| Term | Definition |
|---|
| communication | the social process by which people in a specific context construct meaning using symbolic behavior |
| different types of communication | intrapersonal, interpersonal, small group, public, mass |
| intrapersonal communication | the voice in your head |
| interpersonal communication aka dyatic | communication as individual (2 or more); the ppl involved can see each other's uniqueness and predict on the basis of that uniqueness |
| small group communication | 3 or more ppl gather in context (everyone has an active part); can form coalitions to defend their opinion --> allows you to be more creative |
| public communication | people gather in a unit that is too large to all participate; one or few speak and everyone else = audience |
| mass communication | message transmitted to many at different places and times get same message; feedback = delayed |
| 3 reasons to communicate | physical (to stay healthy), social (to feel included, affection, to have a feel of control over life), psychological (to develop sense of identity as human) |
| practical reasons to communicate | to inform (speak, listen, write, read, to inform and to be informed), to express feelings (add meaning to relationships and emotional support; give and recieve), to perform social rituals (speak and act in particular manner b/c its expected @ a social event), to persuade (influence thoughts and behaviors of others), to express imagination |
| misconceptions of communication | communication is always valuable, communication is the solution to all problems, more communication is better, meaning is determined by words alone, communication is simple |
| self-concept | personal definition of self (who am i?), greatly influences communication w/ others, set of relatively stable subjective labels we apply to ourselves (applied to SELF! -->extended list of answers to q. "who am i?"), stable labels (fundamental to who we are and change little over time), subjective labels (perceive experiences rather than objective reality of the experiences) |
| theories of self concept development | reflected appraisal theory, social comparision theory, individual selectivity theory |
| reflected appraisal theory | ppl's views abt. themselves are influenced by what they think other ppl. think of them |
| social comparison theory | ppl's views of themselves are influenced by comparisons they make w/ others in environment and own characteristics w/ criteria valued by environment |
| individual selectivity theory | regarding reflected appraisal and social comparison we have control over factors that influence our self concept |
| physical process of speaking | 1st stage: chest, 2nd stage: throat, 3rd stage: mouth |
| 1st stage: chest | lungs rest on diaphragm; when we inhale, the diaphragm moves down, allowing air into the lungs; the rib cage expands making room for air when you exhale --> the diaphragm moves up, forcing air out of lungs |
| 2nd stage: throat | air moves out of lungs through trachea & through the larynx; vocal chords (pair of muscular folds along the center of the larynx): when breathing, folds are relaxed; when speaking, folds are tightened and vibrate rapidly, the more rapid the vibration, the higher the pitch |
| 3rd stage: mouth | air resonates in nasal cavity & pharynx before leaving the mouth; shape of these parts gives voice own personal sound; consonants: touch or nearly touch tongue to teeth and other parts of mouth to form consonants; vowels: produced by changing the shape of your mouth; dipthongs (heehee): pair of vowels; articulation: crisp, clear, consonants & distinct vowels; pronunciation: pronouncing words correctly and clearly; volume: loudness; rate: speed @ which you speak |
| paralanguage | the qualities that not what we say but how we say it( pronounciation, rate, volume, pauses, and other vocal qualities) |
| self-fulfilling prophecy | preexisting view of the wolrd that shapes perceptions and communication |
| formation of consonants | sound produced by touching, or neatly touching the tongue and other parts of the mouth together |
| vowels | produced by changing the shape of the mouth |
| dipthongs | a speech sound combining two vowels, (au, ou, or oi) |
| articulation | manner of forming sounds; good articulation is characterized by crisp, clear consonants and distinct vowels so that every sound is easy to understand |
| pronounciation | a manner of producing speech sounds; easy to understand |
| volume | loudness |
| rate | the speed of the speech |
| hearing | the physical process |
| Listening | is a conscious mental process whereby we attempt to make sense of what we hear |
| four components of listening: hearing | sounds must be loud enough to hear and pitched neither to high nor too low to cause the eardrum to react, and they must not be masked by background noise. |
| four components of listening: attending | the mental decision about what to focus on are made on the basis of our own needs, desires, and interests |
| four components of listening: understanding | we must recognize the grammatical structure of the message and the influence of the social context in order to organize and give it meaning |
| four components of listening:remembering | our ability to remember is based on the number of times something is said, how new it is to us, the volume and tone, and the amount of information |
| Three types of listening: informational | is used when dealing with facts |
| Three types of listening: evaluative | has evaluation and decision making as its intended purpose |
| Three types of listening: empathetic | to provide emotional support to the speaker in order to help him or her solve a problem or come to terms with a situation |
| 7 Bad habits of listening: pseudolistening | we look as though we are listening, but allow our minds to travel elsewhere |
| 7 Bad habits of listening: self-centered listening | we use the time some is speaking to rehearse our next response instead of listening to the speaker |
| 7 Bad habits of listening: selective listening | allowing ourselves to listen only to those parts of a message that are of particular interest to us |
| 7 Bad habits of listening: fill-in listening | when we decide to begin fully processing a message that has aroused our interest, we simply fill in the gaps by hearing what we expect to hear |
| 7 Bad habits of listening: defensive listening | we focus on ideas that aren't even there, interpreting comments as personal attacks when they weren't intended that way |
| 7 Bad habits of listening: insulated listening | we choose not to listen to messages that make us uncomfortable or concern things we'd rather not deal with |
| 7 Bad habits of listening: reconstruction listening | we take a new message and reconstruct it so that it fits with or just like a prior message |
| Critical Thinking Skills: perceiving | your ability to listen and observe, to compare and contrast your observations so as to organize and interpret them, and to understand how your own point of view influences your perceptions |
| Critical Thinking Skills: arranging | your ability to group your perceptions, classify them, discover patterns in them, and place them in order of importance |
| Critical Thinking Skills: inquiring | your ability to ask questions about and to analyze meanings of your perceptions, including determining what is relevant and whether something is fact or opinion |
| Critical Thinking Skills: inferring | your ability to recognize underlying assumptions, to make generalizations, to understand cause-effect relationships, and to make predictions |
| Critical Thinking Skills: reasoning | your ability to make decisions, exercise judgments, arrive at conclusions from specific examples, and recognize specific examples or draw specific conclusions once you are aware of general rules |
| Six common logical fallacies: oversimplifying the issue | results in statements that distort the truth by presenting too limited a range of possibilities |
| Six common logical fallacies: begging the questions | stating a position that needs to be proved as though it had already been proved |
| Six common logical fallacies: misleading statistics | are factual but do not prove what the speaker claims that they do |
| Six common logical fallacies: post hoc ergo proter hoc | error of confusion |
| Six common logical fallacies: reasoning backward | assumes that because members of a particular group have a characteristic in common, anyone with that characteristic must belong to the group |
| Six common logical fallacies: false analogy | a comparison of one thing to another that doesn't make sense because the things being compared are too different in essential ways |
| inductive reasoning | we begin with particular facts and proceed to larger, and general conclusions based on those facts |
| deductive reasoning | much of the evidence used in persuasive speaking has been discovered through inductive efforts like surveys, observations, or experiments |
| ethical appeals | traditional term for appeals to an audience to identify with and trust the speaker |
| ethos | speaker has "good ethos" when she/he is successful in establishing identification w/ an audience |
| logical appeals | using reasoning to convince listeners |
| emotional appeals | using emotion to convince listeners |
| identification | the perception by an audience that a speaker is a person much like themselves who can be trusted |
| three needs by which emotional appeals are based on: physical | involve the life and health of an individual's body; food' avoid physical pain |
| three needs by which emotional appeals are based on: psychological | involve an individual's inner life; love, self-respect |
| three needs by which emotional appeals are based on: social | involve an individual's relationship in a group; freedom, status/power, acceptance by others |
| three guidelines to use identification: establish credibility | make clear you are well informed w/ topic |
| three guidelines to use identification: evoke goodwill | persuade them that you share common interests with them and that you are sincerely committed to those interested |
| three guidelines to use identification: speak with self-confidence and enthusiasm | your voice, posture, gestures, and other nonverbal cues communicate your enthusiasm as much as or more than your words |
| The three steps of the critical listening: establish standards | the standards you set for evaluating the message |
| The three steps of the critical listening: collect info | engage in the strategies of paraphrasing, asking questions, and looking for the organizational patterns used by the speaker |
| The three steps of the critical listening: apply your standards | after you completely and objectively process the information, you can begin applying you standards for evaluating the message |
| the six questions to ask yourself in evaluating persuasive appeals: | 1. Is the speaker making promises that he/she can not fulfill? 2. Is the speaker suppressing or distorting facts? 3. Does the speaker use innuendo to attack others? 4. Does the speaker offer positive alternatives? 5. Is the speaker being consistent with previous speeches and writings? 6. Is the speaker using the techniques of propaganda? |
| denotation | the basic dictionary definition of a word |
| connotation | an emotional association or other implied meaning that a word carries, sometimes unique to an individual person |
| oral interpretation | the art of reading aloud a story, poem, or speech so that it communicates the ideas and emotions intended by the author |
| purpose of reading copy | to help you to communicate the full intellectual and emotional meaning of the work you are reading |
| The four main steps to making a reading copy: | 1. highlight punctuation 2. highlight important ideas and emotions 3. identify the emotional climax or most important statement 4. decide on your reading rate and emotional tone |
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