Upgrade to remove ads
Only $35.99/year

Introduction to Communication Concepts

Terms in this set (56)

linear communication
The linear model illustrates communication as speaker and listener. I speak, you listen. You speak, I listen.
Communication
(1) The process or act of communicating; (2) the actual message or messages sent and received; (3) the study of the processes involved in the sending and receiving of messages.
transactional model
The transactional model illustrates communication as speaker and listener as interactive. I am speaker and listener and you are speaker and listener—simultaneously.
3 models of communication
linear, holistic, and transactional
holistic communication
The holistic model illustrates communication as simultaneous and being influenced by many factors, such as noise, channel, and feedback.
noise
Anything that interferes with a person's receiving a message as the source intended the message to be received. Noise is present in a communication system to the extent that the message received is not the message sent. Reduce the influence of physical, physiological, psychological, and semantic noise to the extent that you can; use repetition and restatement and, when in doubt, ask if you're being clear.
channel
The vehicle or medium through which signals are sent. Assess your channel options (e.g., speaking face-to-face, sending e-mail, or leaving a voicemail message when you know the person won't be home) before communicating important messages.
feedback
Information that is given back to the source. Feedback may come from the source's own messages (as when we hear what we are saying) or from the receiver(s)-in forms such as applause, yawning, puzzled looks, questions, letters to the editor of a newspaper, increased or decreased subscriptions to a magazine, and so forth. Listen to both verbal and nonverbal feedback-from yourself and from others-and use these cues to help you adjust your messages for greatest effectiveness. See also negative feedback; positive feedback.
sources - key element of communication
sender, receiverSources: The sender and receiver are both sources of communication. As a receiver, we can also be a sender.

For example, I am listening and I am nodding my head. I am receiving your message and I am sending back a message (nodding my head) that communicates "Yes, I understand."
sender
The origin of a message (who is creating a message to be communicated).
receiver
Any person or thing that takes in messages. Receivers may be individuals listening to or reading a message, a group of persons hearing a speech, a scattered television audience, or machines that store information.
message- key element of communication
Any signal or combination of signals that serves as a stimulus for a receiver.This is the formation of the communication tool.

Examples include words, pictures, or videos. can be face to face, computer mediated, and media
Computer Mediated
A general term denoting all forms of communication between people that take place through some computer, electronic, or Internet connection.
key elements of the communication process
message, sources, channel, context and effect
context- key element of communication
This is the overall scenario in which the communication takes place. Physical, cultural, social-psychological, and temporal are examples of context. The scenario is necessary to attach meaning to the message.

For example, an instructor stating "you look nice today" to a stranger on a bus has different meaning than the same statement to a student and an even more different meaning if the instructor and student were outside of the campus.
channel- key element of communication
This is how the communication takes place. Face-to-face, texting, Facebook, and conference calls are all examples of channel. Often communication happens with more than one channel.

For example, when talking with someone face-to-face, communication can happen through the verbal channel, the nonverbal channel, the smell (olfactory) channel, and so forth.
effect- key element of communication
This is the influence that the communication interaction has on each party. Gaining knowledge, clarifying feelings, and understanding directions are all examples of effects from communication.
process in interpersonal communication
An ongoing activity which involves circular steps so that communication is an ongoing activity. Communication is referred to as a process to emphasizes that it is always changing, always in motion.
power in interpersonal communication
In the communication process, a speaker's power comes from using effective and productive language as well as being a competent communicator. The following powerless message forms should be avoided: hesitations, too many intensifiers, disqualifiers, tag questions, one-word answers, self-critical statements, overly polite statements, and vulgar and slang expressions.
perception in interpersonal communication
The process of becoming aware of objects and events via the senses. Increase accuracy in interpersonal perception by (1) identifying the influence of your physical and emotional state; (2) making sure that you're not drawing conclusions from too little information; and (3) identifying any perceptions that may be the result of mind reading. See also interpersonal perception.
Inevitable (Inevitability) in interpersonal communication
In communication, the fact that communication cannot be avoided-that all behavior in an interactional setting is communication.
Irreversible (Irreversibility) in interpersonal communication
The impossibility of reversing communication principle stating that once something has been communicated it cannot be uncommunicated.
Ethnocentrism in interpersonal communication
The tendency to see others and their behaviors through our own cultural filters, often as distortions of our own behaviors; the tendency to evaluate the values and beliefs of our own culture more positively than those of another culture. Recognizing our own ethnocentrism may help to prevent evaluating different cultural practices negatively
Communication Competence
This refers to understanding the communication process and adapting to communication interactions effectively.competent communicator, adapting to the scenario will help you effectively address it and communicate.
types of communication
intrapersonal, interpersonal, small group, computer mediated, public, and mass
Interpersonal- type of communication
Interpersonal
Communication between relational people
Intrapersonal- type of communication
Communication you have with self
small group- type of communication
Small group
Communication with others (typically 5-10 people) brought together by a common goal or objective
computer mediated- type of communication
Computer mediated
Communication that takes place through some type of technology, such as email, texting, social networking, blogs, and so forth
public- type of communication
Public
Communication between a speaker and an audience (small to large)
mass- type of communication
Mass
Communication from one source to many receivers, typically through a form of media, such as television, radio, and newspapers that reaches people globally
More Communication Concepts
Purpose
Process
Shared meaning
Relationship
Content
Purpose
Communication has a purpose, such as a need to learn, relate, influence, or entertain.
Process
Communication is a process. Some days you will be a competent communicator, and other days you will not. Learning how to assess and adapt is part of this process.
Shared meaning
Communication is generally ambiguity, and therefore creating shared meaning is crucial. Is what I think you mean the same as what you intend to mean? Do we agree that the meaning of the message is the same?

For example, Jane tells Tom "I'll be home late." To Jane, that means around 9:00 p.m. To Tom, that might mean sometime after dinner but before it gets dark.
Relationship
Communication can empower a relationship and can compromise a relationship. It is necessary to determine whether the communication taking place is about the relationship.
Content
Communication can be about content, such as how a message was communicated or when a message was communicated.

For example, Kayla's boyfriend says to her, "You should have told me about the party earlier so I could make arrangements". This would be about the content (the when) of the message. Often this gets confused for a relationship message. For example, "Are you implying that I don't care about your time?" This can result in a dysfunctional interaction.
ambiguity
the condition in which a message can be interpreted as having more than one meaning. Recognize that all messages are potentially ambiguous, so clarify as necessary.
power and perception
Power and Perception

Parties involved in a communication interaction come with a power dynamic and personal perceptions:Power can be legitimate, referent, reward, coercive, expert, and information.
Personal perceptions are influenced by experience, expectations, observations, culture, and so on.
characteristics of communication
inevitable, irreversible,unrepeatable, culture, ethnocentrism
ethnocentrism
The influence of individuals' ethnic identity, values, and beliefs are typically the center from which they communicate.

For example, in my family, we talk loudly and with our hands. When I observe others speaking softly and not making much movement, I tend to assess them as reserved, shy, intimidated, and timid.
Interpersonal Communication Theories
uncertainty reduction theory, avoidance theory, and selective exposure, can facilitate more effective communication.
Uncertainty Reduction Theory
We as cognitive beings prefer to know as best we can what to expect. We like to reduce uncertainty (uncertainty reduction theory). Knowing this will help you communicate the agenda, mission, and objectives for the group to avoid uneasiness, confusion, frustration, or conflict over not knowing what to expect and what to plan for.
Why is understanding the influence of theory important to being a competent communicator?
So that you have the ability to consider what is driving a person's behavior and how best to adapt to that behavior in an effort to communicate effectively.
context
Context is the overall scenario in which communication takes place. The scenario is necessary to attach meaning to the message.
Influences to communication process
physical, culture, social-psychological, and temporal
Physical- influence to communication
This refers to the environment in which the communication takes place. Consider Suzanne's situation. The room in which the 10:00 a.m. class is held is on the third floor of the building. There are windows that allow for light. The room in which the 6:00 p.m. class is held is on the ground floor. The windows do let in the light, but there is typically a shadow given the position of the room. Also, the sun goes down between 6:00 p.m. and 9:00 p.m. (the time the class is held), so the room no longer has natural light.
cultural- influence to communication
This involves the values, beliefs, behavior, and lifestyle of a group. The 10:00 a.m. students are generally younger and seem to value education and interacting. They are typically full of energy at 10:00 a.m. and are talkative and inquisitive. The 6:00 p.m. students are generally working adults who attend school after work. They generally do value education but also believe that they know much of what is being taught. Therefore, they are not as inquisitive. They are also tired, which affects their level of interactivity. Some are even hungry because they came right from work and did not have time for dinner.
social-psychological
This has to do with the relationships: formality, status, norms, expectations, and so forth. The 10:00 a.m. students are typically younger and are attending college right out of high school. They have just come from an environment where the norm was to be engaged, ask questions, and socialize. The 6:00 p.m. adult working students are more focused on formality and status, such as raising a hand before speaking, being expected to know the answer, and following the norm (other students are not talking, not engaged).
temporal
This is related to the message and when it is delivered. For example, delivering a lecture at 10:00 a.m. is still early enough that students are generally not tired, have eaten, and are likely to be engaged. Delivering that same message at 6:00 p.m. when students are tired, hungry, missing their families, and so forth can have a compromising effect on the communication.
In which context do you think it would be best to ask your boss for a raise? (Factor in the various types of context you've learned about.)
Both of us should be rested, not hungry. There should be a quiet place with no interruptions. I should help my boss by being psychologically ready, by asking for the meeting ahead of time, and by providing information relevant to my request. We should meet at the beginning of the day, in a neutral location (not my boss's office).
ethics
Ethics

The branch of philosophy that deals with the rightness or wrongness of actions; the study of moral values.Being an ethical communicator empowers the parties involved and helps to model effective communication for others. Although communicating ethically can be very difficult, it is necessary to consider the usefulness of ethics and the influence ethics can have on a communication interaction and ultimately a relationship.
2 elements of ethical communication
subjective and objective
objective
This is the ideal that the right or wrong of a situation is absolute and should not be influenced by personal morals, values, beliefs, and so forth. Because both people and contexts are always changing, it is often difficult to uphold an objective ethical ideal.
subjective
This is the ideal that objective is too rigid or too confining and that all elements of the context need to be considered, such as personal values, beliefs, ideals, norms, expectations, feelings, and so forth.
unethical communication
Repeating gossip or rumors, staying silent, and making judgments based on partial or misunderstood truths are common acts that perpetuate unethical communication, and it can even be delivered unknowingly
Sets with similar terms