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;
173 Cards in this Set
- Front
- Back
|
Code
|
A systematic arrangement of symbols used to create meanings in the mind of another person or persons.
|
|
|
Decode .
|
The process of assigning meaning to others' words in order to translate them into thoughts of your own
|
|
|
Encode
|
The process of translating your thoughts into words.
|
|
|
Nonverbal Codes
|
All symbols that are not words, including bodily movements, use of space and time, clothing and adornments, and sounds other than words.
|
|
|
Verbal Codes
|
Symbols and their grammatical arrangement, such as languages.
|
|
|
Nonverbal Codes
|
Codes of communication consisting of symbols that are not words, including non-word vocalizations.
|
|
|
What is an Accomadation Goal?
|
The marginalized group manages to keep co cultural identity while striving for positive relationships with the dominant culture
|
|
|
Assimilation Goal
|
The marginalized group attempts to fit in with the dominant group.
|
|
|
Separation Goal
|
The marginalized group relates as exclusively as possible with its own group and as little as possible with the dominant group.
|
|
|
What are Assigned Groups?
|
Groups that evolve out of a hierarchy whereby individuals are assigned membership to the group.
|
|
|
Emergent Groups
|
Groups resulting from environmental conditions leading to the formation of a cohesive group of individuals.
|
|
|
Task-Oriented Groups
|
Also called secondary groups; groups formed for the purpose of completing tasks, such as solving problems or making decisions.
|
|
|
Relationship-Oriented Groups
|
Also called primary groups; groups that are usually long-term and exist to meet our needs for inclusion and affection.
|
|
|
Within-Group Diversity
|
The presence of observable and/or implicit differences among group members.
|
|
|
Groupthink
|
An unintended outcome of cohesion in which the desire for cohesion and agreement takes precedence over critical analysis and discussion.
|
|
|
Group Conflict
|
An expressed struggle between two or more members of a group.
|
|
|
Group Decision
|
An interactive network of computers with specialized software allowing users to generate solutions for unstructured problems.
|
|
|
Group Climate
|
The emotional tone or atmosphere members create within the group.
|
|
|
Group Culture .
|
The socially negotiated system of rules that guide group behavior
|
|
|
Co-Culture
|
A group that exists within a larger, dominant culture but differs from the dominant culture in some significant characteristic.
|
|
|
What are Affect Displays?
|
Nonverbal movements of the face and body used to show emotion.
|
|
|
Collectivist Cultures
|
Cultures that value the group over the individual.
|
|
|
What is aggressiveness
|
Assertion of one's rights at the expense of others and care about one's own needs but no one else's.
|
|
|
What is Active Listening?
|
Listening with a purpose
|
|
|
What are adaptors?
|
Nonverbal movements that you might perform fully in private but only partially in public.
|
|
|
Culture
|
The socially transmitted behavior patterns, beliefs, attitudes, and values of a particular period, class, community, or population.
|
|
|
High-Context (HC) cultures
|
Cultures like those of the Asian Pacific Rim and Central and South America, in which much of the meaning is "preprogrammed information" understood by the receiver and transmitted also by the setting in which the transaction occurs.
|
|
|
Low-Context (LC) Cultures
|
Cultures like the United States and Scandinavia, in which communication tends to be centered on the source, with intentions stated overtly and with a direct verbal style.
|
|
|
Implicit-Rule
Culture |
A culture in which information and cultural rules are implied and already known to the participants.
|
|
|
Explicit-Rule Culture
|
A culture in which information, policies, procedures, and expectations are explicit.
|
|
|
Individualistic Cultures
|
Cultures that value individual freedom, choice, uniqueness, and independence.
|
|
|
Uncertainty-Accepting Cultures
|
Cultures that tolerate ambiguity, uncertainty, and diversity.
|
|
|
Uncertainty-Rejecting Cultures
|
Cultures that have difficulty with ambiguity, uncertainty, and diversity.
|
|
|
Autocratic Leaders
|
Leaders who maintain strict control over their group.
|
|
|
Democratic Leaders .
|
Leaders who encourage members to participate in group decisions
|
|
|
Laissez-Faire Leaders
|
Leaders who take almost no initiative in structuring a group discussion.
|
|
|
designated Leader
|
Someone who has been appointed or elected to a leadership position.
|
|
|
Emergent Leader
. |
Someone who becomes an informal leader by exerting influence toward achievement of a group's goal but who does not hold the formal position or role of leader.
|
|
|
Leadership
|
A process of using communication to influence the behaviors and attitudes of others to meet group goals.
|
|
|
Bargaining
|
The process in which two or more parties attempt to reach an agreement on what each should give and receive in a transaction between them.
|
|
|
What are Artifacts? .
|
Ornaments or adornments you display that hold communicative potential
|
|
|
Automatic Attention
|
The instinctive focus we give to stimuli signaling a change in our surroundings, stimuli that we deem important, or stimuli that we perceive to signal danger.
|
|
|
Selective Attention
|
The sustained focus we give to stimuli we deem important.
|
|
|
Behavioral Flexibility
|
The ability to alter behavior to adapt to new situations and to relate in new ways when necessary.
|
|
|
What is affection?
|
The emotion of caring for others and/or being cared for
|
|
|
Channel
|
The means by which a message moves from the source to the receiver of the message.
|
|
|
Attractiveness
|
A concept that includes physical attractiveness, how desirable a person is to work with, and how much "social value" the person has for others.
|
|
|
Small-Group Communication
|
The process of using messages to generate meaning in a small group of people. OR Interaction among three to nine people working together to achieve an interdependent goal.
|
|
|
Communication
|
The process of using messages to generate meaning.
|
|
|
Deceptive Communication
|
Practices of deliberately making somebody believe things that are not true.
|
|
|
Dyadic Communication
|
Two-person communication.
|
|
|
Intercultural Communication
|
The exchange of information between individuals who are unalike culturally.
|
|
|
Interpersonal Communication
|
The process of using messages to generate meaning between at least two people in a situation that allows mutual opportunities for both speaking and listening.
|
|
|
Androgynous
|
Refers to persons who possess stereotypically female and male characteristics.
|
|
|
Intrapersonal communication
|
The process of using messages to generate meaning within the self.
|
|
|
Mass Communication
|
The process of using messages to generate meanings in a mediated system, between a source and a large number of unseen receivers.
|
|
|
Nonverbal Communication
|
The process of using messages that are not words to generate meaning.
|
|
|
Public Communication
|
The process of using messages to generate meanings in a situation in which a single source transmits a message to a number of receivers.
|
|
|
Phatic Communication
|
Communication that is used to establish a mood of sociability rather than to communicate information or ideas.
|
|
|
Tactile Communication
|
The use of touch in communication.
|
|
|
Competence
|
The ability to effectively exchange meaning through a common system of symbols, signs, or behavior.
|
|
|
Complementarity
|
The idea that we sometimes bond with people whose strengths are our weaknesses.
|
|
|
Complementation
|
Nonverbal and verbal codes add meaning to each other and expand the meaning of either message alone.
|
|
|
Compliance-Gaining
|
Those attempts made by a source of messages to influence a target "to perform some desired behavior that the target otherwise might not perform."
|
|
|
Argumentativeness
|
The quality or state of being argumentative; synonymous with contentiousness or combativeness.
|
|
|
Compliance-Resisting
|
The refusal of targets of influence messages to comply with requests.
|
|
|
Heterosexist Language
|
Language that implies that everyone is heterosexual.
|
|
|
Racist Language
|
Language that insults a group because of its skin color or ethnicity.
|
|
|
Conjunctive Tasks
|
Group tasks for which no one member has all the necessary information but each member has some information to contribute.
|
|
|
Connotative Meaning
|
An individualized or personalized meaning of a word, which may be emotionally laden.
|
|
|
Sexist Language
|
Language that excludes individuals on the basis of gender.
|
|
|
Context
|
A set of circumstances or a situation.
|
|
|
Language
|
A collection of symbols, letters, or words with arbitrary meanings that are governed by rules and used to communicate.
|
|
|
Contradiction
|
Verbal and nonverbal messages conflict.
|
|
|
Contradictions
|
In dialectic theory the idea that each person in a relationship might have two opposing desires for maintaining the relationship.
|
|
|
Control
|
The ability to influence our environment.
|
|
|
Criteria
|
The standards by which a group must judge potential solutions.
|
|
|
Critical Listening
|
Listening that challenges the speaker's message by evaluating its accuracy, meaningfulness, and utility.
|
|
|
Critical Thinking
|
Analyzing the speaker, the situation, and the speaker's ideas to make critical judgments about the message being presented.
|
|
|
Cultural Competence
|
The ability of individuals and systems to respond respectfully and effectively to people of all cultures, classes, races, ethnic backgrounds, and religions in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each.
|
|
|
Cultural Relativism
|
The belief that another culture should be judged by its own context rather than measured against your culture
|
|
|
Decoding
|
The process of assigning meaning to the idea or thought in a code.
|
|
|
defensiveness
|
Occurs when a person feels attacked.
|
|
|
Denotative Meaning
|
The agreed-upon meaning or dictionary meaning of a word.
|
|
|
descriptiveness .
|
The practice of describing observed behavior or phenomena instead of offering personal reactions or judgments
|
|
|
Dialectic
|
The tension that exists between two conflicting or interacting forces, elements, or ideas.
|
|
|
Dialogue
|
The act of taking part in a conversation, discussion, or negotiation.
|
|
|
Disjunctive Tasks
|
Group tasks that require little coordination and that can be completed by the most skilled member working alone.
|
|
|
Doublespeak
|
Any language that is purposefully constructed to disguise its actual meaning.
|
|
|
Emblems
|
Nonverbal movements that substitute for words and phrases.
|
|
|
Emoticons
|
Typographic symbols showing emotional meaning.
|
|
|
Empathic Listening
|
Listening with a purpose and attempting to understand the other person.
|
|
|
Emphasis
|
The use of nonverbal cues to strengthen verbal messages.
|
|
|
Encoding
|
The process of translating an idea or thought into a code
|
|
|
Task Functions
|
Behaviors that are directly relevant to the group's task and that affect the group's productivity.
|
|
|
Self-Centered Functions
|
Behaviors that serve the needs of the individual at the expense of the group.
|
|
|
Maintenance Functions
|
Behaviors that focus on the interpersonal relationships among group members.
|
|
|
Ethnocentrism
|
The belief that your own group or culture is superior to other groups or cultures.
|
|
|
Ethics
|
A set of moral principles or values.
|
|
|
Euphemism
|
A more polite, pleasant expression used instead of a socially unacceptable form.
|
|
|
Feedback
|
The receiver's verbal and nonverbal response to the source's message.
|
|
|
First-Person Observation
|
Observations based on something that you personally have sensed.
|
|
|
Second-Person Observation
|
A report of what another person observed.
|
|
|
Formal Role
|
Also called positional role; an assigned role based on an individual's position or title within a group.
|
|
|
Hearing
|
The act of receiving sound.
|
|
|
Hurtful Messages
|
Messages that create emotional pain or upset.
|
|
|
Illustrators
|
Nonverbal movements that accompany or reinforce verbal messages.
|
|
|
Inclusion
|
The state of being involved with others; a human need.
|
|
|
Indexing
|
Identifying the uniqueness of objects, events, and people.
|
|
|
Informal Role
|
Also called a behavioral role; a role that is developed spontaneously within a group.
|
|
|
Information Literacy
|
The ability to recognize when information is needed and to locate, evaluate, and effectively use the information needed.
|
|
|
Lecture Cues
|
Verbal or nonverbal signals that stress points or indicate transitions between ideas during a lecture.
|
|
|
Lecture Listening
|
The ability to listen to, mentally process, and recall lecture information.
|
|
|
Listening
|
The active process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. It involves the ability to retain information, as well as to react empathically and/or appreciatively to spoken and/or nonverbal messages.
|
|
|
Listening for Enjoyment
|
Situations involving relaxing, fun, or emotionally stimulating information.
|
|
|
Meaning
|
The understanding of the message.
|
|
|
Self-Disclosure
|
The process of making intentional revelations about yourself that others would be unlikely to know and that generally constitute private, sensitive, or confidential information.
|
|
|
Message
|
The verbal or nonverbal form of the idea, thought, or feeling that one person (the source) wishes to communicate to another person or group of people (the receivers).
|
|
|
Noise
|
Any interference in the encoding and decoding processes that reduces message clarity.
|
|
|
Metaphors
|
A means to understanding and experiencing one thing in terms of another.
|
|
|
M-Time
|
The monochronic time schedule, which compartmentalizes time to meet personal needs, separates task and social dimensions, and points to the future.
|
|
|
P-Time
|
The polychronic time schedule, which views time as "contextually based and relationally oriented.
|
|
|
Frozen Evaluation
|
An assessment of a concept that does not change over time.
|
|
|
Objectics
|
Also called object language; the study of the human use of clothing and other artifacts as nonverbal codes.
|
|
|
Dating
|
Specifying when you made an observation, since everything changes over time.
|
|
|
Operational Definition
|
A definition that identifies something by revealing how it works, how it is made, or what it consists of.
|
|
|
Chronemics
|
Also called temporal communication; the way people organize and use time and the messages that are created because of their organization and use of it.
|
|
|
Paralinguistic Features
|
The non-word sounds and nonword characteristics of language, such as pitch, volume, rate, and quality.
|
|
|
Process
|
An activity, exchange, or set of behaviors that occurs over time.
|
|
|
Inflection
|
The variety or changes in pitch.
|
|
|
Paraphrasing
|
Restating another person's message by rephrasing the content or intent of the message.
|
|
|
Personal Idioms
|
Unique forms of expression and language understood only by individual couples.
|
|
|
Pitch
|
The highness or lowness of the speaker's voice.
|
|
|
Power
|
Interpersonal influence that forms the basis for group leadership.
|
|
|
Pragmatics
|
The study of language as it is used in a social context, including its effect on the communicators.
|
|
|
Semantics
|
The study of the way humans use language to evoke meaning in others.
|
|
|
Syntax
|
The way in which words are arranged to form phrases and sentences.
|
|
|
Profanity
|
Language that is disrespectful of things sacred.
|
|
|
Proxemics
|
The study of the human use of space and distance.
|
|
|
Proximity
|
The location, distance, or range between persons and things.
|
|
|
Norms
|
Informal rules for group interaction created and sustained through communication.
|
|
|
Rate
|
The pace of your speech.
|
|
|
Receiver
|
A message target.
|
|
|
Reflexivity
|
Being self-aware and learning from interactions with the intent of improving future interactions.
|
|
|
Regionalisms
|
Words and phrases specific to a particular region or part of the country.
|
|
|
Regulation .
|
Nonverbal codes are used to monitor and control interactions with others
|
|
|
Regulators
|
Nonverbal movements that control the flow or pace of communication.
|
|
|
Relational Deterioration
|
In Knapp's model the process by which relationships disintegrate.
|
|
|
Relational Development
|
In Knapp's model the process by which relationships grow.
|
|
|
Relational Maintenance
|
In Knapp's model the process of keeping a relationship together.
|
|
|
Repetition
|
The same message is sent both verbally and nonverbally.
|
|
|
Responsiveness
|
The idea that we tend to select our friends and loved ones from people who demonstrate positive interest in us.
|
|
|
Rituals
|
Formalized patterns of actions or words followed regularly.
|
|
|
Role
|
A consistent pattern of interaction or behavior exhibited over time.
|
|
|
Interpersonal Relationships
|
Associations between two people who are interdependent, who use some consistent patterns of interaction, and who have interacted for an extended period of time.
|
|
|
Complementary Relationships
|
Relationships in which each person supplies something the other person or persons lack.
|
|
|
Sapir-Whorf Hypothesis
|
A theory that our perception of reality is determined by our thought processes and our thought processes are limited by our language and, therefore, that language shapes our reality.
|
|
|
Schema
|
Organizational "filing systems" for thoughts held in long-term memory.
|
|
|
Source
|
A message initiator.
|
|
|
Similarity
|
The idea that our friends and loved ones are usually people who like or dislike the same things we do.
|
|
|
Slang
|
A specialized language of a group of people who share a common interest or belong to a similar co-culture.
|
|
|
Jargon
|
The technical language developed by a professional group.
|
|
|
Source Credibility
|
The extent to which the speaker is perceived as competent to make the claims he or she is making.
|
|
|
Kinesics
|
The study of bodily movements, including posture, gestures, and facial expressions.
|
|
|
Working Memory
|
The part of our consciousness that interprets and assigns meaning to stimuli we pay attention to.
|
|
|
Short-Term Memory
|
A temporary storage place for information.
|
|
|
Cliché
|
An expression that has lost originality and force through overuse.
|
|
|
Long-Term Memory
|
Our permanent storage place for information including but not limited to past experiences; language; values; knowledge; images of people; memories of sights, sounds, and smells; and even fantasies.
|
|
|
Colloquialisms
|
Words and phrases used informally.
|
|
|
Substitution
|
Nonverbal codes are used instead of verbal codes.
|
|
|
Concrete Language
|
Words and statements that are specific rather than abstract or vague.
|
|
|
Stakeholders
|
Groups of people who have an interest in the actions of an organization.
|
|
|
Vocal Cues
|
All of the oral aspects of sound except words themselves.
|
