Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Midterm: Review
Midterm: Review Human Communications
| Term | Definition |
|---|---|
| Why we communicate | -Physical needs -Instrumental and tasks needs -Relational needs -Identity needs -Spiritual needs |
| How do we communicate | -Interpretation of symbols Process of interpretation: -Referent: what you want to communicate -Symbol: words or images that represent the ideas -Thought: connection between referent and symbol |
| Models of Communication | Basic elements: Encoding, Decoding, Channel, Noise. -Action model -Interaction model: feedback, context -Transactional model: simultaneous sender/receiver |
| Communication Myths | -Everyone is an adept communicator -Can solve any problem -Only one type of communication -Any communication is good communication -More communication will ultimately make people agree with you |
| Maslow's Hierarchy of Needs | Demonstrates that for communication to be successful and fulfilling it needs to be driven by a purpose - Basic/Physiological needs -Safety -Love/Belonging -Self-esteem -Self-actualization |
| Ethnocentrism | Belief that ones culture is superior to all other cultures |
| Cognitive Complexity | the ability to recognize multiple potential ways in which a situation or message could be understood or interpreted |
| Mental Schema | Mental structures that an individual uses to organize knowledge and guide cognitive processes and behavior |
| What is Culture | - distinctive ideas, customs, social behavior, products, or way of life of a particular nation, society, people, or period - Complicated and powerful part of human development - Influences self-images, priorities, personalities, how we communicate |
| What is Co-Culture | - Smaller, more specific groups within and alongside larger cultures - People simultaneously belong to many co-cultures |
| Mental Schema: Person | are focused on specific individuals. For example, your schema for your friend might include information about her appearance, her behaviors, her personality, and her preferences. |
| Mental Schema: Social | include general knowledge about how people behave in certain social situations. |
| Mental Schema: Self | are focused on your knowledge about yourself. This can include both what you know about your current self as well as ideas about your idealized or future self. |
| Mental Schema: Event | are focused on patterns of behavior that should be followed for certain events. This acts much like a script informing you of what you should do, how you should act, and what you should say in a particular situation. |
| Encoding | processing of creating a message using symbols |
| Channel | pathway through which the symbols travel |
| Noise | anything that interferes with the receivers ability to properly receive the message |
| Decoding | the process of interpreting the symbols within the message |
| Feedback | various verbal and nonverbal responses to the message by the receiver |
| Context | physical, emotional, and psychological environment in which the communication event takes place |
| Self-monitoring | the process of being attuned to how your actions and messages impact each other |
| Generalized other | composite mental image we use to practice our potential statements or behaviors before we actually enact them |
| Empathy | ability to understand and feel the same way as another |
| Communication competence | ability to effectively and appropriately interact in any given situation |
| Low-context cultures | meaning is derived mostly from the language used in an interaction, and less emphasis is placed on the nonverbal communication, environment, and situation |
| High-context cultures | a great deal of meaning is derived from the nonverbal expressions, environment, and situation in which the communication is taking place, and less emphasis is placed on the words. |
| Race | set of physical characteristics shared by a group of people, such as skin color, body type, facial structure, and hair color |
| Ethnicity | group of people who identify with each other based on a common experience, which might include geographic or national origin, ancestry, history, cultural and social norms, religion, race, language, ideology, food, dress, or other factors. |
| Sex | one biological classification based on their reproductive functions |
| Gender | social construction that includes all of the beliefs, attitudes, actions, and roles associated with being masculine, feminine, androgynous, and so on |
| Gender Identity | person’s sense of self as being along a range of possibilities that include identifying as a woman, non-binary, genderqueer, a gender, or a man. |
| Gender Roles | societal expectations for individuals who identify with a particular gender |
| Gender Expression | ways people communicate their gender identity |
| Sexual Orientation | sex and gender identities to which a person is romantically and sexually attracted |
| Multiple intelligence theory | although all individuals can access and learn about the world through each of the nine intelligences he identified, people differ in the strength of their aptitude or preference for those various intelligences |
| Ideology | set of ideas, beliefs, and ideals that form one’s worldview and provide a basis for action. |
| Individualism | Individuals should look after themselves andconnections between individuals are loose |
| Collectivism | Individuals are integrated into strong cohesive groups which often involve extended family |
| High power distance | Authority is respected and there is a big “gap”between those in charge and followers |
| Low power distance | People strive to equalize the distribution of power and demand justification for inequalities of power. |
| Masculinity | A strong differentiation between genders but both men and women are assertive and competitive, but women less soFocus on material rewards for success |
| Femininity | Not a strong differentiation between genders for emotional and social roles. Both men and women should be caring and emotional but NOT fight.Focus on cooperation and caring for the weak |
| High uncertainty avoidance | Not comfortable with a lack of structure. Strict behavior codes, laws, rules, |
| Low uncertainty avoidance | More comfortable with uncertainty and the unknown, more relaxed and role rate ambiguity, less rules |
| Long term orientation | Focus on future more and value perseverance and thrift, saving for a rainy day |
| Short term orientation | Respect for the past and tradition; value the past and the present more than the future |
| Indulgence | A society that allows relatively free gratification of basic human drives related to enjoying life. Values leisure activities |
| Restraint | Society tends toward a perception of helplessness and that life is beyond one’s individual control, strict social norms |
| Hofestede's Cultural Dimensions | allow us to begin to understand the complexity of different cultures. |
| Characteristics of language | -Arbitrary -Ambiguous -Abstract -Negative |
| Three parts of language | -Signifier -Signified -Sign |
| Signifier | the physical thing as we perceive it in the world around us |
| Signified | the meaning associated with the signifier |
| Sign | the arbitrary symbol that represents both the signifier and the signified. |
| Structures of language | -Repetition -Alliteration -Parallelism -Antithesis -Narrative |
| Arbitrary | meaning the symbols themselves have no direct connection with the things they represent |
| Semiotics | the study of the social production of meaning from sign systems like language |
| Ambiguous | term that describes words as being without absolute meaning |
| Abstract | the idea that language is not tangible or concrete |
| Ladder of Abstraction | The more precise the language, the less abstract the ideas, and the closer two parties can come to sharing meaning. More concrete- A feast of crows- A game of thrones series- Fantasy fiction novel- novel- book- more Abstract |
| Negative | idea that language separates things from their natural state, thus telling us not only what something is, but what it is not |
| Profanity | vulgar and irreverent language |
| Idioms | metaphoric expressions whose meanings are not predictable from their usual use but must be inferred from cultural markers |
| Hearing | which is the physiological process of capturing sound conducted by the ears to the brain. |
| Listening | the process of receiving and interpreting spoken or nonverbal messages. |
| Listening Myths | - listening is the same as hearing -I'm a good listen -Effective listening is hard to learn -Good listeners are more intelligent -Older people are better listeners -Woman are better listeners than men |
| Purposes of Listening | -Appreciation -Comprehension -Show support -Critical listening |
| Ways we listen | - Active listening - Passive listening - Non-listening |
| Types of non-listening | -Psuedolistening -Glazing over -Ambushing -Prejudging -Selective listening -Advising |
| Guidelines for Dialogic Listening | -Stop Talking! -Make listening a goal -Remove distractions -Listen for ideas -Listen for nonverbals as well as content -Focus on agreement and not disagreement |
| Emotional intelligence | ability a person has to assess, identify, and manage his or her own emotions, while also appreciating and responding to the ones of others in a civil manner. |
| Rapport talk | language meant to develop relationships and exchange emotional information |
| Report talk | he exchange of information, solutions, and problem-solving strategies. |
| HURIER model | -Hearing -Understanding -Remembering -Interpreting -Evaluating -Responding |
| Listen for appreciation | listening for enjoyment, it is not high in cognitive commitment |
| Listen for comprehension | listening to understand and learn something new; requires a significant degree of mental effort |
| Show support | listening to a speaker to make him or her feel valued and to show the person we care about what he or she has to say |
| Critical listening | listening to evaluate a message and assess whether or not we agree with what is said; requires the most cognitive effort of any listening purpose |
| Active listening | occurs when we pay a high degree of attention to a message. We process, store, and potentially evaluate the content of the message to reach conclusions or an understanding about what was said |
| Passive listening | occurs when we do not engage the topic in any noticeable way and just try to absorb what is said. |
| Nonlistening | maintaining an appearance of attention without the actual attention. |
| Pseudolistening | occurs when we hide our inattention by noticed appearing to actually listen |
| Glazing over | when a person loses complete attention with what is going on around them and thinks about something else entirely |
| Space brain time | the gap between the roughly 150 words a minute we can speak, and the 650 words per minute we can mentally process |
| Ambushing | we focus only on the weaknesses of what the other person is saying and ignore the strengths of her or his position, thus we only hear what confirms our opinion. |
| Prejudging | When we enter an interaction with a judgment about what we believe will be said before the person has a chance to present |
| Selective listening | where we choose what the main points are in a message regardless of what the speaker says |
| Advising | interrupt the person or offer suggestions and opinions when they were not sought |
| Nonverbal Functions | -Repeat the verbal -Accent the verbal -Complement the verbal -Substitute for the verbal -Regulate the verbal -Conflict the verbal |
| Nonverbal communication | elements of communication that do not involve words but nevertheless transmit messages |
| Repeating | When our physical actions that follow verbal messages reinforce what is said |
| Accent | When we use nonverbal behaviors to augment a message while we deliver it |
| Complementing | When the nonverbal behavior occurs at the same time as the message and displays the same content |
| Substituting | The function of nonverbal communication whereby our physical actions take the place of our verbal messages |
| Regulating | actions that govern the course of an interaction with another person |
| Conflicting | messages that say one thing, while employing nonverbal communication that indicates another. |
| Types of Non-Verbal Communication | -Kinesics -Oculesics -Proxemics -Haptics -Chronemics -Olfactics -Vocalics |
| Kinesics | nonverbal behaviors related to the movement of the body |
| Oclesicw | use of eye contact to send messages, |
| Proxemics | involves how we use space to convey information. |
| Haptics | study of how touch expresses meaning |
| Chronemics | involves how people treat, value, react to, and structure time. |
| Olfactics | communication related to smell |
| Vocalics | contribute to the maintenance or creation of sound in your voice that help to convey meaning |
| Small Groups | - Vary in size - Function as systems - Maintain task-oriented goals - Governed by their own norms - Create their own identities - Preserve member cohesiveness |
| Tuckman Model of Group Development | -Forming -Storming -Norming -Performing -Adjourning |
| Group Member Roles | -Task Roles -Maintenance Roles |
| Group Decision Making Process | 1. Problem analysis 2. Establishment of evaluation criteria 3. Generation of alternative solutions 4. Evaluation of positive consequences of solutions 5. Evaluation of negative consequences of solutions |
| Challenges of Group Work | -Groupthink -Grouphate -Social loafing -Domination -Irresponsibility |
| Fantasies | creative interpretations of shared events that help define a group’s identity |
| Forming | members getting to know one another and becoming oriented toward the task at hand |
| Storming | group members might express open disagreement over what it will take to complete the task, who is best suited to what role, and what processes the group will follow to make decisions and accomplish assignments |
| Norming | groups move from conflict to cohesion. During this stage, disagreements have passed, the group focuses on the task, and group roles and norms for behavior take shape |
| Performing | group members expend their efforts in developing solutions, finishing tasks, and working together to complete their particular assignments. |
| Symbolic convergence | occurs when groups create a unique meaning for a term, experience, or event in the group’s life that serves to further strengthen the bond between group members |
| Adjourning | the group often has to decide what will happen to the group. |
| 3 Types of Leadership Styles | -Autocratic -Democratic -Laissez-faire |
| Autocratic | eaders set policies and make decisions primarily on their own, taking advantage of the power present in their title or status to set the agenda for the group. |
| Democratic | leaders facilitate group discussion and like to take input from all members before making a decision. |
| Laissez-faire | leaders take a “hands-off” approach, preferring to give group members freedom to reach and implement their own decisions. |
| Task roles | related to accomplishing work together as a group Initiating, Information and opinion seeking, Information and opinion giving , Evaluating ideas, Energizing ,Coordinating and elaborating ,Clarifying and summarizing ,Recording and managing tasks |
| Maintenance roles | the development and maintenance of the relationships within the group to keep the group working together effectively -Encouraging -Gatekeeping -Harmonizing -Compromising -Observing and commenting - Standard-setting - Following |
Created by:
Cabrera_Jenny
Popular English Vocabulary sets