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96 Cards in this Set
- Front
- Back
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Human Language |
Human Language – a system of arbitrary signs and symbols (words orvocabulary) used to communicate thoughts and feelings within acommunity of people |
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Human Language |
System – interrelated collection of words Rule governed–constitutive rules (i.e., what words mean) andregulative rules (i.e., grammatical and mechanical rules) It is a social construction – it’s power is found in agreement amongstits users |
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Verbal Communication |
Using no words to stimulate meaning |
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The POWER to create and label experiences |
EXAMPLES: "words dont mean things, people mean things" Sexual Harassment coming out of the closet bullying |
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Words have the POWER to IMPACT thoughts and actions |
The SAPIR-WHORF hypothesis Language shapes perceptions perceptions shape behavior |
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Whorf Hypothesis |
The idea that thought is affected and shaped by theb language we use is a concept from Example: AT DISNEY - Uses theater lingo "cast member, roles, costumes etc" Experiecnce of hot and cold different words used |
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Culture |
consists of the rules, norms, beliefs,attitudes, and values of a group of people thathave been learned and shape from onegeneration to the next. The meaning of words can change from culture to culture |
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words are context bound |
Symbols derive their meaning from the situation in which they are used |
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Code switching |
how we modify our verbal and nonverbal communication in different contexts |
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denotative |
meanings are restrictive and LITERAL |
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connotative |
meanings are personal and SUBJECTIVE can lead to Misunderstanding (also known as bypassing) |
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concrete words |
can be seen, touched, smelled, tasted, or heard Concrete messages are more clear; abstract terms are moredifficult to understand or agree upon. apple, table, human, monkey |
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abstract words |
not able to "sense it" makes it more ambiguous and harder to agree on meaning; LOVE, HATE, BEAUTIFUL |
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Jargon |
special words or expressions that are used by a particular profession or group and are difficult for others to understand. IE MEDICAL JARGON |
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Gunny-Sacking |
"storing up" grievances acquired in the course of a relationship, rather than resolve them when they first occurred. |
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communication |
Communication is the process of using verbal and nonverbal messages/symbols between two or more people to generate meaning within and across various contexts, cultures, and channels. |
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why you communicate |
Self presentation goals instrumental goals relationship goals |
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communication characteristics |
IS PURPOSEFUL (goal-oriented) INVOLVES CHOICESIS INEVITABLE, IRREVERSIBLE, and UNREPEATABLEIS AMBIGUOUS INVOLVES CONTENT AND RELATIONSHIP ORIENTEDHAS A POWER DIMENSIONGOVERNED BY RULES |
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Key components of communication |
Source: encoding Receiver: Decoding Channel: what the communication goes through (cell phone, interent, face to face) Message- consists of verbal and non verbal messages (phatic communication, small talk, feeback,) noise: physical, physiological, psychological, semantic (ie different menaing systems between communicators) Context: physical, cultural, socio-psychological, temporal |
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Communication Models: LINEAR MODEL Message transfer |
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Communication Models: Interaction Message exchange |
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Human Communication as Transaction:Message Creation |
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Types of communication |
Types of Communication Mediated communication Interpersonal communication Small group communication Public communication (public speaking) |
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Communication competence |
our knowledge and understanding of how communication works(i.e., what is appropriate/inappropriate in a given context) (2) your ability to communication effectively (3) being ethical Communication competence is contingent upon the context Competent communicators are mindful |
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self concept |
Represents the sum total of beliefs you haveabout yourself Two Questions: 1) Who are you? 2) What makes you you? |
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sources of self concept |
Self ◦Self-awareness ◦Past experiences ◦Biology and genetics Others ◦Looking-glass self ◦Social comparisons Culture/Co-cultures ◦Groups we associate with (and the roles we assume) ◦Attitudes (what we like and dislike); beliefs (what is true/falsebased on past experiences); values (what is good/bad,right/wrong, moral/immoral) |
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Self Esteem |
Represents your judgments of yourself ◦Your assessment of your self worth ◦How valuable you perceive yourself to be |
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How does self esteem develp |
Gender Social Comparisons (reference groups) Self-Expectations Self-Fulfilling Prophecies |
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Perception |
A perception is the arousal of our senses; it isour way of understanding the world Our perceptions are influenced by our self-concept and self-esteem Once our senses are activated, we begin toprocess them through: 1. Selection2. Organization3. Interpretation |
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why is perception important? |
Perception is in the mind of thereceiver. It remains subjective rather than objective. Our perceptual processes serve as a lens (self-concept/self-esteem). The messages we send and receive arefiltered through this lens |
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Stages of perception: STAGE ONE: Selection |
Selective exposure selective attention |
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Stages of perception: STAGE TWO: Organization |
The proximity principle the similiarity principle the simplicity principle the closure principle (deductive reasoning) |
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Stages of perception: STAGE THREE: Interpretation |
influenced by past experiences, knowledge, expectations, attitudes, relational involvement |
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Halo Effect |
bias in which an observer's overall impression of a person, company, brand, or product influences the observer's feelings and thoughts about that entity's character or properties. It was named by psychologist (good looking people) |
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Primacy and recency effects |
Primacy: distinguished from previous activities as important (primacy effect) and may be transferred to long-term memory by the time of recall. Recency: Items at the end of the list are still in short-term memory (recency effect) at the time of recall. (last person to speak) |
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Attribution |
attribution is the process by which individuals explain the causes of behavior and events. Attribution theory is the study of models to explain those processes. |
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self serving bias |
people's tendency to attribute positive events to their own character but attribute negative events to external factors. |
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Fundamental attribution error |
also known as the correspondence bias or attribution effect, is the tendency for people to place an undue emphasis on internal characteristics (personality) to explain someone else's behavior in a given situation rather than considering the situation's external events (she was late because she is lazy) rather than she was late because she had an accident |
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stereotyping (3 steps) |
1) Have a generalization about a group of people◦ 2) Assign an individual as part of that particular group◦ 3) Apply generalization to that individual |
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How can we enhance Perceptual Accuracy |
Use Indirect Perception Checking:◦Seek out additional information in apassive manner |
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How do we check our perceptions (5 STEP PROCESS) |
Five Step-Process:◦ 1. Review your knowledge about the person.◦ 2. Assess attributions you’ve made about this individual◦ 3. Question your interpretations◦ 4. Share your interpretations with the individual (try andoffer two or more interpretations)◦ 5. Check your interpretations with the individual |
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impression formation |
how you form the identity/FACE you have |
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impression management |
how you manage your identity with others |
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strategies to manage impressions AFFINITY SEEKING |
behaviors we engage in to be liked appear enthusiastic present yourself as comfortable and relaxed; Listen; Expression of similarities Ingratiate- give compliments to praise others |
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strategies to manage impressions MAKING EXCUSES |
Self handicapping strategies "i cant give the speech because my anxiety is too high and i will pass out" |
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strategies to manage impressions SUPPLICATE |
(“Changing oil is so difficult, I don’t know I could ever learnit. The fact that you know how to do it is amazing. Could you help me out?”) |
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strategies to manage impressions SELF PROMOTE |
but avoid being arrogant (“I’ve been a manager for 12 yearsand have been employee of the month five times.”) |
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strategies to manage impressions Role Model |
“I would never miss a workday to party – that is just irresponsible.” |
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Empathy |
Empathy – “feel into” others’ thoughts andemotions, making an attempt to identify with them ◦Perspective-taking◦ Empathic concern Different from sympathy – simply feeling“bad” for someone |
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Communication Apprehension (CA |
anindividual’s level of fear or anxiety associatedwith either real or anticipated communicationwith another person or persons Can exist across contexts (dyadic, group, andpresentational) Sources of CA include: fear of failure; fear ofbreaking rules; fear of others; fear of theunknown; fear of the spotlight |
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culture |
estabilished, coherent set of beliefs, attitudes, values and practices shared by a large group of people Culture is Learned◦ Culture is Communicated◦ Culture is Layered◦ Culture is Lived |
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co culture |
cultures that co-exist within a dominant cultural sphere andlarger cultural systems, yet people in these co-cultures remain connectedto one another through some heritage or common characteristic |
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social identity |
our self concept as derviced from the co cultural groups to which we see ourselves belonging Ethnicity◦ Age (generation)◦ Sexual Orientation◦ Gender◦ Socioeconomic status◦ Group affiliation (e.g., gamers, construction workers)◦ Physical abilities |
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ingroup |
the people who are your culture/co-cultural beliefs, attitudes, andvalues (similar) |
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outgroup |
people who are not in your culture/co-culture and who havedifferent beliefs, attitudes, and values (dissimilar) |
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Communication Accommodation Theory – |
eople are especially motivated to adapt their communication(CONVERGE) when they seek social approval and when they wish toestablish relationships with others. People are unmotivated to adapt their communication (DIVERGE) whenthey seek to highlight cultural/co-cultural differences and preventestablishing a relationship |
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individual and collectivism |
Individualistic Cultural Value◦ Individual recognition◦ Self-actualization◦ Self-reliance and independence Collectivistic Cultural Value◦ Group achievement is rewarded◦ Strive to accomplish goals for the benefit of the group |
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low power distance cluture |
Power distinctions are minimized◦ Lines of power are more ambiguous◦ Power is distributed evenly |
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high power distance culture |
Accept differences in power as normal◦ There are clear power distinctions betweenthose in power and those not in power |
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high context culture |
Rely more explicitly on nonverbal messages◦ Communicators rely on the context to interpretmessages |
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low context culture |
Rely more explicitly on verbal messages (language)◦ Communicators use fewer contextual cues tointerpret information |
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monochronic cultures |
Time is extremely important◦ Events are scheduled at separate times – nointerruptions allowed◦ Time is seen as a commodity – it is important◦ Time is given, taken away, managed |
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polychronic cultures |
View time more loosely◦ Events not scheduled◦ Schedules are flexible◦ Tolerant of interruptions |
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Uncertainty Cultural Values |
Tolerance for ambiguity- Relaxed and informalexpectations for others |
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Certainty (uncertaintyavoidant) Cultural Values |
Develop & enforce rigid rulesfor behavior- Establish elaborate codes ofconduct |
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High Contact Cultures |
More comfortable with nonverbal arousal ◦More gesturing, closer conversational distance,more touch, more eye contact, louder speakingvolumes |
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Low Contact Cultures |
Less comfortable with nonverbal arousal |
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Barriers to Bridging Differences &Adapting to Others |
Ethnocentrism / AssumingSuperiority Assuming Similarity Assuming Differences Assuming Differences |
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nonverbal communication |
Message components other thanwords that generate meaning.Generating meaning via non-spoken behavioral and physical cues. |
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Why focus on non verbal? |
About 2/3 (60% - 70%) of meaning generated in interactions isfrom nonverbal communication People more likely to believe nonverbal cues if the verbal andnonverbal cues are incongruent Nonverbal messages convey relational versus content cues |
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benefits of being more perceptive to NV cues |
Experience academic and occupational success 2. Have closer and better social relationships 3. Less stress, anxiety, and hypertension |
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Nature of non verbal communication |
Culture-Bound (high-contact and low-contactcultures) Influenced by gender Multi-channeled Rule-Governed Ambiguous Continuous |
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Non verbal codes and Subcodes KINESICS |
refers to the study of body movements that convey messages Gestures -emblems -illustrators - adaptors - regulators facial expressions (affect displays) eye behaviors body posture |
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Non verbal codes and Subcodes VOCALICS |
Refers to the study of vocal activiy as messages Tone Pitch Loudness/volume speech rate fluency |
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Non verbal codes and Subcodes HAPTICS |
The study of non verbal touch Functional - professional touch Social - polite touch friendship - warmth touch love- intimacy touch sexual arousal touch aggressive - hostile touch |
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Non verbal codes and Subcodes PROXEMICS |
use of space and distance to communicate Hall’s Four Spatial Zones: Intimate Space - (0 to 1.5 feet) Personal Space - (1.5 to 4 feet) Social Space - (4 to 12 feet) Public Space - (12 feet and BEYOND) |
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Non verbal codes - PHYSICAL APPEARANCE |
body type artifacts adornments alfactics (smell) |
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Non verbal codes CHRONEMICS |
study of time as a non verbal code (beliefs about time) M-time Orientation (monochronic time) – valuecareful scheduling and time management P-time Orientation (polychronic time) – valueinterpersonal interaction and do not view time as aresource to be spent, saved, or guarded |
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non verbal codes ENVIRONMENTAL FEATURES |
the study of the environment and its characteristics as a form of communication Fixed features – walls, ceilings, floors, doors, the infrastructure of a building Semi-fixed features – furniture, lighting, color,smell |
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functions of NV communication |
Create an Impression (Presenting Self) Identify and Express Emotions Define Relationships (initiate, develop, and maintain relationships) Establish Power and Influence Manage Interactions Deceive Others and Detect Deception |
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Expectancy Violations Theory |
This theory suggests that we develop rules or expectations for appropriate nonverbal AND verbal behavior and REACT when those expectations are violated. These reactions can be given positive or negative valences |
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How much time is spent listening |
40%-70% of our time is spent LISTENING Listening is our number ONE communication activity 20%-35 of our time is spent SPEAKING 10%-20% of our time is spent READING 5%-10% of our time is spent WRITING |
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Covey’s listening competencies: |
1- ability to listen 2 ability to read non verbal cues 3 ability to understand verbal cues 4 ability to respond appropriately 5 ability to remember relevant details |
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Listening: 6 STAGE PROCESS |
Hearing Understanding (MESSAGE SENT = MESSAGE RECEIVED) Interpreting- taking into account all of the contextual features to truly understand Evaluating- compre newly received information against past knowledge Remembering (repeat, associate, visualize) Responding (feedback, paraphrasing) |
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4 STYLES OF LISTENING PEOPLE OREIENTED LISTENING |
Focus on understanding emotions and connecting with others; empathic listening. |
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4 STYLES OF LISTENING Time-oriented Listening |
Preference for brief interactions. These listeners let others know in advance howmuch time is available. Individuals using this style are more likely to interruptand signal lack of interest. |
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4 STYLES OF LISTENING Content-oriented Listening |
Preference to be intellectually challenged by the messages they receive. These listeners evaluate what’s been said before they draw conclusions, and they enjoy hearing all sides of an argument. |
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4 STYLES OF LISTENING Action-oriented Listening |
Preference for focused and organized information, and they want clear, to-the-point messages from others. They use information quickly to make decisions |
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Most people remember only about 25% of what they heard two days (48 hours) after listening to a lecture or presentation. |
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Barriers to listening Information Processing Barriers |
Processing Rate Information Overload Receiver Apprehension |
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Barriers to listening Context Barriers |
time/place external noise |
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How should I listen? |
Stop and Focus (Social Decentering) Look and Pay Attention to NonverbalCues Listen Actively Identify listening goal Summarize details of the message Manage your feedback Adapt your listening Recognize the value of silence |
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synchronous communication |
face to face conversartion |
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asynchronous communication |
time lapses between communication (email, text, social media) |
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cues filtered-out model |
many of the cues vital for making sense of messages are not available; they are “filtered out” |
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social information processing theory |
people communicating through social media compensate for the lack of nonverbal cues by taking more care when choosing their words. |
