ABSTRACT
At this point it is useful to br ing to the foreground again my reasons for undertaking the discussion of these three schools of nonverbal research: first, to br ing together i n one frame the various k inds of data emphasized by each approach i n order to make available useful points of v iew for understanding nonverbal behavior; and, second, to use the arguments among the schools of thought of nonverbal behavior to put into new perspective the parallel polarities that beset psychoanalysis.
