Comm 150 Final Exam
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364 terms
Terms | Definitions |
|---|---|
 communication | The process of creating or sharing meaning in informal conversation, group interaction, or public speaking |
| participants | Individuals who assume the roles of senders and receivers during an interaction |
| messages | Verbal utterances, visual images and nonverbal behaviors to which meaning is attributed during communication |
| meanings | Thoughts in our minds and interpretations of others' messages |
| symbols | Words, sounds, and actions that are generally understood to represent ideas and feelings. |
| encoding | The process of putting our thoughts and feelings into words and nonverbal cues |
| decoding | The process of interpreting another's message. |
| psychological interference | Internal distractions based on thoughts, feelings or emotional reactions to symbols |
| internal noise | Thoughts and feelings that complete for attention and interfere with the communication process |
| semantic noise | Distractions aroused by certain symbols that take our attention away from the main message. |
| feedback | Reactions and responses to messages. |
| communication setting | The different communication environments within which people interact, characterized by the number of participants and the extent to which the interaction is formal or informal, also called communication context |
| intrapersonal communication | The interactions that occur in a person's mind when he or she is talking with himself or herself. |
| interpersonal communication | Informal interaction between two people who have an identifiable relationship with each other. |
| small group communication | Two to 20 people who participants come together for the specific purpose of solving a problem or arriving at a decision. |
| public communication | One participant, the speaker delivers a prepared message to a group or audience who has assembled to hear the speaker. |
| spontaneous expressions | Messages without much conscious thought. |
| scripted messages | Phrasings learned from past encounters that we judge to be appropriate to the present situation. Example: "Please pass the sugar." Followed by "Thank you." |
| constructed messages | Messages put together with careful thought when we recognize that our known scripts are inadequate for the situation. Think we "construct" a message. |
| immediacy | The degree of liking or attractiveness in a relationship. |
| control | The degree to which one participant is perceived to be more dominant or powerful. |
| culture | ystems of knowledge shared by a relatively large group of people. |
| ethics | A set of moral principles that may be held by a society, a group or an individual. |
| ethical dilemma | A choice involving two unsatisfactory alternatives |
| communication competence | The impression that communicative behavior is both appropriate and effective in a given situation. |
| credibility | A perception of a speaker's knowledge, trustworthiness, and warmth |
| social ease | Communicating without appearing anxious or nervous. |
| communication apprehension | Fear or anxiety associated with real or anticipated communication with others. |
| context | The setting which communication occurs, including what precedes and follows what is said. |
| physical context | A communication encounter's location, environmental conditions (temperature, lighting, noise level) distance between communicators, seating arrangements and time of day. |
| social context | The nature of the relationship that exists between the participants. |
| historical context | The background provided by previous communication episodes between the participants that influence understanding in the current encounter. |
| psychological context | The mood and feelings each person brings to a conversation. |
| cultural context | The values, attitudes, beliefs, orientations, and underlying assumptions prevalent among people in a society. |
| channel | Both the route traveled by the message and the means of transportation. |
| interference | Sometimes referred to as noise it is any stimulus that interferes with the process of sharing meaning. |
| physical interference | Sights, sounds, and other stimuli in the environment that draw people's attention away from intended meaning. |
| language | A body of symbols (most commonly words) and the systems for their use in messages that are common to the people of the same speech community. |
| speech community | A group of people who speak the same language (also referred to as a language community). |
| words | Symbols used by a speech community to represent objects, ideas, and feelings. |
| Sapi-Whorf Hypothesis | A theory claiming that language influences perception. Example: people who are into decorating can distinguish color by descriptive adjectives i.e. pearl white. |
| denotation | The direct, explicit meaning a speech community gives a word. The dictionary definition of the word. |
| connotation | The feelings or evaluations we associate with a word. |
| syntactic context | The position of a word in a sentence and the other words around it. |
| low context cultures | Cultures in which messages are direct, specific, and detailed. Not depended on a great deal of context with the message. |
| high context cultures | Cultures in which messages are indirect, general and ambiguous. Needs to be understood based on the context of the communication situation. |
| feminine styles of language | Use words of empathy and support; emphasize concrete and personal language, and show politeness and tentativeness in speaking. |
| masculine styles of language | Use of words of status and problem solving, emphasizes abstract and general language, and show assertiveness and control in speaking. |
| specific words | Words that clarify meaning by narrowing what is understood from a general category to a particular term or group within that category. |
| concrete words | Words that appeal to the senses and help us see, hear, smell, taste or touch. |
| precise words | Words that narrow a larger category to a smaller group within that category. |
| dating information | Specifying the time or time period that a fact was true or known to be true |
| indexing generalizations | The mental and verbal practice of acknowledging the presence of individual differences when voicing generalizations. |
| vivid wording | Wording that is full of life, vigorous, bright and intense. |
| simile | A direct comparison of dissimilar things. (uses like or as) |
| metaphor | A comparison that establishes a figurative identity between objects being compared. |
| emphasis | The importance given to certain words or ideas. |
| jargon | Technical terms whose meanings are understood only by select groups. |
| linguistic sensitivity | Language choices that demonstrate respect for listeners. |
| slang | Informal vocabulary used by particular groups in society. |
| generic language | Using words that may apply only to one sex, race, or other group as though they represent everyone. |
| nonverbal communication | Bodily actions and vocal qualities that typically accompany a verbal message. |
| emoticons | Typed symbols that convey emotional aspects of an online message. |
| kinesics | The interpretation of how body motions communicate. |
| gestures | Movements of our hands, arms, and fingers that we use to describe or to emphasize. |
| illustrators | Gestures that augment a verbal message. |
| emblems | Gestures can substitute for words. |
| adaptors | Gestures that respond to a physical need. |
| eye contact or gaze | How and how much we look at people with whom we are communicating. |
| oculesics | How and how much we look at others when communicating. |
| facial expression | The arrangement of facial muscles to communicate emotional states or reactions to messages. |
| posture | The position and movement of the body. |
| body orientation | Posture in relation to another person. |
| body movement | Movement that helps clarify meaning (motivated) or movement that distracts listeners from the point being made (unmotivated). |
| haptics | What and how touch communicates. |
| vocalics | The interpretation of the message based on paralinguistic features. |
| paralanguage | The voiced but not verbal part of a spoken message. |
| pitch | The highness or lowness of vocal tone. |
| volume | The loudness or softness of tone. |
| rate | The speech at which a person speaks. |
| quality | The sound of a person's voice that distinguishes it from others. |
| intonation | The variety, melody, or inflection in one's voice. |
| vocalized pauses | Extraneous sounds or words that interrupt fluent speech. |
| proxemics | The interpretation of a person's use of space and distance. |
| personal space | The distance you try to maintain when you interact with other people. |
| physical space | The physical environment over which you exert control. |
| artifacts | Objects and possessions we use to decorate the physical space we control. |
| chronemics | The interpretation of a person's use of time. |
| monochronic time orientation | A time orientation that emphasizes doing one thing at a time. |
| polychronic time orientation | A time orientation that emphasizes doing multiple things at once. |
| endomorph | Round and heavy body type |
| mesomorph | Muscular and athletic body type |
| ectomorph | Lean and little muscle development |
| healthy group | A group characterized by ethical goals, interdependence, cohesiveness, productive norms, accountability and synergy |
| group | A collection of three or more people who interact and attempt to influence each other in order to accomplish a common purpose. |
| group communication | All the verbal and nonverbal messages shared with or among members of the group. |
| interdependent group | Group in which members rely on each other's skills and knowledge to accomplish the group goals. |
| cohesiveness | Force that brings group members closer together. |
| team-building activities | Activities designed to build rapport and develop trust among members. |
| norms | Expectations for the way group members will behave while in a group. |
| ground rules | Prescribed behaviors designed to help the group meet its goals and conduct its conversations. |
| accountability | Group members being held responsible for adhering to the group norms and working toward the group's goals. |
| synergy | The multiplying force of a group working together that results in a combined effort greater than any of the parts. |
| forming | The initial stage of group development characterized by orientation, testing, and dependence. |
| storming | The stage of group development characterized by conflict and power plays as members seek to have their ideas accepted and to find their place within the group's power structure. |
| groupthink | A deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressure to conform. |
| norming | The stage of group development during which the group solidifies its rules for behavior, resulting in greater trust and motivation to achieve the group goal. |
| performing | The stage of group development when the skills, knowledge and abilities of all the members are combined to overcome obstacles and meet goals successfully. |
| adjourning | The stage of group development in which members assign meaning to what they have done and determine how to end or maintain interpersonal relations they have developed. |
| family | A group of intimates who through their communication generates a sense of home and group identity, complete with strong ties of loyalty and emotion and experience a history and a future. |
| social friendship group | A group comprised of friends who have a genuine concern about each other's welfare and enjoy spending time together. |
| support group | A group comprised of people who come together to bolster each other by providing encouragement, honest feedback, and a safe environment for expressing deeply personal feelings about a problem common to the members. |
| interest groups | A group comprised of individuals who come together because they share a common concern, hobby or activity. |
| service groups | A group comprised of individuals who come together to perform hands-on charitable works or to raise money to help organizations that perform such work. |
| work group | A collection of three or more people formed to solve a problem. |
| work group goal | A future state of affairs desired by enough members of the group to work motivate it towards its achievement. (Frankly I think this is about as common sense a definition constructed by the largest number of unnecessary words I have ever seen! Commentary by Eddie Smith.) |
| heterogenous group | Group in which various demographics, levels of knowledge, attitudes, and interests are represented. |
| homogenous group | Group in which members have a great deal of similarity. |
| group dynamics | The way a group interacts to achieve its goals. |
| the problem solving process | Step one: identify and define the problem Step two: Analyze the problem Step three: Determine Criteria for judging solutions Step Four: identify alternative solutions Step Five: Evaluate solutions and decide upon the best. |
| problem definition | A formal written statement describing the problem. |
| question of fact | A question asked to determine what is true or to what extent something is true. |
| question of value | A question asked to determine or judge whether something is right, moral, good or just. |
| question of policy | A question asked to determine what course or action should be taken or what rules should be adopted to solve a problem. |
| criteria | Standards or measures used for judging the merits of proposed solutions. |
| brainstorming | An uncritical, non-evaluative process of generating possible solutions by being creative, suspending judgment, and combining or adapting ideas. |
| decision making method | The expert opinion method: asking the person in the group with the most expertise in the matter. The average group opinion method: each member ranks the solutions and the solution with the highest ranking is selected. The majority rule method: the group votes and the majority vote determine the solution. The unanimous decision method: every member of the group agrees that same solution is best. The consensus method: every member of the group agrees that a solution is acceptable. |
| decision making | The process of choosing among alternatives. |
| informal or emergent leaders | Members who gain power because they are liked and respected by the group. |
| shared leadership function | The sets of roles that group members perform to facilitate the work of the group and help maintain harmonious relationships between members |
| task roles | Sets of behaviors that help a group acquire, process, or apply information that contributes directly to completing a task or goal. |
| maintenance roles | Sets of behaviors that help a group develop and maintain cohesion, commitment, and positive working relationships. |
| procedural roles | Sets of behaviors that directly support a group process. |
| types of task roles | Information or opinion givers: provide content for discussion. Information or opinion seekers: probe others for their ideas or opinions. Information or opinion analyzers: help the group to scrutinize the content and the reasoning of the discussion. |
| types of maintenance roles | Supporters: encourage others in the group. Interpreters: members who understand social, cultural, and gender differences and might offer clarification of opinions. Harmonizers: intervene in the discussion when conflict arises. Mediators: neutral and impartial arbiters who guide the discussion to help prevent conflict between differing opinions. Tension relievers: group members who recognize when stress has become an issue and attempts to relieve the stress by humor. |
| agenda | An organized outline of the information and decision items that will be covered during a meeting. |
| deliverables | Tangible or intangible products of work that must be provided to someone else. |
| written brief | A very short document that describes a problem, background process, decision, and rationale so that a reader can quickly understand and evaluate a group's product. |
| comprehensive report | A written document that provides a detailed review of the problem solving process used to arrive at a recommendation. |
| executive summary | A one-page synopsis of a comprehensive report. |
| oral brief | A summary of a written brief delivered to an audience by one or more group members. |
| symposium | A set of prepared oral reports delivered sequentially by group members before a gathering of people who are interested in the work of the group. |
| panel discussion | A structured problem solving discussion held by a group in front of an audience. |
| remote access report | A computer mediated audiovisual presentation of a group's process and outcome that others can receive electronically. |
| streaming video | A pre-recording that is sent in compressed form over the internet. |
| public speaking apprehension | A type of communication anxiety (or nervousness. Is the level of fear you experience when anticipating or actually speaking to an audience. |
| Performance orientation | Seeing public speaking as a situation in which a speaker must impress an audience with knowledge and delivery. And seeing audience members as hypercritical judges. |
| Communication orientation | Seeing a speech situation as an opportunity to talk with a number of people about a topic that is important to the speaker and to them. |
| Visualization | A method to reduce apprehension by developing a mental picture of yourself giving a masterful speech. |
| Systematic desensitization | A method to reduce apprehension by gradually visualizing increasingly more frightening speaking events. |
| Cognitive restructuring | A method to systematically rebuild thoughts about public speaking by replacing anxiety arousing negative self-talk with anxiety reducing self-talk. |
| Public speaking skills training | The systematic teaching of skills associated with preparing and delivering an effective public speech with the intention of improving speaking competence and thereby reducing public speaking apprehension. |
| Delivery | How a message is communicated orally and visually through the use of voice and body to be conversational and animated. |
| Conversational style | An informal style of presenting a speech so that your audience feels you are talking with them and not at them. |
| Spontaneity | A naturalness that seems unrehearsed or memorized. |
| Animated | Lively and dynamic |
| Pitch | The highness or lowness of the sounds produced by the vibration of your vocal cords. |
| Volume | The degree of loudness of the tone you make as you expel air through your vocal cords. |
| Rate | The speed at which you talk. |
| Quality | The tone, timbre, or sound of your voice. |
| Intelligible | Understandable |
| Articulation | Using the tongue, palate, teeth, jaw movement, and lips to shape vocalized sounds that combine to produce words. |
| Pronunciation | The form and accent of various syllables of a word. |
| Accent | The articulation, inflection, tone, and speech habits typical of the native speakers of a language. |
| Vocal expressiveness | The contrasts in pitch, volume, rate, and quality that affect the meaning an audience gets from the sentences you speak. |
| Monotone | A voice in which the pitch, volume, and rate remain constant with no word, idea or sentence differing significantly from any other. |
| Pauses | Moments of silence strategically used to enhance meaning. |
| Facial expression | Eye and mouth movements. |
| Gestures | Movements of hands, arms and fingers that illustrate and emphasize what is being said. |
| Movement | Changing the position or location of the entire body. |
| Motivated movement | Movement with a specific purpose. |
| Eye contact | Looking directly at the people to whom we are speaking. |
| Audience contact | When speaking to large audiences, creating a sense of looking listeners in the eye even though you cannot. |
| Posture | The position or bearing of the body. |
| Poise | Graceful and controlled use of the body. |
| Appearance | The way we look to others |
| Impromptu speech | A speech that is delivered with only seconds or minutes of advance notice for preparation and is usually presented without referring to notes. |
| Scripted speech | A speech that is prepared by creating a complete written manuscript and delivered by rate memory or by reading a written copy. |
| Extemporaneous speech | A speech that is researched and planned ahead of time, although the exact wording is not scripted and will vary from presentation to presentation. |
| Rehearsing | Practicing the presentation of your speech aloud. |
| Speaking notes | Word or phrase outlines of your speech. |
| Subject | A broad area of knowledge |
| Topic | Some specific aspect of a subject |
| Brainstorming | An uncritical, non-evaluative process of generating associated ideas |
| Audience analysis | The study of the intended audience for your speech |
| Audience adaptation | The active process of developing a strategy for tailoring your information to the specific speech audience |
| Survey | A questionnaire designed to gather information from people |
| Setting | The occasion and location for your speech |
| General speech goal | The intent of the speech |
| Specific speech goal | A single statement of the exact response the speaker wants from the audience |
| Secondary research | The process of locating information about your topic that has been discovered by other people |
| Periodicals | Magazines and journals that appear at fixed intervals |
| Primary research | The process of conducting your own study to acquire information for your speech |
| Examples | Specific instances that illustrate or explain a general factual statement |
| Expert opinions | Interpretations and judgments made by authorities in a particular subject area |
| Expert | A person who has mastered a specific subject, usually through long-term study |
| Anecdotes | Brief, often amusing stories |
| Narratives | Accounts, personal experiences, tales, or lengthier stories |
| Comparisons | Illuminate a point by showing similarities |
| Contrasts | Highlight differences |
| Plagiarism | The unethical act of representing a published author's work as your own |
| Organizing | The process of selecting and arranging the main ideas and supporting material to be presented in the speech in a manner that makes it easy fort the audience to understand |
| Main points | Complete sentence representations of the main ideas used in your thesis statement |
| Thesis statement | A sentence that identifies the topic of your speech and the main ideas you will present |
| Speech outline | A sentence representation of the hierarchical and sequential relationships between the ideas presented in a speech |
| Parallel | Wording in more than one sentence that follows the same structural pattern, often using the same introductory words |
| Time or sequential order | Organizing the main points by a chronological sequence, or by the steps in a process |
| Topic order | Organizing the main points of the speech by categories or divisions of a subject |
| Logical reasons order | Emphasizes when the main points provide proof supporting the thesis statement |
| Transitions | Words, phrases, or sentences that show the relationship between or bridge ideas |
| Goals of the introduction | Getting attention, stating the thesis, establishing your credibility, setting a tone, creating a bond of goodwill |
| Methods of gaining attention | Startling statement, rhetorical questions, personal reference, quotation, stories |
| Appeal | Describes the behavior you want your listeners to follow after they have heard your arguments |
| Points of a conclusion | Summary of main ideas, leaving vivid impressions, appeal to action |
| Audience analysis | The process of customizing our speech material to your audience |
| Relevance | Adapting the information in the speech so that audience members view it as important |
| Timely | Showing how information is useful now or in the near future |
| Proximity | A relationship to personal space |
| Personalize | Presenting information in a frame of reference that is familiar to the audience |
| Common ground | The background, knowledge, attitudes, experiences, and philosophies that are shared by audience members and the speaker |
| Personal pronouns | "we", "us", "our" pronouns that refer directly to members of the audience |
| Rhetorical questions | Questions phrased to stimulate a mental response rather than an actual spoken response on the part of the audience |
| Credibility | The level of trust that an audience has or will have in the speaker |
| Knowledge and expertise | How well you convince your audience that your are qualified to speak on a topic |
| Trustworthiness | Both character and apparent motives for speaking |
| Personableness | The extent to which you project an agreeable or pleasing personality |
| Initial audience attitudes | Predispositions for or against a topic, usually expressed as an opinion |
| Visual aid | A form of speech development that allows the audience to see as well as to hear information |
| Object | A three-dimensional representation of an idea you are communicating |
| Charts | Graphic representation that present information in easily interpreted formats |
| Word charts | Used to preview, review, or highlight important ideas covered in a speech |
| Flow charts | Use symbols and connecting lines to diagram the progressions through a complicated process |
| Graph | A chart that compares information |
| Bar graphs | Charts that represent information using a series of vertical or horizontal bars |
| Line graphs | Charts that indicate changes in one or more variables over time |
| Pie graphs | Charts that help audiences visualize the relationships among parts of a single unit |
| Flip chart | A large pad of paper mounted on an easel. It can be an effective method for presenting visual aids |
| Informative speech | A speech that has a goal to explain or describe facts, truths, and principles in a way that increases understanding |
| Intellectually stimulating | Information that is new to audience members |
| Creative | Using information in a way that yields different or original ideas and insights |
| Divergent thinking | Thinking that occurs when we contemplate something from a variety of different perspectives |
| Mnemonics | A system of improving memory by using formulas |
| Acronyms | Words formed from the first letter of a series of words |
| Description | The informative method used to create an accurate, vivid, verbal picture of an object, geographic feature, setting or image |
| Definition | A method of informing that explains something by identifying its meaning |
| Synonym | A word that has the same or similar meaning |
| Antonym | A word that is a direct opposition |
| Comparison and contrast | A method of informing that explains something by focusing on how it is similar and different from other things |
| Narration | A method of informing that explains something by recounting events |
| Demonstration | A method of informing that explains something by showing how something is done, by displaying the stages of a process, or by depicting how something works |
| Expository speech | An informative presentation that provides carefully researched, in-depth knowledge about a complex topic |
| Persuasive speech | A speech that ahs a goal to influence the beliefs or behaviors of audience members |
| Propositions | A declarative sentence that clearly indicates the speaker's position on the topic |
| Uniformed | Not knowing enough about a topic to have formed an opinion |
| Impartial | Knowing the basics about a topic but still not having an opinion about it |
| Apathetic | Having no opinion because one is uninterested to a topic |
| Reasons | Main point statements that summarize several related pieces of evidence and show why you should believe or do something |
| Argument | The process of proving conclusions you have drawn form reasons and evidence |
| Arguing by example | Support a claim by providing one or more individual examples |
| Arguing by analogy | Support a claim with a single comparable example that is significantly similar to the subject of the claim |
| Arguing from causation | Support a claim by citing events that have occurred to bring about the claim: "The dry weather hurt the local lake economy." |
| Arguing by sign | Support a claim by citing information that signals the claim: "longer lines at a soup kitchen are a sign that the economy is worsening." |
| Hasty generalization | A fallacy that presents a generalization that is either not supported with evidence or is supported with only weak evidence |
| False cause | A fallacy that occurs when the alleged cause fails to be related to, or to produce the effect: "The black cat crossing the street brought me bad luck, so I had an accident." |
| Ad hominem argument | A fallacy that occurs when one attacks the person making the argument rather than the argument itself |
| Goodwill | The audience perception that the speaker understands empathizes with and is responsive to them |
| Being responsive | Showing care about the audience by acknowledging feedback from the audience, especially subtle negative cues |
| Motivation | Forces acting on or within an organism to initiate and direct behavior |
| Incentive | A reward promised if a particular action is taken or goal reached |
| Statement of reasons pattern | A straight forward organization in which you present the best-supported reasons you can find |
| Comparative advantages pattern | An organization that allows you to place all the emphasis on the superiority f the proposed course of action |
| Criteria satisfaction pattern | An indirect organization that first seeks audience agreement on criteria that should be considered when they evaluate a particular proposition and then shows how the proposition satisfies those criteria |
| Problem solution pattern | An organization that provides a framework for clarifying the nature of the problem and for illustrating why a given proposal is the best one. |
| Motivate sequence pattern | An organization that combines the problem solution pattern with explicit appeals designed to motivate the audience to act. The five steps of the motivated sequence are: attention, need, satisfaction, visualization, action |
| Perception | The process of selectively attending to information and assigning meaning to it |
| Pattern | A set of characteristics used to differentiate some things from others |
| Interpret | Assigning meaning to information |
| Self concept | Your self identity |
| Self esteem | Your over all evaluation of your competence and personal worthiness |
| Role | A pattern of learned behaviors that people use to meet the perceived demands of a particular context |
| Self monitoring | The internal process of observing and regulating your own behaviors based on your analysis of the situation and others' responses to you |
| Incongruence | The gap between our inaccurate self-perceptions and reality |
| Self-fulfilling prophecies | Events that happen as the result of being foretold, expected or talked about |
| Self talk | The internal conversations we have with ourselves |
| Uncertainty reduction | The process of monitoring the social environment to learn more about self and others |
| Implicit personality theories | Assumptions people have developed about which physical characteristics and personality traits or behaviors are associated with another |
| Halo effect | To generalize and perceive that a persona has a whole set of characteristics when your have actually observed only one characteristic, trait or behavior |
| Stereotypes | Attributions that cover up individual differences and ascribe certain characteristics to an entire group of people |
| Prejudice | A rigid attitude that is based on group membership and predisposes an individual to feel, think or act in a negative way toward another person or group. |
| Discrimination | A negative action toward a social group or its members on account of group membership |
| Attributions | Reasons we give for others' behaviors |
| Perception check | A message that reflects your understanding of the meaning of another person's nonverbal behavior |
| Listening | The process of receiving, constructing meaning from and responding to spoken and or nonverbal messages |
| Attending | The perceptual process of selecting and focusing on specific stimuli from the countless stimuli reaching the senses |
| Understanding | Decoding a message accurately to reflect the meaning intended by the speaker |
| Empathy | Intellectually indentifying with or vicariously experiencing the feelings or attitudes of another |
| Empathic responsiveness | Experiencing an emotional response parallel to, and as a result observing, another person's actual or anticipated display of emotion |
| Perspective taking | Imagining yourself in the place of another: the most common form of empathizing |
| Sympathetic responsiveness | Feeling concern, compassion or sorrow for another because of the other's situation or plight |
| Question | A statement designed to get further information or to clarify information already received |
| Paraphrasing | Putting into words the ideas or feelings you have perceived from the message |
| Content paraphrase | One that focuses on the denotative meaning of the message |
| Feelings paraphrase | A response that captures the emotions attached to the content of the message |
| Remembering | Being able to retain information and recall it when needed |
| Mnemonic device | Any artificial technique used as a memory aid |
| Critical analysis | The process of evaluating what you have heard to determine its truthfulness |
| Factual statements | Statements whose accuracy can be verified |
| Inferences | Statements made by the speaker that are based on facts or observations |
| Comfort | To help people feel better about themselves and their behavior |
| Supportive messages | Comforting statements that have a goal to reassure, bolster, encourage, soothe, console, or cheer up |
| Clarify supportive intentions | Openly stating that your goal in the conversation is to help your partner |
| Buffering | Cushioning the effect of messages by utilizing both positive and negative politeness skills |
| Positive face needs | The desire to be appreciated and approved, liked and honored |
| Negative face needs | The desire to be free from imposition or intrusion |
| Other centered messages | Statements that encourage our partners to talk about and elaborate on what happened and how they feel about it |
| Reframing | Offering ideas, observations, information, and alternative explanations that might help your partner understand the situation in a different light |
| Giving advice | Presenting relevant suggestions and proposals that a person can use to satisfactorily resolve a situation |
| Culture shock | The psychological discomfort of adjusting to a new cultural situation |
| Intercultural communication | Interaction between people whose cultural assumptions are distinct enough to alter the communication event |
| Dominant culture | The attitudes, values, beliefs and customs that the majority of people in a society hold in common |
| Co-cultures | Groups of people living within a dominant culture but exhibiting communication that is sufficiently different to distinguish them form the dominant culture |
| Ethnicity | A classification of people based on combinations of shared characteristics such as nationality, geographic origin, language, religion , ancestral customs and tradition |
| Religion | A system of beliefs shared by a group with objects for devotion, rituals for worship and a code of ethics |
| Social class | An indicator of a person's position in a social hierarchy, as determined by income, education, occupation and social habits |
| Individualistic culture | Emphasizes personal rights and responsibilities, privacy, voicing one's opinion, freedom, innovation and self expression |
| Collectivist culture | Emphasizes community, collaboration, shared interest, harmony, the public good, and avoiding embarrassment |
| Low uncertainty avoidance cultures | Cultures characterized by greater acceptance of and less need to control, unpredictable people, relationships or events |
| High uncertainty avoidance cultures | Cultures characterized by a low tolerance for, and a high need to control, unpredictable people, relationships or events |
| High power distance | The cultural belief that inequalities in power, status, and rank are natural and that these differences should be acknowledged and accentuated |
| Low power distance | The cultural belief that inequalities in power, status, and rank should be underplayed and muted |
| Masculine culture | A culture in which people are expected to adhere to traditional sex roles |
| Feminine culture | A culture in which people, regardless of sex, are expected to assume a variety of roles based on the circumstances and their own choices |
| Ethnocentrism | The belief that one's own culture is superior to others |
| Altruism | A display of genuine and unselfish concern for the welfare of others |
| Egocentricity | A selfish interest in one's own needs, to the exclusion of everything else |
| Relationships | Sets of expectations two people have for their behavior based on the pattern of interaction between them |
| Good relationships | Ones in which the interactions are satisfying to and healthy for those involved |
| Acquaintances | People we know by name and talk with when the opportunity arises, but with whom our interactions are largely impersonal |
| Friends | People with whom we have negotiated more personal relationships that are voluntary |
| Close friends or intimates | People with whom we share a high degree of commitment, trust, interdependence and disclosure and enjoyment |
| Platonic relationship | An intimate relationship in which the partners are not sexually attracted to each other or do not act on an attraction they feel |
| Romantic relationship | An intimate relationship in which the partners act on their sexual attraction |
| Trust | Placing confidence in another in a way that almost always involves some risk |
| Self disclosure | Sharing biographical data personal ideas and feelings that are unknown to the other person |
| Feedback | Verbal and physical responses to people (and/or their messages) within the relationship |
| Johari window | A tool for examining the relationship between disclosure and feedback in the relationship |
| Maintaining a relationship | Behaving and communicating in such a way that preserved a particular level of closeness or intimacy in a relationship |
| Relational dialectics | Seemingly opposing forces (openness-closedness, autonomy-connection, , and novelty-predictability) that occur in all interpersonal relationships |
| Self disclosure | Sharing biographical data, personal experiences, ideas, and feelings |
| Privacy | The right of an individual to keep biographical data, personal ideas, and feelings secret |
| Managing privacy | A conscious decision to avoid disclosure and to withhold information or feelings from a relational partner |
| Report-talk | A way to share information, display knowledge, negotiate and preserve independence |
| Rapport-talk | A way to share experiences and establish bonds with others |
| Describing feelings | The ski of naming the emotions you are feeling without judging them |
| Describing behavior | Accurately recounting the specific behaviors of others without commenting on their appropriateness |
| Praise | Describing the specific positive behaviors or accomplishments of another and the effect that behavior has on others |
| Constructive criticism | Describing specific behaviors of another that hurt the person or that person's relationships with others |
| Passive behavior | Not expressing personal preferences or defending our rights because we fear the cost and are insecure in the relationships, have very low self-esteem or value the other person above our self |
| Aggressive behavior | Belligerently or violently confronting another with your preferences, feelings, needs, or rights with little regard for the situation or for the feelings or rights of others |
| Assertive behavior | Expressing your personal preferences and defending your personal rights while respecting the preferences and rights of others |
| Interpersonal conflict | When the needs or ideas of one person are at odds or in opposition to the needs or ideas of another |
| Withdrawing | Managing conflict by physically or psychologically removing yourself |
| Accomadating | Managing conflict by satisfying others' needs or accepting other's ideas while neglecting our own |
| Forcing | Managing conflict by satisfying your own needs or advancing your own ideas, with no concern for the needs or ideas of the other and no concern for the harm done to the relationship |
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