Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
93 Cards in this Set
- Front
- Back
|
goals of a theory
|
describe
explain/understand predict control |
|
|
waht is a theory?
|
explanation or representation of a phenomenon (littlejohn)
set of constructs, definitions, propositions based on systematic observation to represent, explain... |
|
|
theory vs hypothesis
|
theory
broad/general explanation or representation of a phenomenon applies to variety of situations hypothesis guided by a theory tests specific relationships between specific variables |
|
|
Induction
|
way to construct a theory
make observations generalize from observations create theory |
|
|
deduction
|
way to construct a theory
examine existing theory derive testable hypotheses make observations |
|
|
paradigm
|
world view
ways of knowing framework for and application of theory and meta-theoretical concepts guides us through applying theories |
|
|
social scientific/objective/nomothetic/positivistic paradigm
|
reality exists outside individual
attempt to discover (this reality) objectively and quantitatively Deterministic: Actions determined by probable cause and Effect Relationship - expect certain reactions from certain actions Reductionism -focusing on only certain aspects -distilling down to essence |
|
|
interpretive/humanistic/practical Subjective Paradigm
|
reality is created by individual
known depends upon knower subjective interpretation valued goal is rich understanding of individual experience actions determined by choice |
|
|
interpretive
|
practical (unique) qualitative
|
|
|
social scientific
|
nomothetic (Patterns) quantitative
|
|
|
Meta-theory
|
a theoretical approach to theorizing
|
|
|
Ontology
|
nature of reality - truth out there or within the individual?
is it real? |
|
|
Epistemology
|
Nature of Knowledge
how do we know? |
|
|
Axiology
|
roles of values
to what degree should researchers attempt to be objective or allow their own values to influence their research |
|
|
attribution theory
|
we act in accordance with explanations that we create about people and behavior
|
|
|
context of attribution theory
|
interpersonal applies to multiple levels and functions
|
|
|
major premise of attribution theory
|
peple attempt ot determine causes of behavior
people assign causes based on own perceptions people assign causes systematically based upon 3 dimensions |
|
|
3 dimensions people assign cause through attribution theory
|
location of cause
-internal -external stability of cause -consistent -unique Controllability ( to what degree is a person able to control what they do) -person can affect case -person cannot affect cause |
|
|
What guides feelings and behaviors?
|
attribution theory
AND new information can change attributions |
|
|
Two Biases in Attribution Process
|
Fundamental Attribution Error
- tend to exlain negative outcomes by applying internal attributions to others, external attributions to ourselves self-serving bias -we associate our own success w/internal attribution -failure w/external attribution |
|
|
Research Studies on Attribution Theory
|
Motivation
-students Advertising -attributions about product/claims and/or seller influence buying behavior -internal cause = product creates result -stability= long term reliability -control=consumer choice whether to buy and use |
|
|
strengths of attribution theory
|
heuristic
practical applications |
|
|
weaknesses of attribution theory
|
falsifiability - its all in your head, cant prove what the people disclose as false
|
|
|
cognitive dissonance
|
people seek consonance among cognitive elements
|
|
|
context of cognitive dissonance
|
general theory crosses contexts
persuasive function |
|
|
relationships among cognitive elements
|
consonant - in harmony with one another
null/irrelevant dissonance new information can cause dissonance dissonance produces pressure to reduce it |
|
|
magnitude of dissonance
increases with: |
important issues
attractive alternative if mutually exclusive two good things, but can only do one |
|
|
magnitude of dissonance
decreases with: |
satisfaction of choice
similarity among alternatives |
|
|
strategies to minimize dissonance
|
selective exposure: reduce conflicting stimuli
selective attention: focus on chosen stimuli selective interpreatation- distort facts to make them a little more like you would like them to be selective retention- i am just not going to think about it |
|
|
strengths of cognitive dissonance
|
internal consistency - logical, doesnt contradict itself
external consistency- gather datea in ther eal world they theory sitll gets supported consistently practical utility |
|
|
weaknesses of cognitive dissonance
|
low falsifiability
|
|
|
Social Judgment Theory
|
attitudes remain stable until challenged
--attitude changes depend upon initial orientaiton (anchor point) |
|
|
context of social judgment theory
|
interpersonal, group, organizational
|
|
|
function of social judgment theory
|
persuasion
|
|
|
key concepts of social judgment theory
|
three latitudes/ranges of attitudes
1. acceptance 2. rejection 3. non-commitment |
|
|
ego-involvement in social judgment theory
|
reduces latitude of acceptance
enlarges latitude of rejection receiver distorts source's position |
|
|
contrast effect in social judgment
|
less like own attitudes, beliefs
|
|
|
assimilation effect in social judgment
|
more like own attitude, beliefs
|
|
|
strengths of social judgment theory
|
internal consistency
external consistency support fom data |
|
|
weaknesses of social judgment theory
|
limited scope - doesnt explain much
can only look at one issue at a time low predictive power without pre-test |
|
|
Theory of Lingustic Relativity (Sapir-Whorf Hypothesis)
|
language shapes perceptions of reality
old riddle regarding mother being a surgeon - back in the day it was a tough riddle because surgeons were always thought of as males - hard to grasp - shaped their reality |
|
|
constructivism theory is based on Kelly's Personal Construct Theory...
|
we create cognitive opposites to help understand the world
-right/wrong -good/bad they are like continuums with extremes more experience we have, the more constructs we have |
|
|
Major Premises of Constructivism
|
We build a personal knowledge base from our experiences by transforming them into mental structures (constructs) that we use to interpret social objects and events
greater cognitive complexity leads to greater ability to communicate strategically/rhetorically with others |
|
|
context of constructivism
|
interpersonal, message creation
|
|
|
personal construct system (constructivism)
|
constructs are organized within interpretive schemes that develop over time - start simple & general - work up to complex and specific
based upon culture, socialization w/others, cognitive development, & cognitive ability - children have less complexity than adults |
|
|
perspective-taking
|
the key to creation of strategic/person-centered messages
must be able to put self into their shoes - havethe same constructs as them - helps us to understnad others constructions of reality |
|
|
3 stage process of message creation (constructivism)
|
goal identificaiton - multiple
planning - from records in memory action - implementation |
|
|
Expressive Design Logic (constructivism)
|
emote and verbalize own thoughts, feelings
no planning, no goal, just get it out - mind dump |
|
|
conventional design logic (constructivism)
|
abide by the social rules, gain social approval
please, thank you, ask at appropriate time |
|
|
rhetorical (strategic/person-centered) design logic (constructivism)
|
structure reality and meet multiple goals
|
|
|
Strength of Constructivism
|
practical utility - compliance gaiing
-comfort messages -orgaizational effectiveness -relationship maintenance internally consistent externally consistent heuristic |
|
|
weaknesses of constructivism
|
reliance on Role Category Questionnaire
|
|
|
Symbolic Interactionism
|
personal identity is shaped by and guides interaction with others
through the use of symbols (language and gestures) |
|
|
Main Premises of Symbolic Interactionism
Meaning: |
symbolized by language
dynamic effect of langauge |
|
|
Main Premises of Symbolic Interactionism
Meanings, including self-concept, formed by: |
interacting symbolically (langauge and gestures) with others
interpreting interactions |
|
|
Main Premise of SI:
Thought Modifies Meaning |
example: Linkdin example
|
|
|
Three part communicative force:
mind (SI) |
intellect, symbolizes, perceives, thinks, anticipates, plans
college students do this a lot |
|
|
Three part communicative force:
self |
dual self process
the "I" -the active part of the self the"beahves" -impulsive, unorganized, unpredictable the "me" -the "looking-glass self" reflects what you imagine others see -requires taking the rold of then "generalized other" ----waht do these people think of me ----interacted with and the feedback they give -aware of conventions, rules -self-fulfilling prophecy (what I say to self) -pygmalion effect (what I hear others say to me) |
|
|
Three part communicative force:
society |
web of social realitonships
individuals adjust themselves to each other particular others = "significant others" generalized other viewpoint of large group or culture |
|
|
research that demonstrates utility of SI
|
creation of institutions that are meaningful to group, society, as a whole
-religions -beauty -military & politics self-concept research |
|
|
strengths of SI
|
heuristic
broad scope utility |
|
|
weaknesses of SI
|
utility
questions regarding internal consistency |
|
|
scope
|
a criterion for evaluating theories; refers to the breadth of cx behaviors covered in the theory
|
|
|
logical consistency
|
criteria for evaluating theories; refers to the internal loginc in the theoretical statements
|
|
|
parsimony
|
the simplicity of the explanation provided by the teory
|
|
|
utility
|
the thoery's usefulness of practicalness
|
|
|
testability (falsifiability)
|
refers to our ability to test the accuracy of a theory's claims
|
|
|
heurism
|
the amount of research and new thinking stimulated by the theory
|
|
|
test of time
|
durability over time
|
|
|
Coordinated Management of Meaning
|
communication is the process of creating and maintaing social reality through shared meaning
mulitple realites - together create a new reality |
|
|
personal meaning - CMM
|
the meanings that a person brings to the conversaiton - unique experience
|
|
|
interpersonal meaning - CMM
|
the meaning that results when the communicators agree on each other's interpretations of an interaction
a result of the conversation |
|
|
Rules of CMM
|
rules of meaning (constitutive)
-what does this speech act mean in this context? rules of action (regulatory) -based upon my interpretation, what should Ido next? |
|
|
Coordination of Meaning
|
Try to make sense of the sequence of messages in their conversation
a process of attempting to make sense of interaction by using rules to navigate the hierarchy of contexts --complete/perfect coordination: shared meaning --partial coordination: some shared meaning --no coordination: different meanings |
|
|
6 levels of meaning
|
CMM
all levels happen simultaneously content speech acts contract episodes life scripts cultural patterns |
|
|
Content (most specifc) CMM
|
raw data
- un-interpreted stimuli first step of converting data into meaning |
|
|
speech acts CMM
|
questioning
complimenting threatening communication of the speakers intention |
|
|
contract (relationship) CMM
|
the relationship or understnaidng between people
help set guidleines and prescribe behavior suggest a future communicate relational boundaries especially important when discussing difficult issues |
|
|
episodes CMM
|
cx routines that have recognized beginnings, middles, and endings
individuals may differ in how they punctuate or emphasize an episode people bring many cultural expectations for how an episode should be executed |
|
|
life scripts (self) CMM
|
clusters of past or present episodes that create a system of manageable meanings with others
a life script is an individuals sense of self that both shapes and is shaped by cx |
|
|
influences of the coordination process of CMM
|
resources available to an individual
-stories -symbols -images that people use to make sense of their world the rules |
|
|
applications of CMM
|
meditation
facilitaion marriage and family counseling |
|
|
strengths of CMM
|
internal consistency
high explanatory power/broad scope utility |
|
|
weaknesses of cmm
|
heurism
|
|
|
uncertainty reduction theory
|
people seek information in order to understand and predict others' behaviors
|
|
|
3 phases in intial interaction
|
URT
entry - small talk personal - interst with person, exchanging more info exit - good bye, leave convo |
|
|
Motivations for info seeking URT
|
reward/incentive value
anticipation of future interaction deviance ---intrigued by them |
|
|
Two Types of Uncertainty
|
cognitive: beliefs and attitudes
behavioral: predictability of actions |
|
|
Strategies for Reducing Uncertainty
|
passive: observing
active:asking about person interactive: speaking directly to the person |
|
|
Axioms and Theorems
|
7 axioms 21 theorems
|
|
|
two additional axioms
|
makes 9!!
|
|
|
strength of URT
|
heurism
external consistency falsifiability parsimony utility |
|
|
weaknesses of URT
|
internal consistency
parsimony - deeper in the theory |
