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;
187 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
What are the two situations in which we analyze balance of power?
|
Interactional
Relational |
|
|
|
Why is there a disagreement among researchers over power?
|
Some say its possible to have an equal power balance in an interaction, others say there is always some sort of inbalance
Some say it is different than an interaction because a relationship is cumulative so even if there is an imbalance in the interaction, someone always has power, others say there is still always an imbalance |
|
|
|
Social influence
|
Interpersonal’s word for persuasion,
context of an interpersonal relationship rather than speeches |
|
|
|
Conversational Analysis
|
people take interaction and get script, go through line by line and analyze the power shifts
|
|
|
|
Principle of Least Interest
|
person who has less invested in a relationship is the person who has the most power
|
|
|
|
Coercive Power
|
power derived from people wanting to avoid punishment, people might do what they want you to do, think the way you want them to think in order to avoid a negative consequence
Doesn’t require skill, power of threat Don’t have to follow through on negative consequence |
|
|
|
Reward Power
|
someone is influenced because they are trying to gain a positive consequence, a reward, as a result of being influenced
Opposite of Coercive power |
|
|
|
Referent Power
|
people are influenced because they identify with the person who is trying to influence them
Ex. celebrity endorsements in a commercial why our really good friends can influence us not always an available form of power |
|
|
|
Identification
|
affiliatative, feeling positively about them, sense of thinking the person is like you or you wanting to be like that person
|
|
|
|
Expert Power
|
people are influenced because they belief this person has specialized knowledge relating to the beliefs
Ex. always go to certain person for all social things Don’t have to actually have the expertise, just need to seem like you do |
|
|
|
Accent
|
(Highlighting) - use non verbal message components to accent verbal message components, use to emphasize part of the overall verbal message
Ex. you raise your voice when you talk about a certain part, volume or pace are nonverbal |
|
|
|
Complement
|
use nonverbal message component to add additional nuance meaning to the words themselves, wouldn’t understand the overall meaning without the nonverbal component
Ex. when you are being sarcastic |
|
|
|
Contradict
|
When your non verbal message components sends a different message than the verbal components, we tend to believe the nonverbal message, think it is the one they are really trying to say
Ex. sarcasm, a couple’s conflict |
|
|
|
Regulate
|
When we use nonverbal message components to control the flow of verbal messages, use nonverbal to indicate who’s turn it is to talk, feedback
Ex. might lean in and raise eyebrows to say you want to speak |
|
|
|
Repeat
|
When you use a nonverbal message component to repeat a message, to say the same thing again, opposite of contradicting
Ex. say lets go and then start walking in the direction |
|
|
|
Substitute
|
you use a nonverbal component in place of a verbal message component
Ex. Kiss someone to say I love you or Goodbye |
|
|
|
Emblems
|
nonverbal symbols with specific translations in a culture, can only mean one thing
Ex. Flicking someone off, the okay symbol form of substitute |
|
|
|
Nonverbal Communication Components
|
symbols we use to communicate that are not verbal, almost always involve some aspect of the human body, can have multiple meanings
|
|
|
|
What are the 4 Nonverbal Components?
|
Silence
Physical Appearance and Objects (artifacts) Time Proxemics |
using silence to communicate nonverbally
send messages with our physical appearance and the things we use (like cigarettes) how we treat time can signal how important that person is, how responsible we are use of distance during IPC |
|
|
Silence
|
using silence to communicate nonverbally
Ex. to signal listening/thinking, respect |
|
|
|
Physical Appearance and Objects (artifacts)
|
way of communicating nonverbally
physical appearance means things like grooming, dress, makeup, ect all send messages, signals we send with the way we dress artifacts such as smoking signals “I don’t care” or “I’m cool”, seen different way in different places |
|
|
|
Time (Chronemics)
|
the more important people tend to control time, link between social status and who controls time
If we ignore things like appointed time we might signal that we don’t care or we don’t have organization time spent with someone sends nonverbal messages that they are more important to us |
|
|
|
Proxemics
|
use of distance during interpersonal interactions
Ex. in some cultures its okay to stand closer to someone if you don’t know them |
|
|
|
General American Culture and Distance (4)
|
Intimate Distance: 0 to 18 inches – for really close relationships and usually intimate topics within those relationships
Personal Distance: 18 inches to 4 feet – want to go talk to a friend Social Distance: 4 feet to 12 feet – avoid talking to someone but you don’t want to be rude Public Distance: 12 feet to 25 feet – in the environment so at some point chance of moving closer to have an interaction |
|
|
|
Basic Categories of Nonverbal Communication
|
Kinesics
Haptics Paralanguage |
body movements and gestures, facial expressions
use of touch all the things that are vocal but not verbal, things you do with your voice that is not the actually word symbols |
|
|
Kinesics
|
body movement and gestures, facial expressions
ex. how you sit in the chair some sort of evolutionary function Facial Expressions (6) Facial Feedback Hypothesis (2) |
some universal expressions to signal very specific emotions (6), often linked between emotion and the communication of emotion
Anger, Happy, Sad, Surprised, Scared, Disgusted our facial expressions have two really important jobs; 1) to tell others how we feel and 2) help tell us how we feel Ex. pen in mouth |
|
|
Haptics
|
another area of nonverbal, has to do with the use of touch, usually talking about touch between people
Gender and Power |
Gender – women get touched more in daily everyday life, women and men tend to touch women, when men are touched its mostly by women, exception is kid usually touched equally
Power – can use touch to signal power, women seem to have less power in society so they can more easily be touched |
|
|
Paralanguage (tone)
|
category that is sometimes forgotten, all the things that are vocal but not verbal, things you do with your voice that is not the actually word symbols
Vocal Rate, Volume, Rhythm |
Vocal Rate - how fast you talk
Volume - how loud you talk, different based on environment Rhythm - where do you pause, accent ex. Boston/Southern Accent |
|
|
How fast do native english speakers talk?
|
140wpm
|
|
|
|
power
|
the ability of one person to influence what another person thinks or does
|
|
|
|
power is not reciprocal
True or False |
True, if one person has power the other person must have less
|
|
|
|
What are some ways power can be decreased?
|
unsucessfully trying to control another's behavior
allow others to control you, take advantage of you |
|
|
|
What are some ways power can be gained?
|
gain physical power by working out
gain group power by learning techniques of negotiation gain persuasive power by learning the principles of communication |
|
|
|
a supervisor can enter an employee's office but an employee cannot enter a supervisor office
this is an example of |
territorial encroachment due to the greater power of the boss
|
|
|
|
a supervisor can touch the arm or rearrange the collar of a subordinate
this is an example of |
touch, a privilege of those with more power
|
|
|
|
a teacher can be late for class but a student cannot
this is an example of |
those in power can break the rules
|
|
|
|
many students raise their hands to answer a question but in the end the teacher explains a concept in her own words
this is an example of |
those in power get the final word
|
|
|
|
in an asian school, the students do not criticize the teacher
this is an example of... |
the cultural aspect of power
|
|
|
|
legitimate power
|
other believe you have the right, by virtue of your position, to influence or control their behavior
ex. police |
|
|
|
Informative or Persuasive Power
|
others see you as having the ability to communicate logically and persuasively, seen as having information and ability to present a well-reasoned argument
|
|
|
|
Power in the person
|
depends on credibility
credibility is composed of competence, character, charisma |
Credibility - the degree to which other people regard you as believable and therefore worth following
competence - the knowledge and expertise that others see you as possessing (similar to expert and informative power) character - perceived to be of high moral character, honest, trustworthy charisma - combination of personality and dynamism, seen as friendly, pleasant, and assertive |
|
|
Speaking power
|
general verbal strategies
specific language |
direct requests
ingratiation - act especially kindly, suck up manipulation - make the other person feel guilty or jealous enough to get what you want threatening - warn the other person that unpleasant things will happen if you dont get what you want |
|
|
bad use of specific language to gain speaking power
|
hesitations
too many intensifiers (really, truly) disqualifiers (I didn't but...) tag questions (wasnt it? you know?) self-critical statements - this is my first interview slang and vulgar expressions |
|
|
|
compliance gaining strategies
|
tactics aimed at influencing others to do what the user of the strategies wants them to do
one way, transactional involve an attack on negative and positive face |
|
|
|
Powerful Listeners..
|
listen actively
respond visibly but in moderation maintain eye contact maintain open posture avoid interruption visual dominanace |
|
|
|
Adaptor
|
playing with hair or a pencil
communicates powerlessness |
|
|
|
4 ways to resist power
|
negotiation
non-negotiation justification identity management |
attempt to accommodate to each other or to compromise in some way
resist compliance without any attempt to compromise resist compliance by giving reasons why you should not comply resist by trying to manipulate the image of the person making the request |
|
|
negative and positive identity management
|
manipulating the image of the person making the request
negative - portray the person as unreasonable or unfair positive - make the person feel good about himself ex. "you can easily do a much better paper yourself" |
|
|
|
sexual harassment
|
unwelcome sexual advances in the workplace
quid pro quo - job depends on sexual favors creation of a hostile work environment - makes work uncomfortable |
|
|
|
power plays
|
patterns (not isolated incidents) of behavior that are used repeatedly by one person to take unfair advantage of another person
|
|
|
|
"nobody upstairs" power play
|
individual refuses to acknowledge your request no matter how many times you make it
ex. refusal to take no as an answer |
|
|
|
"you owe me" power play
|
others unilaterally do something for you and then demand something in return
|
|
|
|
"yougottobekidding" power play
|
attacks another person by saying things like "you've got to be kidding" in order to constantly put someone's ideas down
express utter disbelief to make them feel stupid |
|
|
|
dyssemia
|
a condition in which an individual is unable to appropriately read the nonverbal messages of other and to communicate their own nonverbally
|
|
|
|
Eight Primary Emotions
|
acceptance
anger anticipation disgust fear joy surprise sadness |
|
|
|
blended emotions
|
combinations of the primary emotions
ex. love is a blend of joy and acceptance |
|
|
|
3 parts of emotion
|
bodily reactions
mental evaluations and interpretations cultural rules and beliefs |
ex. blushing when you are embarrassed
ex. calculating odds of poker framework for interpreting emotions of yourself and others ex. pride child graduates |
|
|
emotions can be adaptive or maladaptive
|
adaptive - help you adjust appropriately to situations
ex. scared may not take dangerous street maladaptive - can get in the way of accomplishing goals ex. too nervous to do well on test |
|
|
|
catastrophizing (awfulizing)
|
taking a problem, even a minor one, and making it into a catastrophe
|
|
|
|
cultural display rules of emotion
|
govern what is and what is not permissible emotional communication
|
|
|
|
gender display rules of emotion
|
men and women having different rules for what is okay to express emotionally
|
|
|
|
emotional contagion
|
emotions pass from one person to another
|
|
|
|
emotional appeals
|
persuasive tactics directed at arousing emotion responses
|
|
|
|
3 Obstacles to Emotional Communication
|
society's rules and customs (ex)
fear (2) inadequate interpersonal skills |
ex. men in US don't express emotion
makes you vurnerable to attack, fear of causing conflict |
|
|
tips to describing your feelings (6)
|
be specific
describes reasons behind emotions address mixed feelings anchor emotions in the present take personal responsibility for your feelings ask for what you want |
|
|
|
owning feelings
|
taking responsibility for them, acknowledging that your feelings are your feelings
|
|
|
|
I-messages
|
"I get angry when..."
|
|
|
|
ventilation hypothesis
|
the notion that expressing emotions allows you to ventilate your negative feelings and that this will have a beneficial effect on your physical health, mental well-being, and your interpersonal relationships
ex. let out bottled up rage |
|
|
|
anger management
SCREAM |
Self
Context Receiver Effect (immediate) Aftermath (long-range) Messages |
how important is this to you?
is this the right time to get mad? is this the person you want to express anger to? what effect do you want to achieve what are the long-term consequences how can best communicate my anger to achieve desired results |
|
|
Conversation
|
relatively informal social interaction in which the roles of speaker and hearer are exchanged in a nonautomatic fashion under the collaborative management of all parties
|
|
|
|
5 Steps of Conversation
|
Opening
Feedforward Business Feedback Closing |
|
|
|
Opening
|
Greeting
Phatic Communication Includes Nonverbal Matches tone of conversation reciprocated by other person |
|
|
|
Phatic Communication
|
message that establishes a connection between two people and opens up the channels for more meaningful interaction
|
|
|
|
Feedforward
|
provides general idea of the conversations focus, tone, or time required
"I have to tell you about this" 4 Functions |
to open the channels of communication - phatic information
the preview the message - preview content, importance, the form or style, and the + or - quality of subsequent messages To disclaim - "Im not against immigration, but..." to altercast - places receiver in assumed role and requests responses from that role ex. as a future advertising executive.... |
|
|
conversational awkwardness occurs when...
|
feedforwards are used inappropriately
|
|
|
|
Tips for Feedforward
|
use to estimate the receptivity of the person to what you're going to say
use feedforward that's consistent with your subsequent message the more complex or important the message is the more important feedforward is |
|
|
|
Business
|
the substance or focus of the conversation
most conversations are goal directed longest part of the conversation |
|
|
|
taboos
|
topics or language that should be avoided especially by outsiders
|
|
|
|
Brief rather than long speaking roles characterize most satisfying conversations
T or F |
True
|
|
|
|
Feedback
|
reflect back on the conversation to signal that the business is completed
"I'll call for reservations, and you'll shop for what we need" |
|
|
|
5 Feedback Dimensions
|
Positive-Negative
Person Focused-Message Focused Immediate-Delayed Low-Monitoring-High-Monitoring Feedback Supportive-Critical |
feedback can be positive or negative, negative says an adjustment should be made
feedback may focus on the person or on the message feedback is usually sent right after in interpersonal situations but can be sent later in other situations low monitored is totally honest reaction and high monitored is a carefully constructed response for a specific purpose supportive feedback accepts the speaker and what they said, critical offers judgment **can be both |
|
|
Closing
(2) ex. when is it awkward? |
the closing
reveals how satisfied the persons were with the conversation "I hope you'll call soon" when closings are indefinite and vague, they can be awkward |
|
|
|
Conversational Management
|
initiating, maintaining, and closing conversations
|
|
|
|
4 ways of initiating conversations
|
Self-References
Other-References Relational References Contextual References |
"My name is Joe. I'm from Atlanta"
say something about the other person or ask a question "Nice shirt" say something about the two of you "Would you like to dance?" say something about the context of the situation |
|
|
3 Types of "Opening Lines"
|
Cute-flippant opener
Innocuous opener Direct opener |
humorous, indirect, and ambiguous as to whether or not the person really wants an extended encounter
ex. "I bet I can out drink you" highly ambiguous as to whether these are simple comments that might be made to just anyone or whether they're in face openers designed to initiate an extended encounter ex. what do you think of the band? demonstrate clearly the speaker's interest in meeting the other person ex. want to have a drink? |
|
|
Openers Preferences
|
cute-flippant openers are indirect enough to cushion any rejection but they are least preferred by men and women
both men and women like innocuous because they are indirect enough to allow for an easy out men like direct openers whereas women prefer openers that aren't too strong and are modest |
|
|
|
The Principle of Cooperation
|
implicitly agreeing with the other person to cooperate in trying to understand what each other is saying
use 4 conversational maxims |
Maxim of Quantity
Maxim of Quality Maxim of Relation Maxim of Manner |
|
|
Maxim of Quantity
|
include information that makes the meaning clear but omit what does not
ex. "get to the point!" |
|
|
|
Maxim of Quality
|
saying what you know to be true and not what you know to be false
|
|
|
|
Maxim of Relation
|
talk about what is relevant to the conversation
|
|
|
|
Maxim of Manner
|
use terms that the listener understands and clarify terms that you suspect the listener will not understand
|
|
|
|
Monologue
|
communication in which one person speaks and the other person listens
communicate what will advance your own goals, prove most persuasive, and benefit you |
|
|
|
Dialogue
|
two-way interaction, each person is speaker and listener
deep concern for the other person and for the relationship between the two people goals of mutual understanding and empathy |
|
|
|
conversational turns
|
the changing or maintaining of the speaker or listener role during the conversation
|
|
|
|
2 types of speaker cues
|
Turn-Maintaining Cues
Turn-Yielding Cues |
designed to help you maintain the speaker's role
can tell the listener you're finished and wish to exchange roles |
|
|
Listener Cues
|
Turn-requesting cues
turn-denying cues |
tell the speaker you'd like to be the speaker
reluctance to assume role of speaker ex. grunt |
|
|
Interruptions
|
attempts to take over the role of the speaker, not supportive, attempts to change the subject or change it to something that person knows more about
men interrupt more context more important than gender in determining interruptions or backchannelling cues |
|
|
|
4 Guidelines for Self-Disclosure
|
Disclose out of appropriate motivation
Disclose in the appropriate context Disclose gradually Disclose without imposing burdens on yourself or others |
|
|
|
Formal Communication
|
Workplace communication
upward, downward, or lateral |
|
|
|
Upward Communication
|
consists of message sent from teh lower levels of a hierarchy to the upper levels
ex. from worker to boss |
|
|
|
Downward Communication
|
messages sent from higher levels to the lower levels
ex. boss to worker |
|
|
|
Lateral Communication
|
messages between equals
ex. manager to manager |
|
|
|
Grapevine Messages
|
patternless, concern job-related issues
address topics that you want to discuss in a more interpersonal setting, such as issues that are not yet made public |
|
|
|
Disclaimer
|
a statement made to ensure that your message will be understood and will not reflect negatively on you
hedging and credentialing |
hedging - separates yourself form the message
ex. I may be wrong here but... credentialing - helps you establish your special qualifications for saying what you are going to say ex. "As someone who works in sales, I..." |
|
|
Excuses
|
explanation of actions that lessen the negative implications of an actor's performance
3 Types |
I didn't do it - deny
It wasn't so bad - admit you did it but it wasn't so bad or there was justification yes, but - extenuating circumstances accounted for the behavior |
|
|
Apology
|
expression of regret for something you did
take into consideration the uniqueness of the situation |
|
|
|
Verbal and Nonverbal messages interact in 6 major ways
|
accent
complement contradict control repeat substitute |
Accent - emphasize
ex. raise voice to emphasis something Complement - add nuances of meaning ex. smile when telling a story Contradict ex. winking to signal you are lying Control - signal you want to floor or want to keep it Repeat ex. follow "is that all right?" with raised eyebrows and questioning look Substitute - signal "OK" with a hand gesture |
|
|
emoticon
|
a typed symbol that communicates through a keyboard the nuances of the message normally conveyed by nonverbal expression
|
|
|
|
no word or message will mean the same in two different people?
T or F |
true
|
|
|
|
Bypassing
and two types |
the miscommunication pattern which occurs when the sender and the receiver miss each other their their meanings
Different Words, Same Meaning Same Words, Different Meaning |
Different Words, Same Meaning
actually agree but assume because they use different words that they disagree Same Words, Different Meaning two people use the same words but give the words different meanings, one the surface it looks like they agree ex. P1: I don't believe in religion (I don't believe in God P2: Me either (I don't believe in organized religion) |
|
|
words don't have meaning, meaning is in the people that use them
T or F |
true
|
|
|
|
Denotation
|
its objective definition
|
|
|
|
Connotation
|
a word's subjective or emotional meaning
|
|
|
|
how is abstraction best used?
|
use different levels of some abstraction in communication
concrete specific examples and some abstract terms |
|
|
|
Positive Face
|
everyone wants to be viewed positively
|
|
|
|
Negative Face
|
everyone wants to be autonomous
|
|
|
|
Direct vs Indirect Messages
|
Direct - "I'm bored"
Indirect - "Geez its getting late" Indirect allow you to express a desire or preference without insulting or offending anyone |
|
|
|
Inclusion vs Exclusion
|
Inclusive messages include all people present
Exclusive messages shut some people out ex. telling inside jokes around people that don't understand them |
|
|
|
Wolfsen's Bulge Model of Politeness
|
intimacy is greatest among friends
it is least among strangers and intimates |
|
|
|
assertiveness
|
I win, you win mentality
positive assert own rights but don't hurt others in the process |
|
|
|
Disconfirmation
|
ignore a person's presence as well as that person's communications
|
|
|
|
Rejection
|
disagree with the person, indicate your unwillingness to accept something that other son says or does
|
|
|
|
Confirmation
|
acknowledge the presence of the other person but also indicate your acceptance of this person
|
|
|
|
ableism
|
discrimination against people with disabilities
|
|
|
|
Individual Racism
|
negative attitudes and beliefs that people hold about specific races
|
|
|
|
Institutionalized Racism
|
seen in patterns such as de facto school segregation, reluctance to hire minorities, ect.
|
|
|
|
Individual Heterosexism
|
attitudes, behaviors, and language that disparage gay men and lesbians and includes the belief that all sexual behavior that is not heterosexual is unnatural and deserving of criticism and condemnation
|
|
|
|
Institutional Heterosexism
|
ex. ban on gay marriage in most states
|
|
|
|
Heterosexist language
|
derogatory terms used for lesbians and gay men
|
|
|
|
Ageism
|
prejudice against other age groups
ex. all teen groups are selfish and undependable |
|
|
|
Individual Ageism
|
general disrespect toward older people and in negative stereo types about older people
|
|
|
|
Institutional Ageism
|
ex. mandatory retirement laws and age restrictions in certain occupations
|
|
|
|
Individual Sexism
|
prejudicial attitudes and beliefs about men or women based on rigid beliefs about gender roles
|
|
|
|
Institutional Sexism
|
ex. paying women less for the same job
|
|
|
|
Sexist Language
|
language that puts someone down because of their gender
|
|
|
|
Cultural Identifiers
|
words that are culturally acceptable to use in reference to a minority
|
|
|
|
Cultural Identifiers Preferred in America
|
African American
Greek/German/ect American Hispanic - Latina, Latino Mexican American Jewish People (not Jews) Gay/Lesbian Elderly/Senior Woman/Young Woman |
|
|
|
6 Guidelines for Verbal Messages
|
Extensionalize
Avoid allness avoid fact-inference confusion avoid indiscrimination avoid polarization update messages |
|
|
|
Intensional Orientation
|
refers to a tendency to view people, objects, and events in terms of how they are talked about or labeled rather than how they actually exist
ex. think a professor is mean before getting to know them |
|
|
|
Extensional orientation
|
tendency to look first at the actual people, objects, and events and then at the labels
|
|
|
|
Allness
|
the tendency to judge the whole on the basis of experience with part of the whole
ex. meet someone for 5 minutes and label them as dull |
|
|
|
Fact-Inference Confusion
|
when inferences are treated as facts
ex. "she is harboring an illogical hatred" conclusion you draw based on observations |
|
|
|
Indiscrimination
|
form of stereotyping that occurs when you focus on classes of individuals, objects or events and fail to see that each is unique
|
|
|
|
Polarization
|
tendency to look at the world and to describe it in terms of extremes
ex. good or bad, positive or negative |
|
|
|
Index
|
an extensional device
a mental subscript that identifies each individual in a group as an individual |
|
|
|
static evaluation
|
retain an evaluation of a person, despite the inevitable changes in the person
|
|
|
|
Kinesics
|
the study of communication through body movement
emblems, illustrators, affect displays, regulators, adaptors |
|
|
|
Emblems
|
substitutes for words, body movements that have specific translations
ex. flicking someone off |
|
|
|
Illustrators
|
accompany and literally illustrate verbal messages
ex. point up when talking about up |
|
|
|
Affect Displays
|
movements of the face that convey emotional meaning
ex. happiness |
|
|
|
Regulators
|
monitor, maintain, or control the speaker of another individual
ex. nod head, mmmhmm, shaking head |
|
|
|
Adaptors (3 types)
|
satisfy some need
Self-Adaptors Alter-Adaptors Object-Adaptors |
Self-Adaptors - satisfy a physical need, serving to make you more comfortable
Alter-Adaptors - body movements you make in response to your current interactions Object-Adaptors - movements that involve manipulation of some oject ex. punching holes in a styrofoam cup, signs of negative feelings |
|
|
Facial Management Techniques (5)
|
enable you to communicate your feelings to achieve the effect you want
intensify deintensify neutralize mask simulate |
|
|
|
Facial Feedback Hypothesis
|
facial expressions influence your physiological arousal
ex. mimicking sad expressions increases the degree of sadness |
|
|
|
Occulesis
|
study of message communicated by the eyes
varies depending on the duration, direction, and quality of eye behavior |
|
|
|
Civil Inattention
|
avoid eye contact or avert your glance in order to allow others to maintain their privacy
|
|
|
|
Pupillometrics
|
found that dilated pupils are more attractive
below level of conscious awareness |
|
|
|
Tactile Communication
|
haptics
communication by touch |
|
|
|
touch avoidance
|
touch avoidance is related to communication apprehension, low self-disclosure
older people touch less women touch women more than men touch men |
|
|
|
Territoriality (3)
|
Primary Territories - ex. room, desk
Secondary Territories - don't belong to you but you have occupied ex. table in cafeteria you regularly eat at Public Territory - areas open to all people, may be owned by someone but are used by all ex. movie theater |
|
|
|
Home Field Advantage
|
when you operate in your own primary territory, you have an interpersonal advantage
|
|
|
|
Encroachment
|
invasion of territory
higher status can encroach on lower status |
|
|
|
Color Communication
|
ex. "green with envy", "blue" when we are sad
|
|
|
|
Olfactory Communication
|
communication by smell
|
|
|
|
Psychological Time
|
person's orientation toward the past, present, or future
|
|
|
|
Informal Time Terms
|
forever, immediately, soon, right away, ASAP
different meanings for different people |
|
|
|
Monochronic vs Polychronic Time Orientations
|
Monochronic - schedule one thing at a time, a time for everything
Polychronic - multiple things at the same time ex. eating, business, and taking care of family may all occur at the same time |
|
|
|
2 Jobs of Theories of Nonverbal Communication
|
Explanation
Prediction |
Explanation – provide an explanation of communication behavior, happens by talking about relationships between variables, variables always change
Prediction – use explanation of why something happened to predict what is likely to happen in a similar explanation in the future |
|
|
Protection Theory
|
During an interaction the more threatened you feel, the less touch and the greater distance you will want, tries to explain and predict our touching and our distance behavior based on the idea of threat
can be physical can be applied to emotion, can be emotionally threatened and want less touch and more distance most often applied to haptics (touch) and proximics (distance) |
|
|
|
Equilibrium Theory
|
as emotional closeness increases, so too will touch and distance
most often applied to haptics (touch) and proximics (distance) different than protection because it makes ideas and predictions based on idea of emotional intimacy, in this conversation or in general do I feel emotionally close to the person whole idea of specific distances in America is an example of equilibrium theory |
|
|
|
Nonverbal Expectancy Violations Theory
|
Most used theory of nonverbal communication, includes almost all nonverbal components, based on a couple essential assumptions
1) we have expectations about nonverbal behavior 2) when our nonverbal expectancies are violated, that sets off an attribution process |
|
|
|
Two Source of Expectations for Nonverbal Behavior
|
Social Norms – general expectations of verbal behavior from society, socio-cultural context
Ex. handshake Idiosyncratic Knowledge – because I might know you, I know what to expect from you nonverbally |
|
|
|
nonverbal expectancy violation
|
one of our expectations is violated
ex. someone kisses you on the cheek instead of shaking your hand |
|
|
|
attribution process
|
come up with an explanation, assign meaning based on three things
|
Reward value of violator
Severity of Violation Direction of Violation |
|
|
Reward Value of Violator
|
is this person important or not? People who are high reward value are the important people in your life
High reward Low reward |
High reward – people who hold power in your life, people we have important relationships with (friends and family)
Low reward – people we don’t really know, people we know really well but we don’t like |
|
|
Severity of violation
|
how unexpected is this violation?
Violation Threshold |
the line where it has gone too far, this is now a severe violation of our expectations
Ex. not handshaking doesn’t cross the threshold |
|
|
Direction of violation
|
whether the unexpected behavior shows more or less affiliation behavior than expected
Positive direction violation Negative direction violation |
Positive direction violation – shows more behavior that shows liking than expected
Ex. expecting a handshake, get a hug Negative direction violation – shows less behavior that shows liking than expected Ex. don’t get an expected handshake |
|
|
What is the best thing a low reward person can do?
|
meet expectations
|
|
|
|
If a high reward person does something that positively violates expectancies
|
you will end up having higher regard for that person
|
|
|
|
If a high reward person does something that violates expectancies in a negative way
|
you will lose some regard for that person
|
|
|
|
If a low reward person does something that positively violates expectancies
|
you will like them less
|
|
|
|
If a low reward person does something that negatively violates expectancies
|
you will like the person less
|
|
|
|
Verbal Communication Components
|
Denotation
Connotation |
Denotation – literal definition, what you would find in dictionary
Connotation – how we are using the word in context Ex. different if a guy or a woman is called a bitch |
|
|
Speech Community
|
group of people that share norms about how to use verbal communication components
How and Why ex. catch phrases, inside jokes |
|
|
|
Wood’s speech community
|
gender not sex
times when women will switch to using masculine roles (business, ect), times when males while switch to using feminine roles (male caretakers) |
|
|
|
3 Feminine Norms of Verbal Communication
|
1) talk should be inclusive, used to include other people in experiences, makes people more inclusive, invites other people to talk
2) talk should be cooperative, joint effort, two best friends telling the same story together even though only one was there 3) talk should be expressive, about emotion, we talk about things with words that express our emotions |
|
|
|
3 Masculine Norms of Verbal Communication
|
1) talk should be assertive, want people to understand what you think and how you stand, less about details of other people
2) talk should be competitive, can use verbal components to one 3) talk should be instrumental, reason we are talking about something is to solve a problem, to come up with a solution, talk is an instrument/tool |
|
