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comm apps test 1
General Comm App: Beginning of 9weeks
| Question | Answer |
|---|---|
| intrapersonal | one to self, thoughts (1)( ex. t-shirt, 11 completions, etomlogy) |
| interpersonal | one to one another, conversation (2) (cereal bud interviews, back to back dyads, parter activites) |
| small group | 3-11 people talking, ideal size is 5-7 people(ex. alpha groups, b-day groups) |
| public speaking | one to large group, audience (12+)(impromptu, manuscript, memorized, extemporaneous) |
| mass communication | using the media to send a message to the population |
| some things you should consider when deciding which person to introduce first | oldest, most seniority, most powerful position, honoree, gender(female), left-right |
| elevator analogy | dont't talk too much, don't talk too little; what you can do to help maintain a conversation |
| seesaw analogy | balance critism, helpful/ not helpful; what you can do to help maintain a conversation |
| KISS principle | keep it simple stupid/silly. clear and accurate information or directions; what you can do to help maintain a conversation |
| 5s's | see, smile, stand, shake, speak; what you can do to help maintai a conversation |
| open ended questions | style of questions you should ask when trying to maintain a conversation. These are questions that are sentences, not yes/no answers |
| closed ended questions | style of questions that receive a yes or no answer |
| other things you can do to help maintain a conversation | don't interupt, be willing to share your story, you're going to like me and I'm going to like you |
| shine | self-confident, naturally brilliant, thoughtful |
| reflexive theory | I am who I have seen people treating me; a way self-concept could be formed |
| social theory | I evaluate my worth by competing with siblings or peers; a way self- concept could be formed |
| individual theory | I just make decisions and stick to them; a way self-concept could be formed |
| listening strengths | empathetic, other affirming, focused, open-minded, listen for main points, ask meaningful questions, stop talking, react appropriatly, put sender at ease |
| listening weaknesses | hearing problems, input overload, personal concerns, rapid thought, noise,pseudolisting, stage hogging, selective listening, filling in the gaps, iinsulated or defensive listening, ambushing, insensitive listening |
| active listener | actually send messages like the free feedback situation(ex. 4lines, 5squares, play doh, listening textbook |
| passive listner | just receive messages like the zero feedback situation(ex. 4 lines, 5 squares, play doh, listening textbook) |
| why is it necessary to communicate? | gain info, reduce uncertainty, meet physical needs, meet social needs, meet ego needs |
| why study speech communication? | sweech is a distinctly human activity, speech is a skill, we communicate 100% of the time, we live in a democracy, more people, tecnology, more promblems now than ever |
| what you can do to make your feedback more helpful and less hurtful | talk in terms of behavior/ not people; describe/ don't evaluate; talk in terms of the present situation; time feedback carefully; know your own nonverbal feedback; send "I" messages |
| oral interpretation | performance of literature |
| listening | hearing, attending, understanding, remembering |
| debate | formal argument |
| dyadic encounter | synonym for interpersonal communication |
| communication | shared meaning to "connect" |
| self-confidence | the belief and attitude that "I can do this" |
| informal reception | ablility to understand and retain more information |
| empathy | ablility to understand the emotions and thoughts of a speaker |
| critism and discrimination | ablility to observe and analyze |
| other-affirmation | ablity to acknowledge the speaker as important |
| 5 ways we listen ineffectivley | physical impairment, amount of input(more sppech than we can pay attnetion to), personal concerns, rapid thought(we can comprehend faster that people can speak so we have spare time), noise and distractions(both physical and mental) |
| pseudolistening | polite faking of listening which covers up inattention; a poor listening habit |
| stage hogging | only expressing one's own ideas; a poor listening habit |
| selective listeneing | responding only to parts of a speaker's remarks that interests the listner; a poor lisening habit |
| filling in gaps | manufacturing information; a poor listening habit |
| assimilation to prior message | interpreting current messages in terms of a past message; a poor listening habit |
| insulated listening | avoiding topics; a poor listening habit |
| defensive listening | taking innocent comments as personal attacks; a poor listening habit |
| ambushing | colleting information to attack the speaker's remarks; a poor listening habit |
| insensitve listening | not trying to understand the hidden message; a poor listening habit |
| 6 ways to listen effectivley | stop talking, put the sender at ease, react appropriatley, concentrate on what is being said, get rid of distaractions, don't give up too soon |
| other 6 ways to listen effectivley | avoid making assumptions, don't argue mentally, listen for main points and supporting evidence, share reponsibilities for the communication, ask questions, use active listening: restating what you thought the speaker has said before going on |
| ways of listening to help | advising(often offering a solution isn't helpiing),judging(will put speaker on the defensive), analyzing(implies superior understanding),questioning(tool to direct thoughts),supporting(encouraging may express that you don't accep the speaker's feelings) |
| how many word per minute can the average person say? | 120-180 words per minute |
| how many words per minute can the average peroson hear? | 360-540 word per minute (3times the amount you can say) |
| appreciative listening | listening to enjoy |
| discriminative listening | listneing to identify |
| critical listening | listening to decide |
| empathetic listening | listening and understanding to feelings of others |
| self-concept | a set of relativley stable subjective labals you apply to yourself |
| self-esteem | the value you place on yourself if, your self-worth; as your self-confidence grows, so does your self esteem. When you like yourslef, it is easier to communicate with others in intrapersonal relationships |
| self-confidence | the belief that you have the ability to do things and do them well. "Since I can do this, maybe I can do this also" |
| reflaected appraisal theory | suggest that people's views about themselves are influenced by what they think other people think to them. I am not what I think I am. "I am not what I think I am. I am what I think you think I am." Pgmallion effect; self-fulfilling prophecy |
| social comparrison theory | people's views of themselves are influenced by comparissons they make of themselves with others |
| individual selective theory | suggest that in regard to both reflected appraisal and social comparrison, each of us has some conrol over the factors that influence our self concep. We make choices |
| impromptu | off the cuff, no preperation |
| manuscript | write it word for word-formal |
| memorized | recite by memory |
| extemporaneous | conversational, prepared, key words outlined |
Created by:
polarbears1
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