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;
71 Cards in this Set
- Front
- Back
|
Verbal communication |
the ways which we use words in language togenerate meaning, both in person and online. Relate to Language |
|
|
Symbols |
They don’t have a direct relationship to thethings they represent. Stand for concepts |
|
|
Language |
this is a system of arbitrary signs and symbolsused to communicate thoughts and feelings. Each language has own grammaticalsystem. |
|
|
Concrete words |
refer to specific things you perceive with yoursense (giffare,rose) |
|
|
Abstract words |
ideas that can’t be observed or touch andrequire interpretation (animals) |
|
|
Basic terms |
further describe a superordinate term |
|
|
Subordinate terms |
most concrete and specialized descriptions |
|
|
Powerful language |
direct, assertive and persuasive |
|
|
Powerless language |
uncertain, lacks confidence |
|
|
Whorf hypothesis |
claims that language influences how we see,experience, and interpret the world around us |
|
|
Code switching |
modify our verbal and non verbal communication in different contexts |
|
|
Bypassing |
form of miscommunication that is when people miss each other with their meanings. |
|
|
Euphemism |
when you substitute an offensive, direct word with a more bland mild one |
|
|
Exclusionary language |
reinforces stereotypes, exclude others from understanding an in-group's meaning |
|
|
Slang, Jargon, Gobbledygook |
slang- informal nonstandard words Jargon- allows members to communicate fast and clear Gobbledygook-using 2 or more words when only 1 is needed. |
|
|
Swear words |
considered taboo or disapproved by culture |
|
|
Denotation & Connotation |
D-refers to specific dictionary definition C- emotional response connected to meaning of word |
|
|
Nonverbal communication |
generates meaning without using words |
|
|
Metamessage |
message about a message, clues about how to interpret things. |
|
|
Leakage cues |
unintentional non verbal behaviors that may reveal deceptive communication (nervous,negative emotions,speech errors) |
|
|
Repetitive non verbal behaviors |
repeats the meaning of verbal message(saying yes and nodding) saying 2 and holding up your fingers |
|
|
Complementary nonverbal behaviors |
consistent with verbal message (show you are confident, smile, good posture, clear voice) |
|
|
Accenting nonverbal behavior |
manage the flow of a conversation (when to start/stop talking, whose turn is it) |
|
|
Substituting nonverbal behavior |
wave hello or goodbye |
|
|
Contradictory nonverbal behavior/mixed message |
conflict with meaning of words (say your ok, but has forced smile). |
|
|
Expectancy violation theory |
your expectations about nonverbal behavior has effect on how you interact with others and interpret nonverbal meanings |
|
|
emblems, illustrators, adaptors |
emblems-expresses same meaning as a word in particular group or culture (raising hand to talk) illustrators-used with verbal message that would lack meaning without words(a caught fish this big) Adaptor-habitual gestures that help manage and express emotions (chewing nails=nervous) |
|
|
Touch approachers |
comfortable with touch and often initiate touch with others |
|
|
Touch avoiders |
less comfortable initiating touch or being touch |
|
|
Masking |
conceals true emotions by displaying expression considered appropriate in a situation |
|
|
neutralization |
eliminates display of emotions |
|
|
intensification |
exaggerates expressions to meet other's needs or to express strong feelings |
|
|
deintensification |
reduces or downplays emotional displays for others |
|
|
proxemics |
intimate: 0-18 inches personal:18 inches to 4 ft social:4-6 ft public:12+ ft |
|
|
other-oriented |
effective self-monitors and sensitive to others |
|
|
immediacy |
degree to which a person appears more open, likable, and approachable |
|
|
Cultures |
a learned set of shared interpretations about beliefs, values, norms, and social practices that affect behaviors of large groups of people |
|
|
Ethnocentrism |
the mistaken belief that your culture is a superior culture with special rights and privileges that are or should be denied to others |
|
|
Stereotypes |
Generalizations about a group of people that oversimplify the group's characteristics |
|
|
Prejudice |
positive or negative attitudes about an individual or cultural group based on little or no direct experience with that person or group |
|
|
Discrimination |
how we act out and express prejudice. exclude people. |
|
|
Racism |
effect of ethnocentrism, stereotyping, prejudice, and discrimination all together. |
|
|
intercultural dimension |
an aspect of a culture that can be measured relative to other cultures. |
|
|
individualism |
"I" is important independence is worth pursuing personal achievement should be rewarded individual uniqueness is valued |
|
|
collectivist |
"We" is important The needs,beliefs, and goals of the "in-group" are above those of individual achievements that benefit and foster cooperation in the group are rewarded |
|
|
Time orientation |
culture that focuses time variables:short and long term: past, present, future, one thing at a time, many things at a time, |
|
|
high context & low context culture |
high-nonverbal,reserved low-verbal, loud |
|
|
interpersonal communication |
between two people, interact and generate meaning with verbal & nonverbal messages |
|
|
relationship |
a continuing and meaningful attachment to another person |
|
|
personal relationships |
friends, family |
|
|
professional relationships |
connections with people you associate and work with to accomplish a goal or task |
|
|
Fundamental Interpersonal Relationship Orientation Theory |
people interact with others in order to satisfy three basic interpersonal needs: need for inclusion, control, and affection |
|
|
Inclusion need |
a desire to belong |
|
|
control need |
whether you feel confident |
|
|
affection need |
desire to feel liked |
|
|
self-disclosure |
the process of sharing with others personal information,opinions, and emotions that would not otherwise be known to them |
|
|
Defensive behavior |
instincts to protect ourselves when we are verbally or physically attacked by someone |
|
|
supportive behavior |
self-disclosure and responsiveness benefit both parties |
|
|
Personality |
represents the style in which we interact with the world around us and with other people |
|
|
Extroverts: sensors, think, judger |
out-going, use gestures when speaking -detail oriented - task oriented -structured |
|
|
Introverts: intuitive, feeler, perceiver |
think before they speak, not talkative, like being alone. -sees big picture -people oriented -flexible |
|
|
Destructive conflict |
result of behaviors that create hostility or prevents problem solving |
|
|
Constructive conflict |
express disagreement in a way that respects others' perspectives and promotes problem solving. |
|
|
avoidance conflict style |
changes subject, deny conflict, unwilling to stand up for their own needs or others needs |
|
|
accommodating conflict style |
people give in to others to preserve peace |
|
|
competitive conflict style |
people are more concerned with fulfilling their own needs that with meeting the needs of others |
|
|
compromising conflict style |
middle ground, concede some goals to achieve others |
|
|
collaborative conflict style |
win-win. search for new solutions that will achieve both personal goals and the goals of others. |
|
|
A-E-I-O-U Model of conflict resolution |
A: Assume person wants to resolve E: Express your feelings I: Identify what you want to happen O: Outcomes you expect be made clear U: Understand a mutual basis is achieved |
|
|
6 step model of conflict resolution |
1. preparation:identify issue 2. Initiation: tell person"need to talk" 3. confrontation: talk 4. consideration: consider other pov 5. resolution: come to agreement 6. reevaluation: follow up on solution |
|
|
Social Penetration Theory |
process of relationship bonding which moves from superficial communication to a deeper more intimate communication |
