| Term | Definition |
|---|
| Sternberg's Triangular Theory of Love | Intimate relationships are comprised of 3 categories: Intimacy, Passion, and Commitment |
| "Non-Love" | Emphasizes NO components of Sternberg's Theory |
| "Like" | Intimacy only |
| "Infatuation" | Passion only |
| "Empty Love" | Commitment only |
| "Romantic Love" | Intimacy and Passion |
| "Fatuous Love" | Commitment and Passion |
| "Compassionate Love" | Commitment and Intimacy |
| "Consummate Love" | All 3 - Intimacy, Passion, AND Commitment |
| Sapir-Whorf Theory | Explains that the language we speak affects how we perceive the world. Argues that language not only expresses our ideas, but also shapes them. |
| High Self-Monitors | People who are like this base social appropriateness judgements on external factors. These types of people blend into the situation/ role very well, are good actors, and can lie well. Have specific friends for specific situations. |
| Low Self-Monitors | People who are like this base social appropriateness judgements on internal factors. These types of people are less concerned about what other people think. Are more pragmatic; define identity in terms of personal characteristics and attributes and are unchanging from situation to situation. |
| Speech Act Theory | Explains the pragmatic rules for accomplishing tasks such as requests, commands, promises, questions and complaints. "Do you know the time?" really means "What time is it?" |
| Festinger's Cognitive Dissonance Theory | The theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent. |
| Cognitive Dissonance | The invalidation of our cherished stereotypes for behavior results. When we have two contradicting thoughts about behaviors at the same time. |
| High-Context Culture | This type of culture suggests that there is a densely layered support network of people that shores up. "United we stand, divided we fail." OFTEN CALLED THE "WE" IDENTITY. Individuals suppress their own desires to conform to the good of the group. (Japan, China, and India) |
| Low-Context Culture | This type of culture suggests that the needs of the individual are seen as separate from the group and if forced to choose, the individual needs come first. OFTEN CALLED THE "I" IDENTITY. (England, Australia, Germany, and the U.S.) |
| Broad Communication Channels | This type of channel carries a lot of information that typically involves most of the five senses (at least more than one) and is often characterized by face-to-face communication. |
| Narrow Communication Channels | This type of channel carries much less information than its opposite and may involve one sense on a limited basis. It is often characterized by a written message. |
| How can you broaden a communication channel. | Involve more media that pertains to other senses. For example, include a picture with a written message or a video clip with an e-mail. |
| Johari Window | A model which explains how each communicator discloses or is aware of the information about them. In diagram form, it is comprised of four "panes" that make it look like a window. |
| Open Quadrant - Johari Window | The information that people openly share with others. (Top left quadrant.) |
| Hidden Quadrant - Johari Window | Information that is known to the communicator and kept from other people and consists of extremely personal information. The more of this information you keep to yourself, the larger this quadrant is. (Bottom left quadrant.) |
| Blind Quadrant - Johari Window | The information we as the communicator fail to recognize about ourselves, but that is clearly known to others. Often includes mannerisms and defense mechanisms. It's better if this is smaller. (Top right quadrant.) |
| Unknown Quadrant - Johari Window | Information that is unknown to all involved in the communication process. It is considered hidden, subconscious information. Exemplified when someone says, "I've always loved you, I just didn't know it!" (Bottom right quadrant.) |
| Types of Schemas | Person Schema, Relational Schema, and Self Schema |
| Self Schema | The most well-developed body of knowledge that we as individuals have about ourselves. Continues to grow because we are always gathering information about the ways we act and respond. |
| Person Schema | Answers the question, "What kind of person is he or she?" Allows us to make sense of the messages this person sends to us and helps us decide how to frame messages that are sent to this person. |
| Relational Schema | This type of schema exists for any type of interpersonal relationship (friendship or romance). Allows us to categorize relationships. |
| Levels of Social Knowledge (3) | Cultural Knowledge, Sociological Knowledge, and Psychological Knowledge |
| Cultural Knowledge | Knowledge about gender and ethnicity of the people with whom you are speaking. |
| Sociological Knowledge | Knowledge about roles and situations that you may be in. This level of knowledge allows us to assign meaning to role-related behavior in different social situations and produce communication behaviors that are appropriate to the role and situation. |
| Psychological Knowledge | Knowledge that allows us to know others as individuals and to have a sense of self that is unique. It also allows us to form close relationships with others. |
| Culture | A group of people 1. who believe they share common characteristics; 2. who other people on the outside see as having common characteristics; 3. with common destiny; 4. across several generations. |
| Feldman's Stage Model of Organizational Socialization | Anticipatory Socialization, Accommodation, and Role Management. |
| Feldman's Stage of Anticipatory Socialization | Known as "getting in" - both the organization and employee develop expectations about the other and these expectations shape the behaviors of both parties. |
| Feldman's Stage of Accommodation | Known as "breaking in" - focuses on the importance of interpersonal relationships in the work group. People discover the extent to which their expectations match the reality of membership in the workplace. |
| Feldman's Stage of Role Management | Known as "settling in" - must resolve 2 types of conflict: conflict between work in new organization and interests outside work AND conflicts within the workplace itself. |
| Plans for Managing Conflicting Goals | Selection, Separation, and Integration |
| Selection: Plans for Managing Conflicting Goals | Prioritizing one of the conflicting goals and ignoring all others. |
| Separation: Plans for Managing Conflicting Goals | Attempting to pursue each of the conflicting goals at different times or places. |
| Integration: Plans for Managing Conflicting Goals | Attempting to redefine each of the situations so that the two conflicting goals are no longer in conflict and both can be pursued at the same time. |
| The Stages of Intimate Relationships | Initiating, Experimenting, Intensifying, Integrating, Bonding, Differentiating, Circumscribing, Stagnating, Avoiding, and Terminating |
| Initiating: The Stages of Intimate Relationships | This stage is beginning of interaction between two people. |
| Experimenting: The Stages of Intimate Relationships | This stage is characterized by small talk and information seeking regarding cultural information, sociological information, and psychological information. |
| Intensifying: The Stages of Intimate Relationships | This stage is moving beyond acquaintance and is where self-disclosure between people occurs. (works in increments) |
| Integrating: The Stages of Intimate Relationships | This stage is where two people combine to form one unit. The relationship is characterized by physical symbols such as the wearing of a BF's varsity jacket and the pair uses the term "ours" to show cohesiveness. |
| Bonding: The Stages of Intimate Relationships | This stage consists of the public ritual that reveals that the relationship exists. People are labeled as "dating", "engaged", "married", etc. |
| Differentiating: The Stages of Intimate Relationships | This is the first stage of coming apart and typically involves some sort of conflict. Opposite actions of "integrating" occur and individuals begin using "MY" this or that again. |
| Circumscribing: The Stages of Intimate Relationships | This stage is where communication begins to fall apart and becomes very constricted. The pair begins separating activities. |
| Stagnating: The Stages of Intimate Relationships | This stage involves going through the motions of a relationship but communication closes down. People "settle" on issues instead of working through conflict. |
| Avoiding: The Stages of Intimate Relationships | This stage is characterized by the closing down of contact between two people and involves the constant wish to be away from your relational partner. |
| Terminating: The Stages of Intimate Relationships | This stage is the closing down of the relationship and ultimately deciding to end it. |
| Noise | The interference we experience that can hinder the accurate receipt of a message during informative conversations. Examples include unwanted long jokes at parties, humor during a TV commercial that makes the consumer forget the product, etc. |
| The Three Basic Interpersonal Needs | Inclusion, Control, and Affection. Each person (from birth on) strives to meet these three basic needs that are not negotiable. |
| Inclusion | The desire to be accepted and respected within some group/ family. (One of the 3 basic interpersonal needs) |
| Control | The desire to impact the environment around you to satisfy your needs. (One of the 3 basic interpersonal needs) |
| Affection | The desire to receive intimacy and civility from others. (One of the 3 basic interpersonal needs) |
| The Agents of Socialization | Family (most influential), School, Peers, Mass Media, and Jobs. |
| Socialization Strategies | The experiences with which organizations purposively greet new members. Investiture vs. Divestiture; Formal vs. Informal; Serial vs. Disjunctive; Collective vs. Individual; Fixed vs. Variable; Sequential vs. Random. |
| Investiture (Socialization Strategy) | This strategy occurs when organizations positively reinforce new members' existing skills, values and abilities. (opposite of divestiture) |
| Divestiture (Socialization Strategy) | This strategy occurs when organizations seek to erase recruits' self identities and recreate the identity in the organization's image - such as the military. (Opposite of investiture) |
| Formal (Socialization Strategy) | This strategy refers to the segregation of newcomers from regular members while they undergo a set of experiences explicitly designed for them. (opposite of informal) |
| Informal (Socialization Strategy) | This strategy refers to when newcomers are NOT rigidly differentiated from incumbents and learn through trial and error. (opposite of formal) |
| Serial (Socialization Strategy) | This strategy occurs when experienced members serve as role models for newcomers who are about to assume similar kinds of positions - i.e. mentors. (opposite of disjunctive) |
| Disjunctive (Socialization Strategy) | This strategy occurs when newcomers have neither role models nor recent predecessors to guide their role-learning. (opposite of serial) |
| Collective (Socialization Strategy) | This strategy is used when newcomers undergo common learning experiences as a group - i.e. basic training. (opposite of individual) |
| Individual (Socialization Strategy) | This strategy provides newcomers with unique, individualistic sets of learning experience. (opposite of collective) |
| Fixed (Socialization Strategy) | This strategy occurs when there is a definite timetable attached to steps within a socialization process. (opposite of variable) |
| Variable (Socialization Strategy) | This strategy occurs when newcomers have few clues how long a certain indoctrination will take. (opposite of fixed) |
| Sequential (Socialization Strategy) | This strategy is characterized by a sequence of discrete and identifiable steps leading to role competence which are made known to newcomers. (opposite of random) |
| Random (Socialization Strategy) | This strategy occurs when the steps leading to role competence are unknown, ambiguous, or continually changing. (opposite of sequential) |
| Self-Concept | What a person thinks about him or herself containing all beliefs and attitudes one holds. |
| The 5 Aspects of Self-Concept | They presume PERSONAL IDENTITY, they are SUBJECTIVE, they are RELATIVELY ENDURING, they have SOCIAL ORIGINS, and they have CONTENT AND STRUCTURE. |
| Self-Esteem | The positive or negative evaluation one has on their self-concept. Also, the extent to which our real self differs from our ideal self. |
| Language | A system of symbols, used to map reality, that combine to form a message. |
| Pragmatics | Rules that describe how ordinary people use language to accomplish everyday tasks. (Example: "Do you know the time?" means "What time is it?" |
| Semantics | A system of meaning. |
| Syntax | How symbols interact - punctuating and ordering of sentences. |
| Decoding | The process of transforming an object or event into a mental picture. |
| Encoding | The process of transforming your mental picture into words. |
| Strategies for Decoding | Comprehensive listening, empathic listening, critical listening and appropriate listening are all associated with this. |
| Strategies for Encoding | Be audience-centered, use familiar yet interesting symbols, broaden your vocabulary and take risks are all a part of this. |
| Communication Channels | The methods you use to communicate - ex. phone, letters, e-mail, TV. Can be broad or narrow and manipulation of this is crucial for effective messages. |
| Communication Norms | The "should" and "should-nots" of language. We learn these through mistakes and by modeling others. |
| The Characteristics of Language | It is SYMBOLIC (words that mean something), ABSTRACT (we use it to talk about things we can see or point to), ARBITRARY (because it is chosen an a whim without a process for defining things) and CONVENTIONAL (because we all agree to call things by a certain name). |
| The Semantic Triangle | A theoretical perspective for understanding the tie between symbols and the referents they represent as well as the meanings we apply to them. There is an abstract tie between symbols and referents (the two bases of the triangle) and a solid tie between the symbol to meaning and the referent to meaning. |
| Symbolic Interactionism Theory | This describes how the ability to share symbols with others helps us to come to know ourselves. Example: by learning our native language, we learn our culture's values and morals. |
| Speech Community Theory | This explains that groups of people develop distinctive ways of using language which distinguishes community "insiders" from "outsiders." |
| Code-Switching | The ability to switch from one language code to another (i.e. controlling swearing around parents). Those who are successful at this concept reach their communication goals more often because this ability makes them more flexible. |
| Community Accommodation Theory (CAT) | This explains our tendency to code-switch. This theory says that this process means adjusting to our conversational partners in speed, tone, volume, pitch, rhythm, use of profanity, formal/informal language, etc. |
| Three Ways to Accommodate Communication | Converging, Diverging, and Maintaining |
| Accommodation: CONVERGING | Adapting your own verbal and nonverbal communication to be more similar to your partner. |
| Accommodation: DIVERGING | Accenting or emphasizing differences between communicators. |
| Accommodation: MAINTAINING | Refers to keeping your own communication style without any recognition of the differences between you and your partner. |
| Indexing | Subscripting or dating words to show that their meanings change over time. |
| Stages of Cultural Adaptation | Culture Shock, Intercultural Communication, Accommodation, and Culture re-entry shock. |
| Intercultural Competence | Being able to fully function in the new culture you have entered. |
| Cultural Accommodating | When people in the new culture (host culture) communicate with us, they are simplifying and changing in our direction. (CAT is theory for this) |
| Audience Demographics | These are the external variables that the people you are speaking to possess (age, sex, ethnicity, religion, amount of education/income). |
| Audience Psychographics | These are the internal variables that the people you are speaking to possess (attitudes, beliefs, needs for inclusion control and affection). |
| Altman and Taylor's Social Penetration Model | This model is helpful in disclosing how communication can be more or less disclosing. The first dimension is BREADTH (the range of issues one can discuss). Then CLICHE (ritualized/stock info that we share with everyone), FACTS (not all are disclosing but they must be intentionally shared and not otherwise known), OPINIONS (reveal what you think about a subject), and finally FEELINGS (sharing opinions that are personal - how you feel about something). |
| "I" Statements | Illustrate a willingness to take responsibility for our own feelings and actions by describing our feelings, rather than evaluating others'. |
| "You" Statements | These avoid responsibility and blame other people. |
| Social Knowledge | Making sense of messages that others send to you and knowing the kind of messages to send back to them that are effective and appropriate. |
| Declarative Knowledge | The knowledge of culture, roles, situations, and people. |
| Procedural Knowledge | The knowledge of how to meet goals by using plans of action. |
| The Four Elements of Communication | Influence, Information Exchange, Meaning, and Symbolic Language. |
| Influence: Elements of Communication | The altering of one another's attitudes, beliefs, and behaviors. |
| Information Exchange: Elements of Communication | The sending and receiving of messages, both verbal and nonverbal. |
| Meaning: Elements of Communication | Recognition and interpretation of patterns. |
| Symbolic Language: Elements of Communication | The system of meaningful patterns we use to communicate. |
| Psychodynamic Theories | These assert that gender development is determined early in life. For example, gender identification occurs during infancy but will continue to develop afterward. |
| Social Learning Theories | These say that an individual's gender develops from positive and negative reinforcements that are received from engaging in certain behaviors. For example, boys are reinforced for masculine behaviors and punished for feminine ones and vice versa. |
| Cognitive Development Theories | These say that people actively engage in behavior that they think will be rewarded and avoid behavior that they think will be punished. People make choices on expected rewards or punishments. |
Combine with other sets
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