Quiz 1 Comm 100

Front 1

Ethics (29)

Back 1

Branch of Philosophy that focuses on moral principles and codes of conduct

Front 2

Interpersonal Communication Competence (35)

Back 2

The ability to communicate effectively

Front 3

I-It Communication (12)

Back 3

Buber- when one person in communication is treated like an object, sometimes acknowledged, but only as "something" (waiter, salesperson, homeless person)

Front 4

I-You Communication (13)

Back 4

Buber-second level, majority of our interactions. Acknowledged as people, but don't fully engage as unique people

Front 5

I-Thou Communication (13)

Back 5

Buber- each person affirms the other as cherished and unique individuals. See each other's wholeness and individuality

Front 6

Interpersonal Communication (14)

Back 6

Buber describes "Selective, systemic process that allows people to reflect and build personal knowledge of one another and create shared meanings"

Front 7

Systemic (14)

Back 7

Takes place within various systems (Class, culture, relationship, history)

Front 8

Selective (14)

Back 8

We make choices about who we communicate with and on what levels

Front 9

Noise (15)

Back 9

Anything that distorts communication or interferes with people's understanding of one another: Physiological, physical, psychological, semantic

Front 10

Content Meaning (18)

Back 10

Literal meaning of words

Front 11

Relationship Meaning (18)

Back 11

What the words communicated mean in the context of the relationship (Parent to child: clean your room, vs. Friend to friend: clean your room)

Front 12

Process (17)

Back 12

Communication is an ongoing, continuous process: evolves over time, decreases over time

Front 13

Model (19)

Back 13

Representation of a phenomenon

Front 14

Linear Model (20)

Back 14

Laswell- not effective because communication is portrayed as going one way (Sender and Reciever)

Front 15

Interactive Model (21)

Back 15

Listeners give feedback

Front 16

Transactional Model (21)

Back 16

More accurate, "Communicators A and B," field of experience, noise, time, systems, communication goes both ways

Front 17

Feedback (21)

Back 17

Response to a message (Interactive Model)

Front 18

Symbol (30)

Back 18

Something with no inherent or true meaning (words are an example)

Front 19

Metacommunication (30)

Back 19

Communication about communication: "This has been a great talk"

Front 20

Dual Perspective (36)

Back 20

Understanding that both our own perspectives, beliefs, thoughts or feelings may not line up with another person's

Front 21

Person-centeredness (40, 88)

Back 21

Ability to perceive another as a unique individual by using knowledge of particular others

Front 22

Monitoring (38, 40)

Back 22

The capacity to observe and regulate your own communication

Front 23

Interpersonal (12)

Back 23

"Between people"

Front 24

Buber (12)

Back 24

Philosopher, 3 levels of comm and defined Inter Comm as "Selective, systemic process that allows people to reflect and build personal knowledge of one another and shared meanings"

Front 25

Physiological Noise (15)

Back 25

Hunger, tired

Front 26

Physical Noise (15)

Back 26

Crowded room, super hot or super cold

Front 27

Psychological Noise (15)

Back 27

Qualities in us that affect how we communicate and interpret (prejudice, bias from perspective)

Front 28

Semantic Noise (15)

Back 28

Not understanding the actual words

Front 29

Shared Meaning (17)

Back 29

The understanding of certain people's words and behaviors in relationships with history and understanding

Front 30

Three Dimensions of Relationship-Level Meanings

Back 30

Responsiveness, liking or affection, power or control

Front 31

Interpersonal Needs Theory (22)

Back 31

Psychologist William Schutz: We create and sustain relationships to meet 3 different needs

Front 32

Three Needs According to Schutz (22)

Back 32

Affection, inclusion, control

Front 33

Maslow (22)

Back 33

Hierarchy of Needs

Front 34

Hierarchy of Needs

Back 34

Basic to Abstract: Physical (air, food), Safety and Protection (shelter,) Belonging or Inclusion, Self-esteem (respect, impacted by seeming, being,) Self-actualization (Understanding of self)

Front 35

8 Principles of Interpersonal Communications

Back 35

1. We cannot NOT communicate. 2. It's irreversible. 3. Involves ethical choices. 4. People construct meanings. 5. Metacommunication affects meaning. 6. Inter Comm develops and sustains relationships. 7. Not a solution to everything. 8. Can be learned

Front 36

Anxious/ambivalent attachment style (53)

Back 36

Inconsistent treatment by caregiver, sometimes loving, and attentive, sometimes indifferent and rejecting. Unpredictability causes anxiety in the child

Front 37

Attachment styles (51)

Back 37

Patterns of caregiving that teach us who we and others are and how to approach relationships, learned in earliest relationships

Front 38

Self (41)

Back 38

Starts with external people telling us who we are. Multidimensional process of internalizing and acting from social perspectives, begins with parents

Front 39

Particular others (47)

Back 39

Specific people who are important in our lives

Front 40

Direct Definition (47)

Back 40

Communication that tells us explicitly who we are by labeling us and our behaviors. Includes race and ethnicity

Front 41

Reflected Appraisal (48)

Back 41

If people hint indirectly that we are smart, we become that. We are mirrors for other people. People's perception of us effects us

Front 42

Social Comparison (50)

Back 42

Process of assessing ourselves in relation to others to form judgements about our own talents, abilities, and qualities, etc. Diversity is necessary, can elevate or lower our view of self

Front 43

Identity Scripts (51)

Back 43

Rules for living and identity, usually formed by 5 years old, adults write, children internalize. "We are responsible people"

Front 44

Secure Attachment Style

Back 44

Caregiver responds CONSISTENTLY in an attentive and loving way, better self-esteem, positive view of others, positive view of self

Front 45

Fearful Attachment Style (52)

Back 45

Caregiver in the first bond is unavailable or communicates in negative, rejecting, or abusive ways (sees self as unlovable and others as rejecting)

Front 46

Self-fulfilling Prophecies

Back 46

Internalize other's expectation or judgements about us and then behave in ways that are consistent with those expectations or judgements. Labels we are given that we grow into

Front 47

Dismissive Attachment Style

Back 47

Caregiver is rejecting, dismissive, child does not accept caregiver's view, so sees others as unworthy

Front 48

Generalized Other (54)

Back 48

The general, or overall, society

Front 49

Culture is Learned in Three Ways

Back 49

Interacting with others who have internalized cultural values, participating in institutions that embody cultural values, watched through media

Front 50

Face (60)

Back 50

"save face, best face forward" The impression of self that we want others to accept in social situations

Front 51

Impression Management (60)

Back 51

Have we use communication in an effort to persuade others to believe the face we present

Front 52

Social Media's Role in Identity

Back 52

1. Direct Definition, Reflected Appraisals 2. social comparison3. Skilled facework

Front 53

Johari Window (63)

Back 53

Open Area, Blind Area, Hidden Area, Unknown area

Front 54

Self-Disclosure (64)

Back 54

Intentionally revealing information about ourselves to another person that he or she is unlikely to discover in other ways (Builds relationships, trust, reliability, learn to handle feedback)

Front 55

Self-Sabotage (67)

Back 55

Self-talk, telling ourselves we are no good, we can't do it, etc

Front 56

Perception (75)

Back 56

The ACTIVE process of creating meaning by SELECTING, ORGANIZING AND INTERPRETING people, objects, events, situations and other phenomena

Front 57

Perception is affected by:

Back 57

Others, situations, events, behaviors, ourselves

Front 58

Selection (75)

Back 58

We don't notice everything, we notice things that stand out. Change can shift attention and we can miss out on opportunities

Front 59

In-Attention Blindness (76)

Back 59

Tendency to not notice what's right in front of us (talk-to-text phone while driving)

Front 60

Organization (77)

Back 60

After we've selected what to notice, constructivism: "We organize and interpret experience by applying cognitive structures called schemata"

Front 61

Four Types of Schemata (78)

Back 61

Prototypes, Personal Constructs, Stereotypes, Scripts

Front 62

Prototypes (78)

Back 62

Clearest, most representative example of a category. Category: friends, Prototype: Karly

Front 63

Personal Constructs

Back 63

Mental yardstick, two extremes: smart, not smart

Front 64

Stereotypes (79)

Back 64

Predictive generalization applied to a person or situation based on the category we placed them in. These are pinned on people

Front 65

Scripts (80)

Back 65

Guide to action, help us through interactions, but not always accurate

Front 66

Interpretation (81)

Back 66

Subjective process of explaining our perceptions in ways that make sense to us

Front 67

Attribution Error

Back 67

Issues in perception that lead to issues in communication

Front 68

Attributions

Back 68

Explanation of why something happened or why someone acts in a certain way

Front 69

Four Dimensions of Attributions (82)

Back 69

Locus, Stability, Specificity, Responsibility

Front 70

Locus (81)

Back 70

Dimension of Attributions: Internal or external (He has no patience for lateness, vs. The traffic jam was frustrating)

Front 71

Stability (82)

Back 71

Dimension of Attributions: Stable (unchanging, she's a type A personality,) Unstable (temporary, she has a headache right now)

Front 72

Specificity (82)

Back 72

Dimension of Attributions: Specific (He spends a lot of money on clothes), Global (He's a big spender)

Front 73

Responsibility

Back 73

Dimension of Attributions: Within personal control, beyond personal control

Front 74

Self-serving bias (82+83)

Back 74

Bias towards ourselves and our interests, "I did well on the test because I'm smart and studied" vs. "I did badly on that test because the questions were unfair and no amount of studying would have made a difference"

Front 75

Fundamental Attribution Error

Back 75

Locus dimension, overestimate internal causes or others' errors and underestimate internal causes of our errors

Front 76

Influences in Perception (84)

Back 76

Physiology, expectations, age, culture, social location, roles

Front 77

Social Location (86)

Back 77

"Realm of reality"

Front 78

Standpoint

Back 78

Point of view that grows out of political awareness of the social location of a group: material, social, symbolic conditions common for members (Privileged people are more likely to contribute to a society that benefits them)

Front 79

Roles

Back 79

Doctors observe medical symptoms, lawyers are analytic thinkers

Front 80

Cognitive Complexity (89)

Back 80

Number of personal constructs used, how abstract they are and how elaborately they interact to shape perception (Children are more simple than adults)

Front 81

Empathy

Back 81

The ability to feel with another person

Front 82

Implicit Personality Theory

Back 82

Collection of unspoken and sometimes unconscious assumptions about how various qualities fit together in human personalities

Front 83

Social Media's Influence on Perception (90)

Back 83

Views on issues are shaped by the people we follow. Cultural membership influences the content of our online communication