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125 Cards in this Set
- Front
- Back
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Why study interpersonal relations? |
for personal and professional success. |
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interdependent (the nature- what its like) |
largely dyadic (two people) |
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inherently relational (the nature- what its like) |
communication can impact and define a relationship |
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source reciever |
sending and receiving messages (go back and forth) |
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encoding |
producing messages |
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decoding |
understanding messages |
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messages |
signals that serve as stimuli for a receiver and are received by one of our senses. |
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feedback messages |
tell the speaker what effect they are having on the message. |
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feed forward messages |
preview before you send primary messages.
Ex: "I don't mean to get in your business.. but.." |
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Channel |
medium through which the message passes
Ex: a phone (text), facebook
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noise |
prevents a message from being decoded as intended
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physical noise |
background noise |
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physiological noise |
barriers within the sender or receiver EX: hearing loss
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psychological noise |
mental interference between speaker and listener. EX: thinking about what is going on after class. EX: emotions |
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semantic noise |
speaker and listener have different meaning systems
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context |
environment that influences the form and content of your message
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physical dimension |
tangible environment, something takes place |
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temporal dimensions |
time of day |
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social-psychological dimensions |
how you think in certain dimesnions |
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cultural dimensions |
your own EX: American-to- eastern |
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ethics |
how we view rightness and wrongness in a situation. |
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ambiguous |
(unclear) can have multiple interpertations |
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symmetrical |
both communication in a same way, good or bad |
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complementary |
ingage in different behaviors. *one is being nice and the other is not ( a balance) |
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content |
subject matter of conversation |
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relationship |
whatever it is between the two of you. EX: boyfriend, friend, brother, mom ect. |
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series of punctuated events |
a cycle- no clear beginning or end EX: when you bring up something that was dealt with a week ago |
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inevitable |
always communicating, even when not talking. |
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irreversible |
once you say something you can not take it back |
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unrepeatable |
cant tell the same story twice
*forgetting or adding something. |
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Culture |
The relatively specialized lifestyle of a group of people. -language -beliefs -style -attitude Passed on from one generation to the next through communication, not through genes. |
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Sex |
the biological distinction between male and female. -Determined by genes |
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Gender |
The social construction of masculinity and feminine within a culture. -children learn this from culture |
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Enculturation |
The process by which you learn the culture into which you are born. -from family, friends and environment |
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Ethnic Identity |
A commitment to the beliefs and Philosophy of your culture that not surprisingly can act as a protective shield against discrimination. |
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Acculturation |
The process by which you learn the rules and norms of a culture different from your native culture. |
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Cultural Perspective |
-culture is everywhere -success will depend on understanding and communicate with other people of a different culture. -important to know the culture influences do not determine your values or behaviors. |
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Individual orientation |
teaches the importance of individual achievement. -For example: (power) |
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Cultural orientation |
Teaches importance of group values. -for example: (Tradition) |
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High context cultures |
Most of the information in communication is in the context or in the person. -for example: information that was shared through previous communications, through assumptions about each other, and through shared experiences. |
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Low context culture |
Most of the information is explicitly stated in the messages; in formal transactions it will be stated in written (or contract) form. |
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Power distance |
refers to how power is distributed in a society |
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High-power-distance cultures |
in some cultures power is concentrated in the hands of a few, and there's great difference between the power held by these people and the power of he ordinary citizen. |
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Low-power-distance cultures |
power is more evenly distributed throughout the citizenry. |
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Intercultural Communication |
communication between persons who have different cultural beliefs, values, or ways of behaving. |
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Barriers to Intercultural understanding Prejudice |
A negative attitude based on group understandings rather than individual options and held in place by biased preconceived notion. -people who have strong prejudices have often never had personal experiences with the targets of their prejudice. |
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Barriers of intercultural understanding Ethnocentrism |
The tendency to see others and their behaviors through your own cultural filters, often as distortions of your own behaviors. |
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Negative Intrpretation |
interpreting everything a particular group does as negative |
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Discounting |
dismissing information that doesn't fit preconceived schemas. -Example: a friend of a different group of yours is not the same as the ones in his/her group because he is your friend. |
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Fundamental Attribution Error |
personality V.S. situation -Example: jobless because they're lazy. |
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Exaggeration |
Describing the negative character of out-group actions |
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Polarization |
magnifying differences |
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Barriers to intercultural understanding Assumed similarity |
when we ignore differences and assume that everyone is exactly the same. |
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Cultural sensitivity |
an attitude and a way of behaving in which you're aware of and acknowledge cultural differences. |
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Self-Concept |
How you feel about oneself. |
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Source of Self-Concept Others images (looking glass self) |
Revealed by how they treat and act towards you. -Example: how your parents, close friends and significant others treat you. |
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Source of Self-Concept Social Comparisons |
comparing yourself to one another |
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Source of Self-Concept Cultural Teachings |
instills in you a variety of beliefs, attitudes and values through your parents, teachers, and the media. |
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Source of Self-Concept Self-evaluation |
critique your own behavior -Does my actions reflect my belief? |
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Self- Awareness |
The extent to which you know yourself |
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Johari Window Four Selves The Open Self |
Info about yourself that you and others know. -Example: Physical, behaviors, feelings, ect. |
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Johari Window Four Selves The Blind Self |
represents all the things about you that others know but of which you are unaware of. -Example: These may include relatively insignificant habits like saying "you Know". |
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Johari Window Four Selves The Hidden Self |
Contains all that you know of yourself and of others that you keep secret. |
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Johari Window Four Selves The Unknown Self |
Represents truths about yourself that neither you nor others know. |
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Growing in Self-Awareness
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Ask yourself about yourself -I am, I like, I have Listen to others -Listening to others in public Actively seek information about yourself -How did I do? see your different selves -visualize your self in different roles you play in society.- student, daughter, sister. Increase your open self -tell people more about yourself.
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self-esteem |
a measure of how VALUABLE you think you are |
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perception |
the process by which you are aware of things using your five senses. |
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Stage one Stimulation |
Your senses are stimulated or heightened initially when you hear, see, smell or touch something. |
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Selective perception |
tend to choose what is important |
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Selective attention |
when you pay attention to things you think will fulfill needs |
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Selective exposure |
expose yourself to people or messages that will confirm your existing beliefs, contribute to your objectives, or prove satisfying in some way. -programmed stations on the radio |
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Stage two Organization |
>first try to make sense of what happened in stage one (senses). >organize by rules -Proximity= closeness -Similarity=They are similar -Contrast=They are different >organization by Schemata (mental templates) -help organize information and give you general ideas about people and social roles. >Organization by scripts -Instructions in what happens in a particular situation.(example: movie scripts) |
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Stage Three Interaction-Evaluation |
one of the final senses making process to what happens in stages 1&2 >influenced by emotional state and expectation |
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Stage Four Memory |
Where events are stored and later retrieved |
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Stage five Recall |
Where you try to select information from your memory |
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Impression Formation |
Consists of a variety of processes that you go through in forming an impression of another person. ( opinion ) |
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Self-Fulfilling Prophecy |
prediction that comes true because you act as it is true |
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Implicit personality theory |
certain personality traits are related to other traits |
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Perceptual Accentuation |
Through process that leads you to see what you anticipate to see. (Magnify) |
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Primary |
first impression (lasting) |
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recency |
might change |
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consistency |
answers that question, "is this person the same all the time?" |
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Attribution control |
trying to explain behavior >with or without control |
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Self-serving bias |
tend to take credit for positive and ignore the negative |
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Over attribution |
tendencies to single out one or more obvious characteristics of a person and attribute everything that person does for this one or these two characteristics. |
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Fundamental attribution error |
occurs when we assess someone's behavior but overvalue the contribution of internal (for example, a persons personality) and undervalue the influence of external factors (for example, the context or situation the person is in). |
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Impression management |
the process you go through to communicate the image of yourself that you want others to have of you. |
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Affinity seeking strategies |
strategies that increase your chances to being liked |
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Politeness Strategies |
anything you do to present a likeable image of oneself. example: yes please, thank you |
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Credibility Strategies |
Efforts to demonstrate competence. >actions speak louder then words |
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Self-Handicapping strategies |
you try to protect your self-esteem by calling attention to external cause that may cause potential failure. Example: saying a professor is mean, so that's why you will fail. |
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Self-Deprecating strategies |
confessions of inability or incompetence Example: saying you can't do it
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Self-monitoring strategies |
Techniques you use to carefully monitor (self-censor) what you say or do |
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Influencing Strategies |
associated with power |
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Image-confirming strategies |
letting a person know who you are. >true self |
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Humanistic approach |
describe or critiques communication behavior to understand how it influences human activity. >usually qualitative and inductive -interviews |
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Qualitative methods |
focus on verbal/nonverbal interactions, themes, ect. |
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Inductive Inquiry |
from the specific to the general > what was common? |
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Ethnography |
immerse in field study to describe human cultures. -Example: Anthropologist |
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Social Science Approach |
Studies and PREDICTS common behavior. >quantitative and deductible -survey's |
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Quantitative (numerical/statistical) |
analyze verbal/nonverbal behavior |
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deductive inquiries(questions) |
Broad to specific |
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Hypothesis (educational guess) |
tests for acceptance or rejection |
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Journal articles |
report original research, theorizing or synthesis of existing research |
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The importance of listening |
professional benefits- people who listen do better Personal benefits- key skills in developing and maintaining relationships. |
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Purpose of Listening To Listen |
listen to learn in school or more about another person |
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Purpose of Listening To Relate |
to gain liking and acceptance |
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Purpose of Listening To Influence |
can influence the attitudes, values and opinion of other people |
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Purpose of Listening To Play |
Listen for enjoyment -Example: music |
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Purpose of Listening To Help |
offer advice |
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Listening |
process of receiving, constructing meaning from and responding to |
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Hearing |
Process that occurs when sound waves are processed by the central nervous system.-Mindless |
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The Listening process |
>direct attention to relevant information >use appropriate schemata(mental templates) to make sense of what we hear/see >respond appropriately |
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Stage one of listening Receiving |
Hearing and attending to message >you know what is said and unsaid |
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Stage two of listening Understanding |
learn what the speaker needs/means |
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Stage three of listening remembering |
retaining what is in the memory |
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Stage four of listening evaluation |
thinking critically about and judging the message |
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Stage five of listening responding |
answer or give feedback to that person |
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Types of listening Discriminatory |
listening to discriminate or try to differentiate between stimuli Example: trying to figure out what that sound is at night; Dishes or burglar. |
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types of listening Appreciative |
listening for sheer pleasure of activity Example: listening to miley |
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types of listening Comprehensive |
listening to recreate the intended meaning Example: listening to a small child and trying to figure out what they said. |
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types of listening evaluative
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listen to make judgments of the intentions about that person or, the competence of the source or the completeness of the information. > Example: is this information even correct about this person? |
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types of listening empathic |
listening for feeling. >wanting to put yourself in their shoes >you try to listen to peoples problems WITHOUT giving advice.- trying to encourage them to find own path |
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Barriers of listening |
>Distraction: Physical and or mental >biased and prejudices >lack of appropriate focus >premature judgment
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Active Listening |
responding so speakers know you are listening. Example: head nod, smile, periodically check what the speaker said. |
