Communications Exam I
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178 terms
Terms | Definitions |
|---|---|
 transactional communication model | suggests that communication is fundamentally multi-directional because each participant equally influences the communication behavior of the other participants |
| benefit of transactional communication model | it intuitively captures what most people think of as interpersonal communication and enables you and others to collaborate to create mutual meanings |
| dynamic | constantly in motion and changing over time |
| why interpersonal communication is dynamic | messages exchanged significantly influence the participants' thoughts, emotions, behaviors, and relationships |
| implications that define interpersonal communication | it is dynamic, transactional (usually), dyadic, and it creates impact |
| transactional | messages are exchanged back and forth, not just one way |
| dyadic | involves pairs of people - or dyads |
| impact | changes participants' thoughts, emotions, behavior, and relationships |
| fundamental connection between cx knowledge, cx choices, and cx outcomes | people typically know what the conversation is about, as well as what their relationship to the other participant is, this leads them to cx and behave in certain ways due to the fact that once the interaction is complete, it is irreversible |
| i-it communication | we regard other people as "objects which we observe, that are there for our use and exploitation" - this leads to negative communication and relationship deterioration |
| i-thou communication | when we embrace fundamental similarities that connect us with others, strive to see things from others' points of view, and communicate in ways that emphasize honesty and kindness |
| i-you communication | accounts for the majority of our interactions, people acknowledge one another as more than objects, but they don't fully engage each other as unique individuals |
| benefits of studying interpersonal communication | it allows us insights into how we can improve our interpersonal communication choices, skills, and relationships |
| the dark side of interpersonal relationships | the fact that relationships can bring us joy obscures the fact that relationships, and the interpersonal communication that occurs within them, often can be destructive |
| examples of the dark side of interpersonal relationships | violence occurs in intimate relationships; friends and lovers can be mean, petty, vindictive, and cruel |
| communication | the process through which people use messages to generate meanings within and across contexts, cultures, channels, and media |
| message | the "package" of information that is transported during communication |
| interaction | when people exchange a series of messages, whether face-to-face or not |
| context | a place, time, situation, etc. in which we communicate which hosts factors which influence how we communicate |
| examples of different contexts | how much time we have, how many people are in the vicinity, whether setting is professional or not, etc |
| channel | the sensory dimension along which communicators transmit information |
| auditory | sound channel |
| visual | sight channel |
| tactile | touch channel |
| olfactory | smell channel |
| oral | taste channel |
| media | tools for exchanging messages |
| linear communication model | communication is an activity in which information flows in one direction, from a starting point to an end point |
| sender | the individual(s) who generates the information to be communicated, packages it into a message, and chooses the channel(s) for sending it |
| noise | factors in the environment that impede messages from reaching their destination |
| receiver | person for whom a message is intended and to whom the message is delivered |
| interactive communication model | also views communication as a process involving senders and receivers |
| feedback | comprises the verbal and nonverbal messages that recipients convey to indicate their reaction to communication |
| fields of experience | consists of beliefs, attitudes, values, and experiences |
| interpersonal communication | a dynamic form of communication between two or more people in which the messages exchanged significantly influence their thoughts, emotions, behaviors, and relationships |
| intrapersonal communication | communication involving only oneself |
| impersonal communication | exchanges that have a negligible perceived impact on our thoughts, emotions, behaviors, and relationships |
| meta-communication | communication about communication |
| ethics | the principles that guide our behavior toward others |
| self-presentational goals | communicating an image of (1) who we are, and (2) how we want to be perceived - to present self, to disclose self, to defend self |
| instrumental goals | practical goals you want to achieve or tasks you want to accomplish through a particular interpersonal encounter |
| relationship goals | building, maintaining, or terminating bonds with others |
| culture | the set of beliefs, attitudes, values, and practices shared by a large group of people |
| gender | consists of social, psychological, cultural traits generally associated with one sex or the other |
| sexual orientation | an enduring emotional, romantic, sexual, or affectionate attraction to others that exists along a continuum ranging from exclusive homosexuality to exclusive heterosexuality (includes various forms of bisexuality) |
| online communication | interaction by means of social-networking sites, e-mail, text or instant messaging, videoconferences, chatrooms, multiuser discussions, listservs and other mailing lists, and Usenet newsgroups |
| interpersonal communication competence | the degree to which you consistently communicate in appropriate, effective, and ethical ways |
| communication skills | repeatable behaviors that enable you to improve the quality of your interpersonal encounters and relationships |
| interpersonal relationships | the emotional, mental, and physical involvements that you forge with others through communication |
| five critical self-reflection questions | what am I thinking and feeling? why am I thinking and feeling the way I am? how am I communicating? how are my inner thoughts and feelings affecting my communication behavior? how can I improve my thoughts, feelings, and communication behavior? |
| self | an evolving composite of three components |
| self-awareness, self-concept, self-esteem | three components of self |
| self-awareness | the ability to step outside yourself; view yourself as a unique person distinct from your surrounding environment; and reflect on your thoughts, feelings, and behaviors |
| social comparison | observing and assigning meaning to others behavior and then comparing their behavior against ours |
| self-concept | your overall perception of who you are |
| beliefs | convictions that certain things are true |
| attitudes | evaluative appraisals |
| values | enduring principles that guide your interpersonal actions |
| looking-glass self | impact that labeling has on our self-concepts; seeing yourself through the way you believe others see and evaluate you |
| self-esteem | the overall value that we assign to ourselves |
| self-fulfilling prophecies | predictions about future interactions that lead us to behave in ways that ensure the interaction unfolds as we predicted |
| self-discrepancy theory | suggests that your self-esteem is determined by how you compare to two mental standards |
| ideal self | characteristics you want to possess based on your desires |
| ought self | the person others wish and expect you to be |
| assess your self-concept, analyze your ideal self, analyze your ought self, revisit and redefine your standards, and create an action plan for resolving any self-discrepancies | five steps in improving your self-esteem |
| characteristics of individualistic cultures | individual goals are more important than group or societal goals |
| characteristics of collectivistic cultures | focused on the importance of belonging to groups or "collectives" that look after you in exchange for your loyalty |
| face | public self that you want others to see and know |
| mask | public self designed to strategically veil your private self |
| when "face" is useful | in different moments and relationships in our lives such as being a parent, student, co-worker, or homeless shelter volunteer |
| when "mask" is useful | in dramatic situations to make people think something extreme about you, and in subtle situations such as a parent acting calm in front of an injured child so that the child doesn't freak out |
| when face and mask can be detrimental | when information contradicting it is exposed and one loses face |
| embarrassment | shame, humiliation, and sadness caused by losing face |
| benefits of self-disclosure | boosting of intimacy in relationships |
| drawbacks of self-disclosure | disclosing information that's perceived as too personal can create strongly negative impressions |
| secure attachment | low on both anxiety and avoidance; being comfortable with intimacy and seeking close ties with others |
| preoccupied attachment | high in anxiety and low in avoidance; desiring closeness, but plagued with fear of rejection |
| dismissive attachment | low anxiety but high avoidance; viewing close relationships as comparatively unimportant, instead prizing and prioritizing self-reliance |
| fearful attachment | high in both attachment anxiety and avoidance; fearing rejection and tending to shun relationships, preferring to avoid the pain they believe is an inevitable part of intimacy |
| warranting theory | suggests that when assessing someone's online self-descriptions, we consider warranting value of the information presented |
| warranting value | the degree to which information is supported by other people and outside evidence |
| low warranting value | info that obviously was crafted by a person, that isn't supported by others, and that can't be verified offline |
| social penetration theory | the idea that revealing the self to others involves peeling back or penetrating layers |
| outermost peripheral layers of self | demographic characteristics such as birthplace, age, gender, ethnicity, etc |
| central layers of self | core characteristics such as self-awareness, self-concept, self-esteem, personal values, fears, and distinctive personality traits |
| intermediate layers of self | attitudes and opinions about music, politics, food, entertainment, etc |
| breadth | number of different aspects of self each partner reveals at each layer |
| depth | involves how deeply into one another's self the partners have penetrated |
| public area | aspects of your self that you and others are aware of |
| hidden area | parts of your self that you're aware of but that you hide from most others (destructive thoughts, impulses, fantasies, and disturbing life experiences) because they don't fit comfortably with your public area or your own self-concept |
| blind area | facets of yourself that are readily apparent to others through your interpersonal communication but that you're not aware of |
| unknown area | aspects of your self that you and others aren't aware of (unconscious motives and impulses that strongly influence your interpersonal communication and relationships) |
| appropriateness, effectiveness, and ethics | three factors in determining communication competence |
| appropriateness | the degree to which your communication matches situational, relational, and cultural expectations regarding how people should communicate |
| high self-monitors | people who are highly sensitive to appropriateness and adapt accordingly |
| low self-monitors | not sensitive to appropriateness; they believe that people should behave the same way all of the time |
| effectiveness | the ability to use communication to accomplish interpersonal goals |
| relational goals | to escalate relationships, to maintain relationships, or to de-escalate relationships |
| ethicality | our obligation to avoid intentionally hurting others through communication |
| knowledge, skills, motive (want to do it) | competent communication requirements |
| task goals | to inform/be informed, to persuade, to entertain |
| nonverbal communication | the intentional or unintentional transmissions of meaning through an individual's nonspoken physical and behavioral cues |
| multiple channels at a time | nonverbal communication use of channels |
| single channel at a time | verbal communication use of channels |
| why nonverbal communication is more ambiguous | nonverbal = more flexible |
| why nonverbal communication has more meaning | much of nonverbal communication has a much greater impact on our overall impressions of attractiveness |
| mixed messages | verbal and nonverbal behaviors that convey contradictory meanings |
| kinesics, vocalics, haptics, proxemics, chronemics, physical appearance, artifacts, environment | eight nonverbal communication codes |
| kinesics | visible body movements, including facial expressions, eye contact, gestures, and body postures |
| vocalics | vocal characteristics such as loudness, pitch, speech rates, and tone |
| haptics | duration, placement, and strength of touch |
| proxemics | use of physical distance |
| chronemics | organization and use of time |
| physical appearance | appearance of hair, clothing, body type, and other physical features |
| artifacts | personal possessions displayed to others |
| environment | structure of physical surroundings |
| emblems, illustrators, regulators, and adaptors | gestures |
| emblems | physical motions that represent specific verbal meanings |
| illustrators | accent of illustrate verbal messages (bouncing hand up and down to depict mountains) |
| regulators | control the exchange of conversational truns during interpersonal encounters |
| adaptors | touching gestures that serve a psychological or physical purpose |
| posture | communicates two primary messages: immediacy and power |
| immediacy | the degree to which you find someone interesting and attractive |
| power | the ability to influence or control other people or events |
| examples of adaptors | twirling hair, biting nails, tapping foot, etc |
| basic idea behind Hall's Scale of Social Distance | the amount of space left between you and the person with whom you are communicating with is an indicator of your relationship with that person |
| posture | how status differences are communicated nonverbally |
| functional-professional touch | touch that is impersonal and business-like, used to accomplish a task |
| social-polite touch | touch that is part of daily interaction in the United States; it is more intimate than professional touch but is still impersonal |
| friendship-warmth touch | type of touching behavior begins to recognize more of the other person's uniqueness and expresses a liking for that person |
| love-intimacy touch | a type of touch that conveys deep emotional feelings (hugs that linger) |
| sexual-arousal touch | the most intimate level of personal contact with another; expresses physical attraction between to consenting individuals |
| intimate space | 0 to 18 inches |
| personal space | 18 inches to 4 feet |
| social space | 4 to 12 feet |
| public space | 12 feet and beyond |
| territoriality | the defense of a bounded physical space against encroachment by other individuals |
| m-time | monochronic orientation of time which values careful scheduling and time management |
| p-time | the polychronic time schedule, which views time as "contextually based and relationally oriented" |
| physical appearance | visible attributes such as hair, clothing, body type, etc |
| artifacts | the things we possess that influence how we see ourselves and that we use to express our identity to others |
| dominance | the interpersonal behaviors we use to exert power and influence over others |
| submissiveness | the willingness to allow others to exert power over us |
| verbal communication | exchange of spoken words |
| symbolic, governed by rules, flexible, cultural, evolutionary | characteristics of verbal communication |
| symbols | words that we use to represent people, objects, events, and ideas |
| constitutive rules | tell us which words represent which objects |
| regulative rules | govern how we use language when we verbally communicate - traffic laws controlling language use |
| personal idioms | words and phrases that have unique meanings within their relationship |
| dialects | creative variations on language rules shared by large groups of people |
| high-context cultures | cultures in which messages are indirect, general and ambiguous, needs to be understood based on the context of the communication situation |
| low-context cultures | cultures in which messages are direct, specific, and detailed |
| sharing meaning, shaping thought, naming, performing actions, crafting conversations, managing relationships | functions of verbal communication |
| denotative meaning | literal meaning of your words, as agreed on by members of your culture |
| connotative meaning | additional understanding of a word's meaning based on the situation and the knowledge we and our communication partners share |
| linguistic determinism | Sapir-Whorf's hypothesis that language determines the way we think |
| linguistic relativity theory | Sapir-Whorf's hypothesis that one's language determines the nature of one's thought |
| naming | creating linguistic symbols for objects |
| speech acts | an action carried out through language, such as promising, lying, and greeting |
| conversations are interactive | at least two people must participate in a talk exchange |
| conversations are locally managed | we make decisions regarding who gets to speak when, and for how long, each time we exchange turns |
| scripts | rigidly structured patterns of talk |
| cooperative verbal communication | combined of three characteristics: you speak in ways that others can easily understand, you take active ownership of what you're saying by using "I" language, and you make others feel included rather than excluded ("we") |
| cooperative principle | making our conversational contributions as informative, honest, relevant, and clear |
| honesty | the single most important characteristic of cooperative verbal communication because other people count on the fact that the information you share with them is truthful |
| you language | phrases that place the focus of attention and blame on other people |
| i language | phrases that emphasize ownership of your feelings, opinions, and beliefs |
| we language | wordings that emphasize inclusion |
| communication accommodation theory | people are especially motivated to adapt their language when they seek social approval |
| types of speech acts | representative, directive, commissive, expressive, declarative |
| representative speech act | commits the speaker to the truth of what has been said, ex: "It sure is a beautiful day" |
| directive speech act | attempts to get listeners to do things, ex: "Get over here this instant!" |
| commissive speech act | commits speakers to future action, ex: "I will always love you, no matter what happens" |
| expressive speech act | conveys a psychological or emotional state that the speaker is experiencing, ex: "Thank you so much for your wonderful gift!" |
| declarative speech act | produces dramatic and observable effects, ex: "From this point onward, you are no longer an employee of this organization" |
| names versus labels | names are words that symbolize objects and are agreed upon in a language group; labels are words that people attach to certain things based on characteristics and opinions - these are not always agreed upon |
| benefits of we language | it helps us bolster feelings of connection and similarity |
| referent | the thing a verbal symbol represents |
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