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COMM 120 test #1
ch. 1-4
| Question | Answer |
|---|---|
| interpersonal needs theory | William Schutz (1966). our tendency to create and sustain relationships depends on how well they meet three basic needs: affection, inclusion, control |
| affection | the desire to give and receive love and liking |
| inclusion | the desire to be social and to be included in groups |
| control | a desire to influence the people and the events in our lives |
| Maslow's Hierarchy of Needs | 1968. we comm. to meet a range of human needs. basic needs must be satisfied before we can focus on those that are more abstract. physical needs for survival > safety & protection needs > belonging needs > self-esteem needs > self-actualization need |
| physical needs | needs to survive. air, food, sex |
| safety needs | protection. shelter |
| belonging needs | social needs. want company, acceptance, and affirmation. inclusion, fun |
| self-esteem needs | valuing and respecting ourselves and being valued and respected by others. shaped by how others communicate w/ us |
| self-acualization needs | fully developing and using our unique talents, capacities, potentialities. growth. |
| participating effectively in a diverse society | through interaction, people come to understand their differences and similarities, and this fosters personal growth |
| model | a representation of what something is and how it works |
| models of interpersonal communication | linear models, interactive models, transactional models |
| linear models | a model that represents communication as a one-way process that flows in one direction, from sender to receiver. linear models do not capture the dynamism of communication or the active participation of all communicators |
| noise | anything that distorts communication such that it is harder for people to understand each other. can be physical, psychological, semantic, etc. |
| interactive model | a model that represents communication as a feedback process, in which listeners and speakers both simultaneously send and receive messages |
| feedback | responses to messages. continuous. may be verbal, nonverbal, or both. may be intentional or unintentional. |
| transactional model | a model of communication as a dynamic process that changes over time and in which participants assume multiple roles |
| communication continuum | impersonal to interpersonal: it, you, thou |
| I-It communication | impersonal communication in which people are treated as objects or as instrumental to our purposes |
| I-You communication | communication midway between impersonal and interpersonal communication, in which the other is acknowledged as a human being but not fully engaged as a unique individual |
| I-Thou communication | fully interpersonal communication in which people acknowledge and deal with each other as unique individuals who meet fully in dialogue |
| features of interpersonal communication | selective, systemic, unique, processual, transactional, individual, personal knowledge, meaning creating |
| systemic | taking place w/in multiple systems that influence what is communicated & what meanings are constructed. examples of systems affecting communication: physical context, culture, personal histories, previous interactions b/w ppl |
| process | an ongoing, continuous, dynamic flow that has no clear-cut beginning or ending and is always evolving and changing |
| content meaning | the content of, or denotative information in, communication. literal |
| relationship meaning | what communication expresses about the relationship b/w communicators. the 3 dimensions of relationship-level meanings are liking/disliking, responsiveness, and power (control) |
| principles of interpersonal communication | 1) we cannot not communicate 2) IC is irreversible 3) IC involves ethical choices 4)people construct meanings in IC 5) metacommunication affects meanings 6) IC develops and sustains relationships 7) IC is not a panacea 8) IC effectiveness can be learned |
| ethics | the branch of philosophy that deals with moral principles and codes of conduct. b/c IC affects people, sometimes profoundly, it always has ethical implications |
| symbol | an abstract, arbitrary, and ambiguous representation of a phenomenon |
| metacommunication | communication about communication. when excessive, as in unproductive conflict interaction, metacommunication becomes self-absorbing and diverts partners from the issues causing conflict |
| guidelines for interpersonal communication competence | develop a range of skills, adapt communication appropriately, engage in dual perspective, monitor your communication, commit to effective and ethical communication |
| interpersonal communication competence | proficiency in communication that is interpersonally effective and appropriate. competence includes the abilities to monitor oneself, to engage in dual perspective, to enact in a range of communication sills, and to adapt communication appropriately |
| person-centeredness | the ability to perceive people as unique and to differentiate them from social roles and generalizations based on their membership in social groups |
| dual perspective | the ability to understand both your own and another's perspective, beliefs, thoughts, and feelings |
| monitoring | observing and regulating your own communication |
| self | a constantly evolving, processual understanding of oneself that grows out of the process of interacting with others and society and internalizing values and views of our identity that others reflect to us |
| particular others | one source of social perspectives that ppl use to define themselves & guide how they think, act, and feel; people who are especially important to the self. |
| direct definition | communication that explicitly tells us who we are by specifically labeling us and reacting to our behaviors. usually first occurs in families, then in interaction w/ peers and others |
| reflected appraisal | the process of seeing and thinking about ourselves in terms of the appraisals of us that others reflect |
| upper | a person who communicates positively about us and reflects a positive appraisal of our self-worth |
| downer | a person who communicates negatively about us and reflects a negative appraisal of our self-worth |
| vulture | an extreme for of downer who not only communicates a negative image of us but actually attacks our self-concept |
| self-fulfilling prophecy | acting in a way that embodies expectations or judgments about us |
| identity script | a guide to action based on rules for living and identity. initially communicated in families, identity scripts define our roles, how we are to play them, and basic elements in the plots of our lives |
| attachment style | a pattern of relating instilled by the way a caregiver teaches the child who he or she is, who others are, and how to approach relationships |
| secure attachment style | confidence in oneself & in relationships. secure mode instilled by caregiver who responds in consistently attentive, loving way to child; most common and most positive of the 4 styles. tend to be comfortable forming close bonds w/ others |
| fearful attachment style | mode of relating instilled by caregiver in first relationship (usually parent-child) who communicates to child in consistently negative, rejecting, or abusive ways. ppl w/ fearful attachment styles tend to feel apprehensive & insecure a/b relationships |
| dismissive attachment style | mode instilled typically early in life by a disinterested, rejecting, or abusive caregiver. individual later tends to dismiss others as unworthy and so does not seek close relationships. do not accept caregiver's view of them as unlovable (unlike fearful) |
| anxious/ambivalent attachment styles | preoccupation w/ relationships and inconsistent behavior towards the partner. develops in childhood when a caregiver behaves inconsistently toward child, sometimes loving and sometimes rejecting or neglectful |
| generalized other | one source of social perspectives that ppl use to define themselves and guide how they think, act, and feel; our perception of the views, values, and perspectives that are endorsed by society as a whole |
| ego boundary | an individual's perception of where he or she stops and the rest of the world begins |
| social comparison | comparing ourselves to others in order to form judgments of our own talents, abilities, qualities, etc. |
| guidelines for improving self-concept | make a firm commitment to personal growth, gain and use knowledge to support personal growth, set goals that are realistic and fair, seek contexts that support personal change |
| self-disclosure | the act of revealing personal information about ourselves that others are unlikely to discover in other ways |
| Johari Window | developed in 1969 by Joseph Luft and Harry Ingram. model of the different types of knowledge that affect self-development. known/unknown to self vs. known/unknown to others (open, blind, hidden, unknown areas) |
| perception | the active process of selecting, organizing, and interpreting people, objects, events, situations, and activities |
| contructivism | the theory that we organize and interpret experience by applying cognitive structures called schemata |
| prototypes | knowledge structures that define the clearest or most representative example of some category |
| personal constructs | bipolar mental yardsticks by which we measure people and situations along specific dimensions of judgement |
| stereotpyes | predictive generalizations about people and situations |
| script | a definition of expected or appropriate sequences of action in a particular setting. scripts are one of the four cognitive schemata |
| interpretation | the subjective process of evaluating and explaining perceptions |
| attribution | an internal account of why something happens or why someone acted a certain way |
| self-serving bias | the tendency to attribute our positive actions and successes to stable, blobal, internal influences under our control, and to attribute our negative actions and failures to unstable, specific, external influences beyond out control |
| fundamental attribution error | overestimating the internal causes of others; behavior and underestimating the external causes |
| influences on perception | physiology, age, culture, cognitive abilities, self |
| culture | beliefs, understandings, practices, and ways to interpret experience that are shared by a group of people |
| standpoint | the knowledge and perspective shaped by the material, symbolic, and social conditions common to members of a social group |
| cognitive complexity | in our interpretation of experience, the number of constructs used, how abstract they are, and how elaborately they interact to create perceptions |
| empathy | the ability to feel with another person, to feel what she or he feels |
| implicit personality theory | our often unconscious assumptions about what qualities fit together in human personalities |
| guidelines for improving perception and communication | recognize that all perceptions are partial and subjective, avoid mind reading, check perceptions w/ others, distinguish b/w facts and inferences, guard against the self-serving bias, guard against the fundamental attribution error, monitor labels |
| mind reading | assuming that we understand what another person thinks or how another person perceives something. often a harmful practice b/c mind reading denies the other person the chance to explain their own thoughts or feelings |
| arbitrary | random or not constrained by necessity. symbols are arbitrary b/c there is no necessary reason for a particular symbol to stand for a particular referent |
| ambiguous | subject to multiple meanings. symbols are ambiguous b/c their meanings vary from person to person and context to context. |
| abstract | removed from concrete reality. symbols are abstract b/c they are inferences and generalizations abstracted from a total reality |
| principles of verbal communication | language and culture reflect each other, the meanings of language are subjective, language use is rule-guided, punctuation shapes meaning |
| linguistic determinism | the theory that language determines what we can perceive and think. this theory has been largely discredited, altho the less strong claim that language shapes thought is widely accepted |
| communication rules | shared understandings of what communication means what behaviors are appropriate in various situations |
| regulative rules | communication rules that regulate interaction by specifying when, how, where, and w/ whom to talk about certain things |
| constitutive rules | rules that define what communication means by specifying how certain communicative acts are to be counted |
| punctuation | defining the beginning and ending of interaction or interaction episodes |
| symbolic abilities | language defines, language evaluates, language organizes perceptions, language allows hypothetical thought, language allows self-reflection |
| totalizing | responding to a person as if one aspect of his or her life were the totality of the person |
| loaded language | an extreme form of evaluative language that relies on words that strongly slant perceptions and thus meanings |
| hate speech | language that dehumanizes others and that reflects and often motivates hostility toward the target of the speech |
| speech community | a group of people who share norms, regulative rules, and constitutive rules for communicating and interpreting the communication of others |
| guidelines for improving verbal communication | engage in dual perspective, own your feelings and thoughts, respect what others say about their feelings and thoughts, strive for accuracy and clarity, |
| I language | language in which one takes personal responsibility for feelings w/ words that own the feelings and do not project responsibility of the feelings onto others |
| you language | language that projects responsibility for one's own feelings or actions onto other people. not recommended for interpersonal communication |
| static evaluation | assessments that suggest that something is unchanging. "Bob is impatient" is a static evaluation |
| indexing | a technique of linking our evaluations of speech and events to specific times or circumstances, to remind ourselves that evaluations are not static or unchanging |
Created by:
mdcooper