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;
160 Cards in this Set
- Front
- Back
|
Intimacy |
significant emotional closeness experienced in a relationship |
|
|
interdependency |
a state in which each person's behaviors affect everyone else in the relationship |
|
|
dialectical tensions |
created by intimate relationships
conflicts between two important but opposing needs or desires too much emphasis on one desire can lead to break up |
|
|
Connection-Autonomy |
we want to feel connected but still be free |
|
|
openness-closedness |
desire to be open and expressive v. desire to be closed and private |
|
|
novelty-predictability |
a certain amount of predictability is necessary for a relationship to develop but it can also lead to boredom
we need just enough novelty to make it exciting without being scary or uncertain |
|
|
Stages of Romantic relationships coming together |
a. initiating b. experimenting c. intensifying d. integrating e. bonding |
|
|
initiating |
meet for the 1st time |
|
|
experimenting |
attempt to find out who the other person is and define yourself in their eyes |
|
|
intensifying |
a. marks an increase in commitment and involvement in the relationship b. increase levels of self-disclosure and becoming close friends c. uses phrases like we and us |
|
|
integrating |
a. establish a deep commitment and the relationship has its own identity b. when other people see one of you they expect to see the other c. you can borrow stuff without having to ask |
|
|
bonding |
a. public announcement of commitment (engagement or marriage) b. breaking up would be very difficult and relationship is no longer private |
|
|
traditional couples |
take a culturally conventional approach to marriage and believe in gender-typical division |
|
|
separate couples |
a. similar to traditional marriages, but the spouses are autonomous rather than interdependent b. they have their own interests and social networks |
|
|
independent couples |
a. see themselves as being independent of social expectations for marriage b. may not follow traditional gender norms |
|
|
validating couples |
a. talk about their disagreements openly and cooperatively b. spouses communicate respect even when disagreeing |
|
|
volatile couples |
a. talk about disagreements but in a competitive rather than cooperative way b. this can lead to intensive negative emotions, but can be followed by intensive affection and "making up" |
|
|
conflict-avoiding couples |
a. deal with their disagreements indirectly rather than openly b. they feel there is little to be gained by engaging in conflict directly, believing that problems will resolve themselves c. this tactic often leaves problems and issues unresolved |
|
|
hostile couples |
experience frequent and intense conflict |
|
|
communication privacy management theory |
theory that explains how people manage the tension between privacy and disclosure |
|
|
stages of relationship termination |
a. differentiating b. circumscribing c. stagnation d. avoiding e. terminating **not a set, linear process |
|
|
differentiating |
differences between the individuals begin to surface and cause problems with the relationship |
|
|
circumscribing |
information exchange is reduced and some areas are completely avoided |
|
|
stagnation |
no growth in relationship participants begin avoidance and communication becomes stylized and cold |
|
|
avoiding |
marked by increasing physical distance and separation |
|
|
terminating |
individuals take the necessary steps to formally end the relationship |
|
|
genetic ties |
families are bound together by blood |
|
|
legal obligation |
families involve legal bonds parents have legal obligations to their children |
|
|
role behaviors |
regardless of legal or biological ties, people can take on the roles of family members |
|
|
family of origin |
the family in which one grows up in, often consisting of parents and siblings |
|
|
family of procreation |
the family one starts as an adult (often consisting of one's spouse and children) |
|
|
characteristics of families |
a. family roles b. family rituals c. family stories d. family secrets |
|
|
family roles |
embody the function individuals fulfill within the family |
|
|
family rituals |
repetitive behaviors that have special meaning for a group or relationship |
|
|
family stories |
are told and retold they have a positive family message |
|
|
family secrets |
families keep secrets and families keep them from each other |
|
|
communication climate |
the emotional tone of a relationship |
|
|
confirming messages |
behaviors that indicate how much we value another person |
|
|
recognition |
the basic form of confirmation to recognize another person exists and is worthy of attention |
|
|
acknowledgement |
a more positive form of confirmation recognize another person's feelings |
|
|
endorsement |
most positive form of confirmation to signal that you agree with what another person has said |
|
|
disconfirming messages |
behaviors that imply a lack of regard for another person |
|
|
impervious response |
the most fundamental act of confirmation is recognition, to not acknowledge another is to deem them unimportant |
|
|
verbal abuse |
an overt form of disconfirming message which involves using words to hurt people |
|
|
generalize complaining |
specific complaints when dealing with a conflict can be helpful but generalized complaints undermine the other person's value |
|
|
irrelevant response |
replying to someone's message with completely unrelated statements |
|
|
impersonal response |
when you don't show real empathy and emotion with a cliche |
|
|
defensiveness |
excessive concern with guarding oneself against the threat of criticism |
|
|
supportiveness |
a person's feeling of assurance that others care about and will protect him or her |
|
|
6 types of messages that promote defensiveness |
1. Evaluation v Description 2. Control v Problem Orientation 3. Strategy v Spontaneity 4. Neutrality v Empathy 5. Superiority v Equality 6. Certainty v Provisionalism |
|
|
evaluation v description |
evaluative messages express an opinion on the value or worth of another person's behaviors descriptive messages provide detail without passing judgment |
|
|
control v problem orientation |
control messages withhold info to control the listener spontaneous messages express thoughts and desires openly and honestly |
|
|
neutrality v empathy |
neutral statements convey a lack of concern for others empathetic statements show you care about others feelings and experiences |
|
|
superiority v equality |
messages of superiority encourage division, an us against them mentality messages of equality emphasize inclusion and minimize difference |
|
|
certainty v provisionalism |
messages of certainty offer inflexible conclusions with no room for debate provisional messages offer flexibility and create dialogue |
|
|
non-evaluative feedback |
a reply that withholds assessment of what the speaker has said or done -probe: paraphrase, offer support |
|
|
evaluative feedback |
a reply that offers an assessment of what the speaker has said or done -provide praise, criticize constructively |
|
|
5 aspects of physical and mental health |
a. social skills deficit b. violence and suicide c. cardiovascular difficulties d. immune system malfunctions e. risky health practices |
|
|
inadequate interpersonal relationships contribute to what disease? |
cardiovascular |
|
|
what reduces the effectiveness of human immune systems and often leads to infection or stimulates autoimmune disease? |
interpersonal stress |
|
|
poor interpersonal relationships promote what? |
risky health practices, such as smoking, overeating, and substance abuse |
|
|
social skill deficits |
a. result in mental and physical illnesses b. parents who control their children and can't express emotion can be a cause c. difficulty regulating emotional expression and engaging in interaction |
|
|
violence and suicide |
a. inadequate or dysfunctional relationships can be a cause b. bullying |
|
|
cardiovascular disease |
a. poor personal relationships can be a cause b. type A personalities are at a greater risk because they tend to be conflict-laden, aggressive, unsupportive, and unsupportable |
|
|
immune system malfunctions |
a. poor communication can lead to immune suppression b. respiratory illnesses were far more common during periods of stressful family interaction than during stressful periods (???) c. chronic stress reduces immunity d. poor interpersonal communication can lead to autoimmune diseases e. anger, depression, and stress f. diseases also limit social participation=poor interpersonal communication |
|
|
risky health practices |
a. having unsupportive relationships makes it harder to stop smoking, reduce blood pressure, manage diabetes, lose weight, and even seek treatment for illness in the first place b. parents who have poor relationships with students or bad communication practices are less likely to provide supervision and positive messages when it comes to accidents, drug and alcohol abuse, and unsafe sexual practices |
|
|
mental health and overall happiness improve with a... |
constructive conflict process |
|
|
resolving conflict reduces what? |
stress |
|
|
our family of origin socializes us into either __________ or __________ ways of handling conflict and this can carry over into the way ____________ relationships are handled later in life |
a. constructive b. destructive c. romantic |
|
|
destructive marital conflict |
a. negative conflict between parents reduces the family's network of friends and creates more loneliness b. conflict between parents leads to focus on negative behaviors of their children c. ongoing conflict at home has a greater impact on adolescent distress and symptoms than does parental divorce |
|
|
love relationships |
a. provide a rigorous test of our ability to manage conflict b. first big fight in a relationship can be a predictor of its viability and sustainability c. fights handled productively and successfully survive and prosper while those who do not, break up |
|
|
workplace |
a. conflict is a stubborn fact of organizational life b. diverse work places and gender issues present a greater chance for impact c. communication training should be seen as conflict prevention d. unresolved conflict among management can permeate an organization and force people to take sides |
|
|
conflict management |
a. draws upon the skills of emotional intelligence b. involves being aware of unresolved conflicts and defining the conflict so that parties understand the conflict |
|
|
emotional intelligence |
the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships |
|
|
Culture |
the totality of learned, shared symbols, language, values, and norms that distinguish one group of people from another |
|
|
culture isn't property of countries, ethnicities, or economic classes, it is the property of __________ |
people |
|
|
societies |
groups of people who share common symbols, language, values, and norms |
|
|
in-groups |
groups of people with which a person identifies |
|
|
out-groups |
groups of people with which a person doesn't identify |
|
|
true or false: Culture is related to our ethnicity |
false |
|
|
ethnicity |
people's perceptions of ancestry or heritage |
|
|
enculturation |
the process each of us goes through to acquire a culture |
|
|
co-culture |
groups of people who share values, customs, and norms related to mutual interests or characteristics besides their national citizenships |
|
|
communication values that distinguish cultures |
a. power b. achievement c. hedonism d. stimulation e. self-direction f. universalism g. benevolence h. tradition i. conformity j. security |
|
|
norms |
rules or expectations that guide people's behavior in a culture -cultures vary |
|
|
individualistic cultures |
a culture in which people believe that their primary responsibility is to themselves |
|
|
collectivistic cultures |
a culture in which people believe that their primary responsibility is to their families, their communities, and their employers |
|
|
low-context culture |
a culture in which people are expected to be direct and say what they mean -ex: US, Germany, Israel, Canada |
|
|
high-context culture |
a culture in which people are taught to speak in an indirect, inexplicit way -ex: Korea, certain Native American tribes |
|
|
high-power-distance cultures |
a culture in which certain groups, such as the royal family or the members of the ruling political family, have much greater power than the average citizen -ex: US, Austria, Canada, Denmark, New Zealand |
|
|
low-power-distance culture |
a culture in which people believe that no one person or group should have excessive power -ex: India, Mexico, Singapore, the Philippines |
|
|
feminine culture |
a culture in which people cherish traditionally feminine qualities and prefer little differentiation in the roles of the women and men -ex: Sweden, Chile, and the Netherlands |
|
|
masculine culture |
a culture in which people cherish traditionally masculine values and prefer sex-specific roles for men and women -ex: Austria, Japan, Mexico |
|
|
monochronic cultures |
a culture that views time as a finite and tangible community -ex: Switzerland, Germany, most American |
|
|
polychronic cultures |
a culture that views time as holistic, fluid, and infinite -ex: Latin America, Sub-Sahara Africa, parts of the Middle East |
|
|
uncertainty avoidance |
the extent to which people try to avoid situations that are unstructured, unclear, or unpredictable |
|
|
cultures who dislike uncertainty |
dislike opinion and they tend to favor rules and laws that maximize security and reduce ambiguity -ex: Argentina, Portugal, and Uruguay |
|
|
cultures who are accepting of uncertainty |
more accepting of people with different opinions and life styles. tend to have a "live and let live" attitude -ex: Hong Kong, Jamaica, New Zealand |
|
|
mindful aware |
being aware of other cultures' behaviors |
|
|
ethnocentrism |
the tendency to judge other cultures' practices as inferior to one's own |
|
|
communicating with culture awareness |
a. be aware of other cultures and their differences b. be open-minded about cultural differences c. mindful aware d. avoid ethnocentrism |
|
|
communication codes |
verbal and nonverbal behavior whose meanings are often understood only by people from the same culture |
|
|
idioms |
phrases whose meaning is not literal but figurative in language -ex: raining cats and dogs |
|
|
expect ______ and _________ when dealing with other cultures |
ambiguity and uncertainty |
|
|
the key to interacting with people of all backgrounds is |
understanding how interpersonal communication works |
|
|
model |
representation of what something is and how it works |
|
|
linear model of interpersonal communication |
first model depicted communication as a process in which one person acts on another person sender to passive receiver |
|
|
interactive models |
process in which listeners give feedback -communicators create and interpret messages within personal fields of experience -one person sender one person receiver -NO NOISE in this model |
|
|
transactional model |
emphasizes the dynamism of interpersonal communication and the multiple roles people assume during the process -recognizes noise is present throughout the interpersonal communication |
|
|
I-It communication |
we treat others impersonally, almost as objects -we don't acknowledge the humanity of other people |
|
|
I-You communication |
people acknowledge one another as more than objects, but they don't fully engage each other as unique individuals |
|
|
I-Thou |
-rarest kind of relationship -cherished and unique -highest form of human dialogue, because each person affirms the other -we open ourselves fully, trusting others to accept us as we are, with our virtues and vices, hopes and fears, strengths and weaknesses |
|
|
interpersonal communication |
a selective, systemic, unique, processual transaction that allow people to reflect and build personal knowledge of one another and create shared meanings |
|
|
selective |
we don't want to communicate intimately with the majority of the people we encounter |
|
|
systemic |
takes place within various systems occurs in contexts that influence events and the meanings we attribute |
|
|
unique |
at the deepest level go beyond social roles, every person is unique and therefore irreplaceable |
|
|
processual |
ongoing continuous process |
|
|
transactional |
process of transaction between people. people are not just receivers or senders |
|
|
individual |
deepest level involves engaging others as individuals who are unlike anyone else |
|
|
personal knowledge |
to connect as unique individuals, we have to get to know each other personally and understand their thoughts and feelings |
|
|
meaning creating |
the heart of interpersonal communication is shared meanings between people |
|
|
content meaning |
deals with literal or denotative meaning (1st level) |
|
|
relationship meaning |
relationships between communicators (2nd level) |
|
|
why study gender communication |
a. enhances understanding of how culture influences views of masculinity and femininity as well as men and women b. enhances in sight into your own gender |
|
|
Sex |
a. biological b. chromosomes - most commonly XX(female) or XY(male), but not always c. Hormones d. biology influences how our sex is labeled, and how we develop, but it doesn't determine behavior |
|
|
gender |
a. acquired and learned b. we are socialized into it c. not static |
|
|
gender is learned (give examples) |
a. toys b. language c. experiences |
|
|
gender reflects social meanings and expectations |
a. this is how we know what the "ideal" woman/man is like b. cyclical c. this means we can and do change |
|
|
transgender |
individuals who feel that their biologically assigned sex is inconsistent with their true sexual identity |
|
|
transsexual |
individuals who have had surgery and/or hormonal treatments |
|
|
essentializing |
the tendency to reduce something or someone to certain characteristics that we assume are essential to its nature and present in every member of a category, such as men or women
-doesn't allow us to recognize any differences within each sex |
|
|
cultural impact on gender |
gender is reflective of and promoted by society structures, institutions, and practices -sons are given more freedom than daughters -women are given more responsibilities in the home |
|
|
what is the purpose of communication studies |
to understand how people communicate and to understand how to make people better and more confident communicators |
|
|
what does communication studies do |
a. advocacy b. conflict resolution and negotiation c. relating to others better |
|
|
plato's shadow |
distrust of practical aspects of rhetoric such as public speaking, it allowed false truths to triumph over real truth -looms over rhetoric practices such as PR, Advertising, and Marketing (many are skeptical of these practices) |
|
|
Aristotle's view of communication |
a. rhetoric can be used to promote either falsehood or truth b. it is the duty of honorable citizens to arm themselves with knowledge and skill in rhetoric in order to defend the truth c. persuasion is both a logical and psychological process |
|
|
sophists |
-earliest teachers of public speaking in Ancient Greece -called their discipline rhetoric -most influential was Socrates -challenged the belief that life was predetermined by the Gods and advocated for the belief of free will -argued the way to find truth was through debate |
|
|
causes of the negative reputation of sophists |
-Plato- in his work he was very critical of the Sophists -Sophists were known for their willingness to take on any cause so long as they were paid |
|
|
calling someone a sophist means |
they are without morals or an ethic compass |
|
|
ethos |
ethics |
|
|
logos |
logic |
|
|
pathos |
emotion |
|
|
epideictic speeches |
ceremonial speeches, eulogies speeches based on feelings and emotions |
|
|
deliberative |
focused on the future, usually looking at options or policy decisions, what's the plan of action going forward |
|
|
forensic |
looking at the past, courtroom style speeches |
|
|
5 skills required for effective speaking |
1. invention 2. disposition 3. style 4. memory 5. delivery |
|
|
Aristotle's view of Truth |
a. Truth did exist and was findable through things such as formal logic and reasoning b. accepted the fact that truth cannot always be found c. debate and advocacy were the best means of decision making in instances where truth cannot be found |
|
|
rhetoric |
defined by Aristotle as "all the available means of persuasion" |
|
|
audience analysis |
an assessment and evaluation of listeners |
|
|
syllogisms |
a set of propositions that are related to one another and draw a conclusion from the major and minor premises |
|
|
syllogism example |
major premise: all men are mortal
minor premise: Aristotle is a man Conclusion: Aristotle is mortal |
|
|
forensic rhetoric |
a type of rhetoric that pertains to speakers prompting feelings of guilt or innocence from an audience |
|
|
epideictic rhetoric |
a type of rhetoric that pertains to praising or blaming |
|
|
persuasion structure speeches |
a. problem-cause-solution b. cause-effect-solution |
|
|
informative speeches |
a. chronology b. explanation-application-implication |
|
|
utilitarianism |
all ethical conflicts can be resolved by determining which action would create "the greatest good for the greatest number of people" |
|
|
who developed utilitarianism |
Jeremy Bentham & John Stuart Mill |
|
|
Tragedy of the Commons |
resources held in common are not maintained or treated well because no one person feels responsible |
|
|
who created the Veil of Ignorance |
John Rawls (american philosopher) |
|
|
The Veil of Ignorance |
if people had to make decisions not knowing whether they would benefit themselves, they act more justly -a just society would focus on caring for it's weakest members -people would favor systems of governance that benefitted everyone and not an elite few because people would not know their place in society |
