theater at Solaire at Solaire Resort & Casino, ran from 5 March and ended early on 13 March 2020 due to the fears of coronavirus in the country, it was supposed to end on 25 March 2020. Zara Yazbek Polito, Sofia Poston, and Zoe Modlinne will rotate in the title role. Haley Flaherty and Hayden Tee will reprise their West End roles as Miss Honey and Miss Trunchbull. The cast also includes Stephen Jubber as Mr. Wormwood, Matthew Leck as Bruce Bogtrotter, Claire Taylor as Mrs. Wormwood, and Nompumelelo Mayiyane as Mrs. Phelps.


title: Matilda the Musical

text: In June 2022, HoriPro announced that a Japanese version of Matilda would be performed at Tokyu Theatre Orb in Tokyo, Japan starting from Spring 2023. The cast includes Sakura Kamura, Minori Kumano, Miran Terada and Nonoka Mikami sharing the role of Matilda as well as Yusuke Onuki, Ryunosuke Onoda and Tatsunari Kimura alternating as Miss Agatha Trunchbull, Miyu Sakihi and Natsumi Kon alternating as Miss Jennifer Honey, Mario Tashiro and Tsukasa Saito (from Trendy Angel) alternating as Mr. Wormwood, Hiromu Kiriya and Chihiro Otsuka alternating as Mrs. Wormwood and Mayumi Oka and Yukiko Ikeda alternating as Mrs. Phelps.


title: Matilda the Musical

text: In 2018, a small number of major regional theaters will produced Matilda. Walnut Street Theatre's production of Matilda was the first regional production after the show closed down on Broadway. Philadelphia's Walnut Street Theatre produced "Matilda" with performances beginning on 6 November 2018 for a total run of 4 months through 2019. Matilda was played by Jemma Bleu Greenbaum and Ellie Biron.


title: Matilda the Musical

text: As a chorus of children boast about being their parents' miracles, the ballroom dancing-obsessed Mrs. Wormwood gives birth to a baby girl called Matilda. The doctor thinks Matilda is the most beautiful child he has ever seen, but Mrs. Wormwood is only worried about a dancing contest she has missed. Similarly shallow, Mr. Wormwood—a used-car salesman and television addict—dismisses the child when he realizes she is a girl ("Miracle"). Five years later, Matilda is an avid reader and lives unhappily with her parents and her gormless older brother Michael. The Wormwoods are oblivious to her genius and frequently mock and verbally abuse her. Matilda adds some of her mother's hydrogen peroxide to her father's hair oil, leaving Mr. Wormwood with bright green hair ("Naughty").


title: Matilda the Musical

text: At the local library Matilda tells Mrs. Phelps a story about a world-famous acrobat and escapologist couple who long to have a child but they can't. To distract themselves from their sadness they announce to the world's press that they will perform an exciting and dangerous new act ("Once Upon a Time"). The next day is Matilda's first day at school ("School Song"). Her teacher Miss Honey is impressed by Matilda's precociousness and ability, so she recommends that Matilda be moved to the top class with the older children ("Pathetic"). However, the child-hating, disciplinarian headmistress Miss Trunchbull, a former world champion hammer thrower, dismisses Miss Honey's suggestion and lectures her on the importance of following rules ("The Hammer").