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COM225Exam1
Trivia
| Question | Answer |
|---|---|
| the process through which people use messages within and across contexts, cultures, channels, and media. | Communication |
| 1. Comm unfolds over time through series of interconnected actions carried out 2. Communicators use MESSAGES to convey meaning 3. Comm occurs in variety of CONTEXTS/ 4. Ppl comm through a variety of CHANNELS 5. Communicators use MEDIA to transmit info | 5 Features Characterizing Comm |
| the “package” of info that’s transported during comm | Message |
| results when people exchange a series of messages, whether face-to-face or online. | Interaction |
| the sensory dimension along which communicators transmit info. Can be auditory (sound), visual (sight), tactile (touch), olfactory (scent), or oral (taste) | Channel |
| tools for exchanging messages. | Media |
| the individual who generate the info to be communicated, packages it into a message and choose the channel(s) for sending it. | Sender |
| factors in the environment that impede messages from reaching their destination. Anything that causes our attention to drift from messages | Noise |
| there must be a receiver in linear comm, the person for whom a message is intended and to whom the message is delivered | Receiver |
| This Comm Model views comm as a process involving senders and receivers, but says transmission is influenced by two additional factors: feedback and fields of experience. | Interactive Comm Model |
| What are the 2 additional factors influencing transmission in the Interactive Comm Model | Feedback & Fields of Experience |
| comprised of the verbal and nonverbal messages that recipients convey to indicate their reaction to communication. Delivered by receiver to let senders known they’ve received and understood the message and to indicate their approval/disapproval. | Feedback |
| consists of the beliefs, attitudes, values and experiences that each participant brings to a comm event. | Fields of Experience |
| This Comm Model suggest that comm is fundamentally multidirectional. Each participant equally influences the comm behavior of other participants. | Transactional Comm Model |
| a dynamic form of communication between two or more people in which the messages exchanged significantly influence their thoughts, emotions, behaviors, and relationships. | IPC |
| 1. Comm differs b/c it's DYNAMIC (constantly changing) 2. Most IPC is TRANSACTIONAL (both parties contribute to the meaning) 3. IPC is DYADIC (involves pairs of ppl) 4. IPC creates IMPACT (by changing participants thoughts, etc.) | 4 Implications of IPC |
| a way to perceive a relationship based on embracing fundamental similarities that connect you to others, striving to see things from other’s points of view, and communicating in ways that emphasize honesty and kindness. | I-thou |
| regarding other people as objects which we observe, that are there for our use and exploitation. | I-It |
| exchanges that have a negligible perceived impact on our thoughts/emotions/behavior/relationship | Impersonal Comm |
| The 2 types of info IPC conveys are: | Content info & Relationship info |
| the actual meaning of the words you utter | Content Info |
| signals indicating how each of you views your relationship. | Relationship Info |
| communication about communication. Includes any message verbal or nonverbal that has its central focus the meaning of comm. It helps us to understand each others comm giving additional guidance regarding how messages should be perceived. | Meta-Comm |
| What are the 3 types of goals IPC helps us meet? | Self-Presentation, Instrumental, Relationship |
| desires you have to present yourself in certain ways so that others perceive you as being a particular type of person. (goal type) | Self-Presentation Goals |
| Practical aims you want to achieve or tasks you want to accomplish through a particular IPC encounter. (goal type) | Instrumental Goals |
| Building, maintaining, or terminating bonds w/ others. (Goal Type) | Relationship Goals |
| (Ex. of what goal type?) Conversing w/ roommate who was just fired. Want him to know you’re supportive, ask what happened, commiserate and offer to help find them a new job. | Self-Presentation Goals |
| (Ex. of what goal type?)You want to borrow a friend’s nice car for the weekend so you’d remind her of your solid driving record and sense of responsibility to persuade her to lend you the car. | Instrumental Goals |
| (Ex. of what goal type?) You succeed in borrowing your friend’s car and accidentally drive it into nearby lake, you’ll apologize profusely and offer to pay for repairs to save your friendship. | Relationship Goals |
| inappropriate aggressive online messages that most people wouldn’t comm face to face. | Flames |
| predictions that describe the relationship btw your phenomenon of interest and other and other related factors. | Hypotheses |
| What Observation Approach makes observations >> identifies patterns >> determines principles behind observation | Qualitative Approach |
| What Observation Approach proposes theory >> forms hypotheses >> conducts experiment testing hypotheses | Quantitative Approach |
| means consistently communicating in ways that are appropriate (follows accepted norms), effective (enables you to achieve your goals), and ethical (treats people fairly) | IPC Competence |
| In order to develop IPC competence you must: (2 steps) | acquire knowledge of competence >> translate knowledge into comm skills |
| repeatable goal-directed behaviors and behavioral patterns that you routinely practice in your IP encounters and relationships | Comm Skills |
| Improving IPC competence through 2 steps also requires what? | motivation |
| 3 Characteristics of Competent IPC? | Appropriateness, effectiveness, ethics |
| the degree to which your comm matches situational, relational and cultural expectations regarding how ppl should comm. | Appropriateness |
| the process of observing our own comm and the norms of the situation in order to make appropriate comm choices | Self-Monitoring |
| High self monitors prefer situations where: | there are clear expectations existing rewarding how they should comm. |
| Low self monitors prefer situations where: | "they can act like themselves" |
| (high/low) self monitors don't assess their own comm or the situation. | Low |
| the ability to use comm to accomplish the 3 types of interpersonal goals (self-presentational, instrumental, relational). | Effectiveness |
| the set of moral principles that guide our behavior toward others. | Ethics |
| 1. Match gravity of message to comm medium 2. Don't assume online comm = more effective 3. Presume posts are public 4. Posts are permanent 5. Practice creating dra | Malcolm Parks' 5 Suggestions for Improving Online Comm Competence |
| an established coherent set of beliefs, attitudes, values and practices shared by a large group of people. | Culture |
| Out of 1000 ppl, how many would be from the US, Canada, and Mexico? | 56 |
| Unintentional Comm: you run into a friend and say and she begins to tell you ab her new bf, your contact falls out of place for the 3rd time that day, you sigh and begin moving your eyes to fix it she says “Oh so you disapprove of him?” Exp of ____ Comm | Unintentional Comm |
| Your ____ is the driving force of your communication. | Self |
| An evolving composite of self-awareness/concept/& esteem. | Self |
| Self-awareness prompts us to ask: | "Who am I?" |
| The answer to the question "Who am I?" | Self-concept |
| Is the answer to the question "Given who I am, what's my evaluation of myself?" | Self-esteem |
| the ability to step outside yourself, view yourself as a unique person distinct from your surrounding environment and reflect on your thoughts, feelings and behaviors. | Self-Awareness |
| observing and assigning meaning to others’ behavior and then comparing it against ours. | Social Comparison |
| An example of ______ Social Comparison: “I’m as hardworking and successful as the best employees in this company” | Favorable Social Comparison |
| An example of ______ Social Comparison:“I wish I could be as open and outgoing as my friends” | Unfavorable Social Comparison |
| your overall perception of who you are based on the beliefs, attitudes and values you have about yourself. | Self-Concept |
| convictions that certain things are true: "I'm an excellent student." | Beliefs |
| Evaluative appraisals: "I'm happy with my appearance." | Attitudes |
| ____ Represent enduring principles that guide your IP actions: "I think it's wrong to..." | Values |
| What Cooley called the idea of defining our self-concepts through thinking about how others see us. | looking-glass self |
| : the overall value, positive or negative, that we assign to ourselves. | Self-Esteem |
| 1. Self-concept = deeply held beliefs, attitudes, values, it's difficult to change. 2. Self-concepts lead us to make self-fulfilling prophecies | Implications of Self-Concept |
| predictions about future interactions that lead us to behave in ways that ensure the interaction unfolds as we predicted. | Self-Fulfilling Prophecies |
| Ex. You see yourself as professionally capable and highly skilled at communicating >> leads you to predict job interview success. During interview your prophecy of success leads you to communicate calmly & confidently >> consequently creates success; | Self-Fulfilling Prophecy |
| Ex. Someone thinks they're unattractive, whenever they go out self-concept leads them to predict IP failure >> what's the pt in going out no one will talk to me >> seclusion >> no one will approach >> "See I told you!" | Self-Fulfilling Prophecy |
| Suggests that your self-esteem is determined by how you compare to two mental standards | Self-Discrepancy Theory |
| the characteristics you want to possess based on your desires – the “perfect you”, embodiment of all attributes you consider admirable. (Mental, physical, emotional, material, spiritual) | Ideal Self |
| the person others wish and expect you to be. Stems from expectations of family/friends/colleagues/romantic partners/cultural norms. | Ought Self |
| “Why can’t I be the person others want me to be” >> linked to comm avoidance & relationship withdrawal | Ought Self-Discrepancy |
| "Why can’t I be ther person I want to be” >> linked to eating-disorders, haunted by a voice that’s always in your head | Ideal Self-Discrepancy |
| We want others to behave consistently yet we personally want the freedom to behave sporadically. | Assumption of Consistency |
| Self-esteem can only improve when: | you reduce discrepancies between your self and ideal and ought selves. |
| In an appearance culture, appearance standards are defined through: | digitally enhanced images of bodily perfection produced by mass media. |
| Biologists & psychologists agree roughly ____ of what makes us who we are is determined by our biological heritage. BUT ALSO our selves are shaped by the powerful outside forces of gender, family and culture. | Half |
| The most profound outside force shaping our sense of self is: | Gender |
| the composite of social, psychological and cultural attributes that characterize us as male/female. | Gender |
| Begins immediately after birth, process of learning from others what it means personal/interpersonally and culturally to be male/female. | Gender Socialization |
| Comm & interactions w/ caregivers shape our beliefs about IP relationships >> create 2 dimensions of our thoughts/feelings/behavior: | 1. Attachment Anxiety 2. Attachment Avoidance |
| the degree to which a person fears rejection by relationship partners. | Attachment Anxiety |
| Degree to which someone desires close IP ties. | Attachment Avoidance |
| (high/low) attachment (anxiety/avoidance): perceive yourself as unlovable/unworthy >> these thoughts can result from being ignored or abused during youth. >> Leads to chronic fear of abandonment in close relationships | High Attachment Anxiety |
| (high/low) attachment (anxiety/avoidance): feel lovable & worthy of attention >> reflections of supportive/affectionate upbringings. >> Leads to feel comfortable & confident in your intimate involvements. | Low Attachment Anxiety |
| (high/low) attachment (anxiety/avoidance): experience little interest in intimacy, prefer solitude instead. >> could stem from childhood neglect/ upbringing that encourage independence. | High Attachment Avoidance |
| (high/low) attachment (anxiety/avoidance): seek intimacy & interdependence >> stems from learning young that such connections = essential for happiness & well-being. | Low Attachment Avoidance |
| The 4 attachment styles derived from attachment avoidance/anxiety are: | Secure Attachment, Preoccupied, Dismissive, Fearful |
| Low in anxiety and avoidance. Move to resolve relationship probs when they arise. | Secure Attachment |
| high in anxiety and low in avoidance, desire closeness but are plagued w/ fear of rejection. React w/ extreme negative emotion and lack of trust to relationship challenges (“I know you don’t love me!”) | Preoccupied Attachment |
| low anxiety and high avoidance. See close relationships as comparatively unimportant>> but prioritize self-reliance. Relationship probs lead to hasty exits (“I don’t need this kind of hassle”) | Dismissive Attachment |
| high in anxiety and avoidance. Fear rejection >> shun relationships, prefer avoiding pain they believe is an inevitable part of intimacy. | Fearful Attachment |
| Attachment style that develops close ties if relationship seems to guarantee lack of rejection ex. when a partner is disabled or dependent on them | Fearful Attachment |
| This attachment style is most likely to engage in casual sex and endorse view of sex w/o love as positive. | Dismissive Attachment |
| 1. Culture includes many different type of large-group influences. 2. Most belong to more than 1 culture simultaneously 3. The various cultures we belong to sometimes clash | Implications of Culture |
| taught indv goals = more important than group or societal goals. | Individualistic Culture |
| Ex. of ______ Culture are: US, Canada, New Zealand, Sweden | Individualistic |
| taught importance of belonging to groups or “collectives” that look after you in exchange for your loyalty. | Collectivistic Culture |
| Ex. of ______ Culture are: Guatemala, Pakistan, Taiwan. | Collectivistic |
| In collectivistic cultures __________ is the highest good. | Cooperation w/ others |
| self we present to others, person we want others to see. | Public Self |
| the public self that you present – what you want others to see. Doesn’t just happen, actively created through comm. Can be anything you want it to be: ex. "cool & level-headed" | Face |
| a public self designed to strategically veil your private self. (Ex. Rick Welts NBA) | Mask |
| _____ Mask: Rick Welts hiding grief of partner’s death. | Dramatic |
| _____ Mask: Parents acting calm in front of injured child so child doesn’t become frightened. | Subtle |
| Study found ___ of college students admitted to telling at least one lie to impress a person they were romantically interested in. | 90% |
| Embarrassment can stem if info is revealed that contradicts a ____ we've created. | Face |
| Ashlee Simpson's performance on SNL is an example of: | Losing Face |
| = fairly successful in reducing people’s negative impressions and anger, especially if they help avoid excuses that contradict what ppl know really happened | Apologies |
| This is the defining image representing your online self. | Profile picture. |
| suggests when assessing someone’s online self-descriptions, we consider the warranting value of the info presented. | Warranting Theory |
| the degree to which the info is supported by other people and outside evidence. | Warranting Value |
| info that obviously crafted by the person, that’s not supported by others and can’t be verified online – most ppl wouldn’t trust it has _____ warranting value. | Low |
| News ab a professional accomplishment you post on fb will have low warranting value, but if the same info is featured on your employer’s web page, its warranting value will _________. | Increase |
| Profile pics/albums are also assessed for value. Photos you take/post of yourself have _______ w. value than similar photos of you taken and posted by others, especially if they’re “candid” shots. | Less |
| 1. Make wise decisions 2. Remember importance w. value plays in shaping others' impressions of you. 3. Subject online to Interview Test. | 3 Ways to Improve Online Self-Presentation |
| In an survey of 1,200 HR professionals & recruiters, __1__% reported using search engines to screen candidates while __2__% reported perusing social networking sites. | 1. 78% 2. 63% |
| Shrek "Ogres are like onions" represents: | Social Penetration Theory |
| Altman and Taylor envisioned the self as an “onion-skin structure” consisting of sets of layers. | Social Penetration Theory |
| According to Soc. Penetration Theory: demographics like birthplace, age, gender, ethnicity are examples of ________ Layers | Outermost/Peripheral |
| According to Soc. Penetration Theory: musical tastes, political beliefs, leisure interests, are examples of _____ Layers | Intermediate |
| According to Soc. Penetration Theory: core characteristics; self-awareness/concept/ esteem, values, fears, distinctive persona traits are examples of _____ Layers. | Central |
| Revealing of selves occurring during relationship devel. involves _____ & ______ | Breadth & Depth |
| number of different aspects of self each partner reveals at ea layer >> insertion of more & more pins into the onion. | Breadth |
| involves how deeply into one another’s self the partners have penetrated >> what level of the onion have you reached? | Depth |
| The rate of social penetration is (consistent/inconsistent). | Inconsistent |
| the feeling of closeness and “union” existing between partners. | Intimacy |
| In all relationships depth and breadth of social penetration = intertwined w/ _____. | Intimacy |
| suggests that some “quadrants” of our selves are open to self-reflection & sharing w/ others, while others remain hidden – to both ourselves and others. | Jahori Window |
| Parts of your self that you’re aware of but hide from most others. | Hidden Area |
| Aspects of your self that you & others are aware of. | Public Area |
| Facets of your self that are readily apparent to others through your IPC but that you’re not aware of. | Blind Area |
| Aspects of your self that you and others aren’t aware of. (unconscious motives) | Unknown Area |
| Dan Kennedy worked for Atlantic Records and while working to record for a band at a radio station he shared info about his job when asked, saying “it’s a job if you gotta have one” ex. of: | Self-Disclosure |
| revealing private info about yourself to others. | Self-Disclosure |
| says the closeness we feel toward others in our relationships is created through 2 things (Self-Disclosure and Responsiveness of listeners to disclosure) | IP Model of Intimacy |
| The IP Model of Intimacy says the closeness we feel toward others in our relationships is created through what 2 things? | Self-Disclosure and Responsiveness of listeners to disclosure |
| The degree ppl self-disclose varies by culture | True |
| Cultures differ in their self-disclosure | True |
| Ppl disclose quicker, broader, deeper when face to face than when online. | False |
| Self-disclosure promotes good health | True |
| Evidence supports men can't disclose their feelings in relationships. | False |
| In cross-sex romantic involvements men disclose at levels ________ than female partners. | = or greater than |
| Husbands in dual-career marriages disclose (more/less) to their wives. | More |
| The primary vehicle ppl use to communicate their private selves to others in IP relationships is? | Self-Disclosure |
| Relied on constantly to make sense of everything/everyone in our environment. | Perception |
| Perception is a product of our own mental creation. | True |
| When we perceive we actively ________ the meanings we assign to ppl, their comm and our relationships. | Create |
| Ex. In inception the "totem" represents what? | Perception |
| The process of selecting, organizing and interpreting info from our senses. | Perception |
| The first step of perception, involves focusing attention on certain sights/sounds/tastes/touches/or smells in our environment. | Selection |
| the degree to which particular people or aspects of their communication attract our attention. | Salience |
| Yelling, energetic housemate = more salient than motionless, quiet one is an ex. of what condition of salience? | 1. Comm is salient if the communicator behaves in a visually and audibly stimulating fashion. |
| Even a housemate’s softly spoken phone announcement will command our attention if we’re anticipating an important call: ex. of what condition of salience? | 2. Comm becomes salient if our goals or expectations lead us to view it as significant. |
| An unexpected verbal attack = more salient than an expected one: ex. of what condition of salience? | 3. Comm that deviates from our expectations is salient. |
| the step of perception in which we mentally structure selected sensory data into a coherent pattern. | Organization |
| Cousin telling you ab a visit to your hometown, as she tells the story you select parts to focus your attention on based on salience, ex. a mutual friend she saw. You then __ your own representation of her story in your head: ex. what step of perception? | Organization |
| engaged in during organization, structuring the info you’ve selected into a chronological sequence that matches how you experienced the order of events. | Punctuation |
| assigning meaning to the info we have selected. In doing so we call to mind familiar info that’s relevant to the current encounter and use it to make sense of what we’re hearing/seeing. Also create explanations for why things are happening as they are. | Interpretation |
| When Steve proposed he set up the scene and when Kelly walked in she interpreted the scene of him proposing correctly, when she’d never been proposed to before: ex. of what? | Using familiar info to make sense of others' comm - mix what we're perceiving w/ things we already know. |
| Mental structures that contain info defining the characteristics of various concepts as well as how those chars are related to one another, and we use them to interpret comm. | Schemata |
| Roses, suit, diamond ring = ______ suggesting a marriage proposal. | Schemata |
| Rationales we create to explain the comments/behaviors of others. >> the answers to the “why” questions we ask everyday. | Attributions |
| Character or personality = examples of ______ attributions. | Internal |
| ________ Attributions hold that a person’s comm is caused by factors that unrelated to personal qualities | External |
| (Internal/external) Attribution: “My prof didn’t respond to my e-mail b/c she doesn’t care about students” or “Janet sent this message b/c she’s rude” | Internal |
| (Internal/external) Attribution: “My prof didn’t respond to my e-mail b/c she hasn’t check her messages yet” or “Janet sent this message b/c I didn’t respond to her first message” | External |
| the tendency to attribute others’ behaviors solely to internal causes rather than the social/environmental forces affecting them. | Fundamental Attribution Error |
| When we make judgments about why someone is acting a certain way, we (overestimate/underestimate) the influence of the person & (overestimate/underestimate) the significance of their immediate environment. | overestimate, underestimate |
| FAE is more common during face-to-face or online encounters? | Online, b/c we only have words to go off of. |
| tendency of people to make external attributions regarding their own behaviors. | Actor-Observer Error |
| Actor-Observer Error is prevalent during (pleasant/unpleasant) interactions. | Unpleasant |
| B/c our mental focus is on factors external to us during IP encounters, we credit these factors as causing our own comm.: what error? | Actor-Observer Error |
| a biased tendency to credit ourselves (internal factors) instead of external factors for our success. | Self-Serving Bias |
| Ex. You convince friend to lend you her car, which you’ve never done before, you’ll probably attribute your success to your charm and persuasive skill rather than luck or your friend’s generosity. | Self-Serving Bias |
| Self-Serving Bias is driven by ____ protection: by crediting ourselves for our life successes, we can feel happier ab who we are. | Ego |
| Ex. Patricia integrated to the US, she expected her teacher to introduce her to the class as “Patricia” but the teacher called her “Pat” trying to be friendly. | Uncertainty that wasn't reduced so she was caught off guard. |
| We reduce uncertainty by increasing these 2 things: | predictability & explainability |
| Says that when ppl meet their main concern is reducing uncertainty by increasing predictability and explainability. | Basic Assumption |
| 2 types of Uncertainty are: | Proactive, retroactive |
| Anticipate/predict another person's behavior. | Proactive Uncertainty |
| Generate plausible explanations for why someone behaved how they did. | Retroactive Uncertainty |
| 3 types of Uncertainty Reduction Strategies: | Passive, Active, Interactive |
| Uncertainty Reduction Strategy where you observe how someone interacts w/ others, can help you predict how they may behave when interacting w/ you. | Passive Strategies |
| Uncertainty Reduction Strategy where you reduce uncertainty by by asking other ppl questions about someone you’re interested in. | Active Strategies |
| Uncertainty Reduction Strategy - starting a direct interaction w/ the person you’re interested in >> ask questions + disclose, their reaction helps you reduce uncertainty ab further comm. | Interactive Strategies. |
| The 3 most powerful influences on perception are: | culture, gender, personality |
| People you consider fundamentally similar to yourself b/c of their interests, affiliations or backgrounds. | Ingroupers |
| People you consider fundamentally different than yourself b/c of their interests, affiliations, or backgrounds. | Outgroupers |
| 2 Axioms of Uncertainty say: | 1. as comm increases, uncertainty decreases 2. similarities btw ppl decrease uncertainty & vice versa |
| Self-disclosure is less important to _______ than American in developing intimacy. | Chinese/Japanese |
| Study of 30 African ethnic groups found that members of ea group perceived ingroupers' comm as substantially more _________ than outgroupers. | trustworthy, friendly, honest |
| Cerebral Cortex differences allow women to: | understand and manipulate spatial relationships btw objects more skillfully, more accurately identify w/ others’ emotions, have a greater ability to process info related to languages simultaneously score higher on tests of language comp and vocab |
| Cerebral Cortex differences allow men to: | perceive time and speed more accurately & to mentally rotate 3D figures easier |
| Data from 1,000 gender studies found if you consider all factors influencing comm and compare their impact, only about __% of ppl’s comm behavior is caused by gender. >> Men & women respond in a similar manner __% of the time during IPC. | 1%, 99% |
| a way we classify ppl based on common ancestry and is almost entirely judged by physical features. | Race |
| Comm of those we perceive as being the same race is seen more (negatively/positively), more likely to make (negative/positive) attributions ab their behavior. | positively, positive |
| an indvs characteristic way of thinking, feeling and acting based on traits (enduring motives and impulses) that they possess. | Personality |
| OCEAN stands for: | Openness, Conscientiousness, Extrsversion, Agreeableness, Neuroticism. |
| degree a person experiences negative thoughts about oneself. OCEAN | Neuroticism |
| degree a person is trusting, friendly, cooperative. OCEAN | Agreeableness |
| degree a person is interested in interacting regularly w/ others and actively seeks out IP encounters. OCEAN | Extraversion |
| degree to which a person is organized and persistent in pursuing goals. OCEAN | Conscientiousness |
| degree to which a person is willing to consider new ideas and take interest in culture. OCEAN | Openness |
| personal beliefs about different types of personalities and the ways in which traits cluster together. Perception can cause us to presume that b/c a person is high or low in a certain trait, they must be high/low in other traits. | Implicit Personality Theories |
| Introduce you to a friend, you perceive her as friendly w/i the first min, so you also presume she’s highly extraverted, b/c they seem to go together. If people you’ve known before were friendly and extraverted were also open, you’d presume she’s open. | Implicit Personality Theories |
| are used when we use perception to size up other people – mental pictures of who people are and how we feel about them. | Interpersonal Impressions |
| If you were approached in the Ted Bundy ex., what impression would you be left feeling?: ex. of | Interpersonal Impressions |
| a general sense of a person that’s either positive or negative. | Gestalt |
| What are the 2 outcomes of Polyanna Effects? | The Positivity Bias, The Negativity Effect |
| placing more emphasis on the negative info we learn about others b/c ppl believe positive info is more ordinary. | The Negativity Effect |
| When Gestalts are formed they’re more likely to be positive than negative. | The Positivity Bias |
| This comes from carefully and critically assessing everything we learn ab ppl, then flexibly adapting our impressions to match these data. | Accurate Perception |
| Ex. A woman who rejected Ted Bundy reported that she had seen him “stalking” other women before he approached her, which led her to form a negative Gestalt before he even talked to her. | The Negativity Effect (acting in a positive way) |
| the tendency to positively interpret what someone says/does b/c we have a positive Gestalt of them. | Halo Effect |
| the tendency to negatively interpret the comm and behavior of people for whom we have negative Gestalts. | Horn Effect |
| Impressions of others that continually change as we add/subtract positive or negative info that we learn ab them. | Algebraic Impressions |
| o Ex. Your perception of potential romantic partners’ physical attractiveness, intelligence and personal values will carry more weight when calculating your impression than their fav color/cereal | different weighting placed in Algebraic Impressions |
| Ex. In Bridesmaids when Annie first meets Helen, she’s intimidated by her looks, money and close relationship w/ mutual friend Lillian. >> through the film the two women’s perceptions of e/o evolve from distrust to friendship. | Algebraic Impression - we change it as we gain more info. |
| Categorizing people into social groups and then evaluating them based on information we have in our schemata related to each group. Overly simplistic IP impressions. | Stereotyping |
| _______ streamlines the perception process >> once we’ve categorized a person as part of a group we can apply all the info we have ab that group to form a quick impression. | Stereotyping |
| People communicating online = (more/less) likely to form stereotypes. | More |
| Ex. You think Buddhists = quiet & meet a talkative Buddhist, you may dismiss their behavior as atypical and not worthy of your attention >> & then seek exs of behavior confirming the stereotype to compensate for the uncertainty that unexpected behavior | Contradictory behavior may strengthen stereotypes |
| Empathy, world-mindedness, perception-checking | 3 dimensions of Improving Perception |
| we “feel into” others’ thoughts and emotions, making an attempt to understand their perspectives and be aware of their feelings in order to identify w/ them. | Empathy |
| What are the 2 components of empathy? | 1. Perspective-taking 2. Empathetic Concern |
| becoming aware of how the other person is feeling, experiencing a sense of compassion regarding the other person’s emotional state and even experiencing some of their emotions yourself. | Empathetic Concern |
| the ability to see things from someone else’s vantage point w/o necessarily experiencing the person’s emotions. | Perspective-taking |
| acceptance of and respect toward other cultures’ beliefs, values and customs. | World-Mindedness |
| 1. Accept others' cultural expressions as natural elements in their IPC 2. Avoid evaluating others' cultures as better/worse than yours 3. Treat ppl from different cultures w/ respect | 3 Ways of Embracing World-Mindedness |
| the belief that one’s own cultural beliefs, attitudes & values are superior to those of others. | Ethnocentrism |
| What 5 things do you check to complete Perception-Checking? | your punctuation, knowledge, attributions, perceptual influences, impressions |
| - 5 Most Common Forms of Comm Media Used by College Students: | text-messaging, face-to-face interaction, social networking sites, e-mail, talking on the phone. |
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