Interpersonal Communication
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112 terms
Terms | Definitions |
|---|---|
 Maslow's hierarchy of needs | 1- self actualization 2- self-esteem 3- belonging 4- safety and protection 5- physical needs |
| Buber's Continuum | I-It Communication, I-You Communication, I-Thou Communication |
| I-It Communication | we do not acknowledge the humanity of other people |
| I-You Communication | we acknowledge one another as more than objects |
| I-Thou Communication | highest form of human dialogue as we each affirm the other as cherished and unique |
| Buber's Continuum distinguishes IPC | helps us define interpersonal communication by distinguishing who is most important to us, it is what distinguishes IPC in the particular quality, or character of interaction |
| Metacommunication | talking about how you were talking, affects meaning |
| 4 perspectives of interpersonal communication | numerical perspective, situational perspective, developmental perspective, levels of information perspective |
| Numerical perspective | count the number of people involved, 2-3 people would count as IPC |
| Situational perspective | involves identifying and labeling certain situations as interpersonal situations |
| Developmental perspective | IPC occurs when your relationship is at a certain stage; somewhat better, but still assumes that all relationships follow predictable stages in a linear sequence |
| Levels of Information perspective | Miller and Steinberg, 1975; based on assumptions and making predictions about other people using 3 types of information: cultural level data, sociological level data, and psychological data |
| quality or character of interaction | Distinguishes interpersonal communication |
| Cultural level data | broad values and norms of the culture |
| Sociological level data | individuals use stereotypical information based on group memberships |
| Psychological data | involves making prediction about someone else's behavior based on personal, unique characteristics |
| First 5 principles of IPC | 1. occurs between people 2. cannot not communicate in relationships 3. communication is irreversible 4. involves ethical choices, people are actors not reactors 5. meaning are constructed, humans are inherently symbol-using creatures; symbols have no true meaning, we have to interpret symbols |
| Last 5 principles of IPC | 6. includes both content and relationship dimensions, metacommunication 7. develops and sustains relationships 8. not a panacea (fix all concerns) 9. governed by rules- both implicit and explicit 10. competence can be learned and improved |
| IPC develops and sustains relationships | involves being in a relationship and viewing relationships as ongoing, ever-changing |
| Theory | a human construction, a symbolic way we represent phenomena or "make sense" of the world |
| Theory helps us understand | what something is, how it works, what it produces or causes to happen, and what can change how it operates |
| 4 goals of theory | 1. description 2. explanation 3. understanding, prediction, and control 4. reform |
| description | considered the foundation of a theory, process of using symbols to represent phenomena- must identify key features and describe variations of concepts of some types of communication |
| explanation | involves an effort to clarify "how" and "why" something works, how parts of interact and work together |
| understanding | insight into a particular situation, process, or phenomenon |
| prediction | involves projecting what will happen to something under specific conditions |
| control | the use of explanations and predictions to govern what a phenomenon actually does |
| reform | involves the active pursuit of social change, theories that reveal inequities of social injustices and promote pubic and personal change |
| 5 criteria to evaluate theory | 1. scope 2. testability 3. parsimony 4. utility 5. heurism |
| scope | how much does a theory describe and explain? |
| testability (verification) | this asks whether they are accurate or not, is it testable? |
| parsimony | is it appropriately simple? |
| utility | is it useful? does the theory have value? |
| heurism | does it generate new thought or insight? |
| 4 attachment styles | secure, anxious/resistant, dismissive, and fearful |
| attachment theory | include patterns of parenting that teach us who we are and others are and how to approach relationships |
| attachment styles in earliest form | primary caregiver |
| attachment initial bonds | help form our expectations for interpersonal communication and personal relationships later in life |
| 2 peer influences on the development of "self" | reflected appraisal and social comparisons |
| reflected appraisals | the process whereby our self-concept is influenced by how we think other people see us |
| looking glass self | reflected appraisal, view yourself how you think others view you |
| social comparisons | comparing ourselves with others to form judgment of our own talents, abilities, and so forth |
| reference group | social comparisons, the people we use to evaluate our characteristics |
| direct definitions | communications that explicitly tells us who we are by labeling us and our behaviors |
| identity scripts | include rules for labeling and identity, formed by age 5 |
| development of self-concept | direct definitions, identity scripts, attachment styles, and reflected appraisals |
| particular others | specific people who are significant to us and who have a profound influence on how we see ourselves |
| generalized others | collections of rules, roles, and attitudes of an overall society; includes attitudes toward race, gender, sexual orientation, and socioeconomic class |
| Altman and Taylor's Social Penetration Model | Who created the model of self-disclosure involves both breadth and depth of information |
| communication quality | 1. must deliberately share information about ourselves 2. believe that the information is true |
| characteristics of self-disclosure | 1. typically occurs in small increments 2. moves from less personal to more personal, it varies in breadth and depth 3. reciprocal- the dyadic effect 4. involves risk and trust 5. can enhance intimacy, but not always |
| Impression Formation Theory | form impressions of others through perceptions of physical qualities and behaviors, information people disclose about themselves, and through third parties |
| Implicit Personality Theory | pattern of associated qualities that we attribute to people, allows us to understand them, consist of stereotypes |
| schemata | organized knowledge structures people use to make sense of their experiences |
| scripts | guides to action based on our experiences and observations of interactions |
| prototype | schemas that define the clearest or most representative example of some category |
| personal construct | "mental yardsticks" we use to measure people and situations along bipolar dimensions of judgment |
| stereotypes | predictive generalizations about people and situations |
| self-serving bias | refers to our tendency to attribute our successes to stable, internal causes while attributing our failure to unstable, external causes |
| fundamental attribution error | overestimate internal causes of others' undesirable behaviors and underestimate external causes; underestimate internal causes of our own misdeeds and overestimate external causes |
| constitutive rules | define what communications means by specifying how to count, or interpret certain kinds of communication |
| regulative rules | interaction by specifying when, how, where, and with whom to talk about certain things |
| punctuation | shapes meaning, defines beginnings and endings or interaction episodes |
| different types of hurtful messages | accusation, evaluation, directive, advice, express desire, inform, questions, jokes, threats, and lies |
| accusation | a charge of fault or offense |
| evaluation | a description of value or worth |
| directive | an order, set of directions, or commands |
| advice | a suggestion for a course of action |
| express desire | a statement of preference |
| inform | a disclosure of information |
| most common hurtful messages | evaluations and accusations |
| least common hurtful messages | threats and lies |
| hurtful message topics | romantic relations, nonromantic relations, sexual behavior, physical appearance, abilities/intelligence, personality traits, self-worth, time, ethnicity/religion |
| Most common hurtful message topics | romantic relations and personality traits |
| Least common hurtful message topics | ethnicity/religion |
| Action (Linear) models | Shannon & Weaver's (1949) Electronic Transmitter model |
| Interactive models | Schramm's (1955) Fields of Experience Model |
| Transactional models | Wheeless' "Messy" model |
| Sapir-Whorf hypothesis | contains 2 principles- linguistic determinism and linguistic relativity |
| Linguistic determinism | language determines how we think |
| Linguistic relativity | suggests that people who speak different languages will see the world differently |
| language is bound by | context and culture |
| rules of language | phonological, syntactic, semantic, and pragmatic rules |
| Attribution | locus, stability, controllability |
| Locus | refers to where the cause of a behavior is "located" whether within ourselves or outside ourselves; attributions what a person does to internal causes or external causes |
| stability | explains actions as a result of stable factors or unstable, temporary circumstances |
| controllability | attributes behavior to factors people can control or to those they cannot |
| Necessary evil | enables us to simplify a complex communication environment |
| Assign | no intrinsic meaning in phenomena- instead, we _________ meaning by interpreting what we have observed |
| Symbolic Nature of Language | Language is arbitrary, ambiguous, abstract |
| language is arbitrary | the connections between most words and the objects or concepts they symbolize is arbitrary, and meaning of words change over time |
| language is ambiguous | meanings vary as a result of people's experiences; consider the Semantic Triangle and loaded language |
| language is abstract | it varies in clarity and is bound by context and culture |
| Euphemisms | a vague, mild expression that symbolizes something more blunt or harsh |
| Humor | researchers believe the most important aspect of humor is a violation of expectations |
| Slang (and jargon) | informal and unconventional words that are often understood only by others in a particular group, can serve an important social function- can "mark" someone as belonging to a particular group |
| Libel/slander | both are forms of defamation, or language that harms a person's reputation or character |
| Profanity | can sometimes serve as a "social lubricant" by maintain an informal atmosphere |
| Rules of language | phonological, syntactic, semantic and pragmatic rules guide our language use |
| Principles of verbal communication | 1- language is bound by context and culture 2- language use is rule-guided 3- punctuation shapes meaning |
| quality | word to classify IPC |
| Interpersonal Communication | the lifeblood of meaningful relationships in personal, social, and professional contexts |
| Phonological rules | deal with the correct pronunciation of a word, and they vary from language to language |
| Syntactic rules | govern the ordering of words with phrases |
| Semantic rules | have to do with the meanings of individual words |
| Pragmatic rules | deal with the implications or interpretations of statements |
| The Semantic Triangle | symbol, referent, and reference |
| Language changes | cultural values and perspectives by naming things that alter understanding |
| explicit rule | a rule about behavior that has been clearly articulated |
| implicit rule | a rule about behavior that has not been clearly articulated but is nonetheless understood |
| cognitive mieser | "scroog" when we stereotype people, we place them into inflexible, all-encompassing categories |
| Communication theory | a symbolic creation designed to explain why messages or message behaviors occur in the patterns we observe |
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