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;
42 Cards in this Set
- Front
- Back
|
What do social scientists do?
|
Construct and test social scientific theory
This is objective |
|
|
What do Interpretive Scholars/Humanists do?
|
Develop and apply interpretive theory
aka “rhetorical,” “critical,” “humanistic” theory |
|
|
Scientific Approach to Studying Communication
|
Goals: Explain, predict, generalize
Procedures: Identify key variables Develop, test theory about variables Methods: Experiments and Surveys (usually quantitative) Experiments Surveys Vocabulary: variables, hypotheses, effects |
|
|
Characteristics of Social Scientific Theory
Objective Nomothetic Associative Predictive |
Objective— describes “the way things are”
Nomothetic—seeks general laws or patterns Associative—identifies relationships between variables Predictive—contains falsifiable hypotheses |
|
|
Characteristics of Interpretive Theory
Interpretive Idiographic Evaluative |
Interpretive—creates a perspective
Framework for generating meaning A “lens” for viewing artifacts and events Idiographic—applied to understand single (or small numbers of) cases Evaluative—makes value judgments |
|
|
Inductive Theory Development
|
Start with observations (get data)
Observe patterns in the data Formulate theory from patterns |
|
|
Deductive Theory Development
|
Start with theorizing
Make Observations Determine findings Return to theorizing - possibly modify |
|
|
Constructivism is...
|
A general theory of communication skill
Social Perception Skill Message Production Skill |
|
|
Cognitive complexity
|
The mental ability to distinguish subtle personality and behavior differences among people
|
|
|
Social perception occurs through
|
Social perception occurs through personal constructs—cognitive schemes or templates that apply to qualities of others
|
|
|
Impression Formation Exercise – Role Category Questionnaire (RCQ)
|
Think of two people about your age whom you know well, one you like and one you don’t like
Describe each (in writing) for 5 minutes; focus on aspects of character and personality; skip physical characteristics High cognitive complexity high message production skills |
|
|
Person-Centeredness
|
Person-centered message—a tailor message for a specific individual and context.
Higher PC = greater message production skill Lower PC = lesser message production skill |
|
|
General focus of Action Assembly Theory
|
The cognitive/mental structures and processes that underlie the production of messages
|
|
|
4 observations give rise to Action Assembly Theory
|
Behavior is simultaneously repetitive and creative.
People act on the basis of the meanings they assign to stimulus inputs. Sometimes our behaviors run off automatically, sometimes they are highly conscious. Behavior ultimately consists of efferent commands, yet our phenomenal experience of our behavior consists of abstract action specifications. |
|
|
Constitute procedural knowledge
|
knowledge about how to do things
|
|
|
Procedural records
Also, they vary in terms of |
long term memory structures that record the relationships between actions, outcomes, and situations
Procedural records vary in terms of Abstractness Strength |
|
|
Activation Process
The closer the match, the ____ the activation level of the Procedural records |
Activation: certain procedural records are activated when the current situation matches the situation features stored in them, and when our current goals match the outcome features stored in them
The closer the match, the higher the activation level of the PR |
|
|
Assembly
|
the process of piecing together all the components that make up our output representation
|
|
|
Most empirical tests based on the proposition that
Also, dependent variables: |
“assembly takes time”
speech onset latency, hesitations during speaking |
|
|
Ways of Overcoming Difficulties in Assembly
|
Advance planning
Unitized assemblies |
|
|
Output representation
|
an action plan to reach the goal
|
|
|
Levels of Output Representation
|
Interactional Representation
Ideational Representation Utterance Representation Sensorimotor Representation |
|
|
Goals
|
future states an individual desires to attain or maintain
|
|
|
Interaction/communication goals
|
goals that require requires communication/coordination with others to accomplish
|
|
|
Primary Goals
|
“Push” goals: central motivations for speaking; “defines” the situation
Different primary goals associated with different schemas (cognitive structures representing knowledge about a concept) |
|
|
Secondary Goals
|
“Pull” goals: impose constraints on pursuit of primary goals (e.g., set boundaries that delimit verbal choices, communication channel)
Common secondary goals: maintain a valued relationship with the other manage self image being true to your values manage emotional arousal A secondary goal can become “primary” |
|
|
Plans
|
hierarchically organized cognitive representations of action sequences used to achieve goals
|
|
|
Plans complexity
|
The degree to which details of the plan are worked out
The number of distinct actions in the plan, including “contingent actions” Factors influencing plan complexity Desire to achieve primary goal Knowledge relevant to plan Number of secondary goals Plan complexity and interaction effectiveness Plan effectiveness vs. performance skill |
|
|
Factors influencing plan complexity
|
Desire to achieve primary goal
Knowledge relevant to plan Number of secondary goals |
|
|
Hierarchy Principle
|
when people’s initial plans fail, they are more likely to perform low rather than mid- or high-level alterations
|
|
|
Factors influencing likelihood of high-level alterations
|
Goal desire
Frequency of failure Time constraints |
|
|
Expectancy Violations
|
How people react to violations of their communication expectations
|
|
|
Expectancies are:
|
What we predict will occur rather than what we desire
A function of both societal norms and idiosyncratic differences Defined as a range rather than one specific behavior |
|
|
Expectancies defined by three factors:
Relationships Communicator Characteristics: Context: |
Relationship –similarity, familiarity, liking, status, etc.
Communicator characteristics – demographic characteristics and idiosyncratic features Context – cultural norms and specific conversational settings |
|
|
Personal Space
|
the invisible, variable volume of space surrounding an individual that defines that individual’s preferred space from others
|
|
|
The Four Proxemic Zones of Americans:
|
Intimate distance (0 to 18 inches)
Personal distance (18 inches to 4 feet) Social distance (4 to 10 feet) Public distance (10+ feet) Most spatial interpretation is outside of our awareness |
|
|
Personal Space Expectations
Dominant view |
People have definite expectations about how close others should come, an effective communicator should conform to others’ expectations
|
|
|
Personal Space Expectations
Burgoon’s proposition |
Under some circumstances, violating social norms and personal expectations is a “superior strategy to conformity.”
|
|
|
Violations of personal space Expectations
Violation valence |
the perceived positive or negative value assigned to a breach of expectations
|
|
|
Violations of Expectations
Communicator reward valence |
the sum of positive and negative attributes people have and their potential to reward or punish in the future
|
|
|
Interaction Adaptation Theory
|
Initial interaction position (IP) as determined by personal Requirements (R), Expectations (E), and Desires (D)
|
|
|
People adjust their approach when another’s actual behavior (A) doesn’t mesh with IP
|
When A is less positive than the IP: Diverge/maintain
When A is more positive than the IP: converge/reciprocate |
