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COMM 211 - Unit Two
Study tools for Unit Two
| Question | Answer |
|---|---|
| Abstraction ladder | a range of more to less abstract terms describing an event or object |
| Abstract language | language that lacks a description of observable elements |
| Behavioral language | language that describes observable behavior |
| “but” statements | statements in which the word ‘but’ cancels out the expression that preceded it |
| Convergence | the process of adapting one’s speech style to match that of others with whom the communicator wants to identify |
| Divergence | speaking mannerisms that emphasize a communicator’s differences from others |
| Emotive language | language that conveys the sender’s attitude rather than simply offers an objective description |
| Equivocal language | ambiguous language that has two or more equally plausible meanings |
| High-context cultures | cultures that avoid direct use of language, relying on the context of a message to convey meaning |
| “I” language | a statement that describes the speaker’s reaction to another person’s behavior |
| “it” statements | statements that replaces the personal pronoun “I” with the less immediate word “it,” often reducing the speaker’s acceptance of responsibility for the statement |
| Linguistic relativism | worldview of a culture is shaped and reflected by the language its members speak |
| Low-context cultures | cultures that use language primarily to express thoughts, feelings, and ideas as clearly and logically as possible |
| Powerless speech mannerisms | ways of speaking that may reduce perceptions of a communicator’s power |
| Pragmatic rules | linguistic rules that help communicators understand how messages may be used and interpreted in a given context |
| Relative words | words that gain their meaning by comparison |
| Sapir-Whorf hypothesis | theory of linguistic determinism in which language shapes a culture’s perceived reality. Hopi language: no distinction between nouns and verbs; entire world is constantly in process. |
| Semantic rules | rules that govern the meaning of language, as opposed to its structure |
| Static evaluation | the tendency to view people or relationships as unchanging |
| Syntactic rules | rules that govern the ways symbols can be arranged, as opposed to the meanings of those symbols |
| “we” language | statement that implies the that the issue is the concern and responsibility of both the speaker and receiver of a message |
| “you” language | a statement that expresses or implies a judgment of the other person |
| Accenting | nonverbal behaviors that emphasize part of a verbal message |
| Adaptors | unconscious bodily movements in response to the environment |
| Body orientation | type of nonverbal communication characterized by the degree to which we face forward or away from someone |
| Chronemics | the study of how humans use and structure time |
| Complementing | nonverbal behavior that reinforces a verbal message |
| Contradicting | nonverbal behavior that is inconsistent with a verbal message |
| Disfluencies | nonlinguistic verbalizations, for example, um, er, ah |
| Emblems | deliberate nonverbal behaviors with precise meanings, known to virtually all members of a cultural group |
| Gestures | motions of the body, usually hands or arms, that have communicative value |
| Haptics | study of touching |
| Illustrators | nonverbal behaviors that accompany and support verbal messages |
| Intimate distance | one of Hall’s four distance zones, skin contact to 18 inches |
| Kinesics | the study of body positions and motion |
| Leakage | nonverbal behaviors that reveal information a communicator does not disclose verbally |
| Manipulators | self-touching behaviors; often a sign of discomfort, ex. Fiddling with hands |
| Microexpression | brief facial expression |
| Mixed message | situation in which a person’s words are incongruent with his/her nonverbal behavior |
| Monochronic | behavior emphasizing punctuality, schedules, and completing one task at a time |
| Nonverbal communication | messages expressed by other than linguistic means |
| Paralanguage | nonlinguistic means of vocal expression: rate, pitch, tone, etc. |
| Personal distance | one of Hall’s four distance zones, 18 inches to 4 feet |
| Polychronic | flexible schedules, multiple tasks at the same time |
| Posture | the way in which individuals carry themselves—erect, slumping, etc. |
| Proxemics | the study of how people and animals use space |
| Public distance | one of Hall’s four distance zones, extending outward from 12 feet |
| Regulating | one function of nonverbal communication, in which nonverbal cues control the flow of verbal communication among individuals |
| Repeating | nonverbal behaviors that duplicate the content of a verbal message |
| Social distance | one of Hall’s distance zones, ranging from 4-12 feet |
| Substituting | nonverbal behavior that takes the place of a verbal message |
| Territory | a stationary area claimed by an individual |
| Advising response | helping by offering a solution |
| Ambushing | a style in which the receiver listens carefully in order to gather information to use in an attack on the speaker |
| Analyzing response | a helping style in which the listener offers an interpretation of a speaker’s message |
| Attending | the process of filtering out some messages and focusing on others |
| Counterfeit questions | questions that disguise the speaker’s true motives, which do not include a genuine desire to understand the other person |
| Defensive listening | a response style in which the receiver perceives the speaker’s comments as an attack |
| Hearing | the physiological dimensions of listening |
| Insensitive listening | failure to recognize the thoughts or feelings that are not directly expressed by a speaker; instead, accepting the speaker’s words at face value |
| Insulated listening | a style in which the receiver ignores undesirable information |
| Judging response | a reaction in which the receiver evaluates the sender’s message either favorably or unfavorably |
| Listening | process that consists of hearing, attending, understanding, responding, and remembering an aural message |
| Mindful listening | giving careful and thoughtful attention and responses to the messages we receive |
| Mindless listening | reacting to others’ messages automatically and routinely, without much mental investment |
| Paraphrasing | restating a speaker’s thoughts and/or feelings in the listener’s own words |
| Prompting | using silences and brief statements of encouragement to draw out a speaker |
| Pseudolistening | an imitation of true listening in which the receiver’s mind is elsewhere |
| Questioning | a style of helping in which the receiver seeks additional information from the sender. Some questioning responses are really disguised advice. |
| Remembering | ability to recall information |
| Responding | giving observable feedback to the speaker |
| Selective listening | a listening style in which the receiver responds only to messages that interest him or her |
| Sincere questions | questions that are aimed at soliciting information that enable the asker to understand the other person |
| Stage-hogging | a listening style in which the receiver is more concerned with making his or her own point than in understanding the speaker |
| Supportive response | response that demonstrates solidarity with a speaker’s situation |
| Understanding | occurs when sense is made of a message |
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