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SCOM 123 Final
| Term | Definition |
|---|---|
| Communication | Process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple concepts. |
| Rhetoric | Speaking well and persuasively |
| Invention | Use of evidence and arguments to think about things in new ways |
| Arrangement | Organization of speech |
| Style | Use of language |
| Delivery | Vocal and Physical characteristic of a speaker |
| Memory | Techniques employed by speakers of that era to retain and then repeat large amounts of information. |
| Intrapersonal communication | Communication with oneself using internal vocalization and reflective thinking. |
| Interpersonal communication | Communication between people whose lives mutually influence one another. |
| Group communication | Communication among three or more people interacting to achieve a shared goal. |
| Public communication | Sender-focused form of communication in which one person is typically responsible for conveying information to an audience. |
| Mass communication | When it is transmitted to many people through print or electronic media. |
| Participants | Senders and/or receivers of messages in a communication encounter. |
| Message | Verbal or nonverbal content being conveyed from sender to receiver. |
| Encoding | Process of turning thoughts into communication. |
| Decoding | Process of turning communication into thoughts. |
| Channel | Sensory route on which a message travels. |
| Transmission model of communication | Describes communication as a linear, one-way process in which a sender intentionally transmits a message to a receiver. |
| Noise | Anything that interferes with a message being sent between participants in a communication encounter. |
| Environmental noise | Any physical noise present in a communication encounter. |
| Semantic noise | Noise that occurs in the encoding and decoding process when participants do not understand a symbol. |
| Interaction model of communication | Communication as a process in which participants alternate positions as sender and receiver an generate meaning by sending messages and receiving feedback within physical and psychological contexts. |
| Feedback | Messages sent in response to other messages. |
| Physical context | Environmental factors in a communication encounter. |
| Psychological content | Includes the mental and emotional factors in a communication encounter. |
| Transaction model of communication | Communication as a process in which communicators generate social realities within social, relational, and cultural contexts. |
| Social context | Stated rules or unstated norms that guide communication. |
| Relational context | Previous interpersonal history and type of relationship we have with a person. |
| Cultural context | Various aspects of identities such as race, gender, nationality, ethnicity, sexual orientation, class, and ability. |
| Integrative learning | Encourages students to reflect on how the content they are learning connects to other classes they have taken or are taking, their professional goals, and their civic responsibilities. |
| Civic engagement | Working to make a difference in our communities by improving the quality of life of community members raising awareness about social, cultural, or political issues; or participating in a wide variety of political and nonpolitical processes. |
| Physical needsa | Needs that keep our bodies and minds functioning |
| Instrumental needs | Needs that help us get things done in our day-to=day lives and achieve short-and long-term goals. |
| Relational needs | Needs that help us maintain social bods and interpersonal relationships. |
| Identity needs | Need to present ourselves to others and be thought of in particular and desired ways. |
| Communication ethics | Process of negotiating and reflecting on our actions and communication regarding what we believe to be right and wrong |
| Communication competence | Knowledge of effective and appropriate communication patterns and the ability to use and adapt that knowledge in various contexts. |
| Communication apprehension | Fear or anxiety experienced by a person due to actual or imagined communication with another person or persons. |
| Public speaking anxiety | Produces physiological, cognitive, and behavioral reactions in people when faced with a real or imagined presentation. |
| Perception | Process of selecting, organizing, and interpreting information. |
| Selecting | focus attention on certain incoming sensory information. |
| Salience | Degree to which something attracts our attention in a particular context. |
| Organizing | Sort or categorize information that we perceive based on innate and learning cognitive patterns. |
| Interpretation | Assign meaning to our experiences using mental structures known as schemata. |
| Schemata | Like databases of stored, related information that we used to interpret new experiences. |
| Self-serving bias | Perceptual error through which we attribute the cause of our successes to internal personal factors while attributing our failures to external factors beyond our control. |
| Personality | A person's general way of thinking, feeling, and behaving based on underlying motivations and impulses. |
| Extraversion | A person's interest in interacting with others. |
| Agreeableness | Refers to a person's level of trustworthiness and friendliness. |
| Conscientiousness | Refers to a person's level of self-organization and motivation. |
| Neuroticism | Refers to a person's level of negative thoughts regarding himself or herself. |
| Openness | Refers to a person's willingness to consider new ideas and perspectives. |
| Self-concept | Overall idea of who a person thinks they are. |
| Looking glass self | We see ourselves reflected in other people's reactions to us and then form our self-concept based on how we believe other people see us. |
| Social comparison theory | States that we describe and evaluate ourselves in terms of how we compare to other people. |
| Self-esteem | Refers to the judgements and evaluations we make about our self-concept. |
| Self-fulfilling prophecies | Thought and action patterns in which a person's false belief triggers a behavior that makes the initial false belief actually or seemingly come true. |
| Stereotypes | Sets of beliefs that we develop about groups, which we then apply to individuals from that group. |
| Prejudice | Negative feelings or attitudes towards people based on their identity or identities. |
| Perception checking | Strategy to help us monitor our reactions to and perceptions about people and communication. |
| Symbol | Stands in for or represents something else. |
| Codes | Culturally agreed on and ever-changing systems of symbols that help us organized, understand, and generate meaning. |
| Displacement | Our ability to talk about events that are removed in space or time from a speaker and situation. |
| Triangle of meaning | Model of communication that indicates the relationship among a thought, symbol, and referent and highlights the indirect relationship between the symbol and referent. |
| Denotation | Definitions that are accepted by the language group as a whole, or the dictionary definition of a word. |
| Connotation | Definitions that are based on emotion or experience-based associations people have with a word. |
| Grammar | Rules that govern how words are used to make phrases and sentences. |
| Verbal expressions | Help us communication our observations, thoughts, feelings, and needs. |
| Directives | Utterances that try to get another person to do something. |
| Neologisms | Newly coined or used words. |
| Slang | Refers to new or adapted words that are specific to a group, context, and/or time period. |
| Supportive messages | Messages communicated in an open, honest, and non-confrontational manner. |
| Unsuppportive messages | Make others respond defensively, which can lead to feelings of separation and actual separation or dissolution of a relationship. |
| Jargon | Specialized words used by a certain group or profession. |
| Affective language | Language used to express a person's feelings and create similar feelings in another person. |
| Social Swearing | Create social bonds or for impression management. |
| Annoyance swearing | Provides a sense of relief, as people use it to manage stress and tension. |
| Cultural bias | Skewed way of viewing or talking about a group negatively. |
| Nonverbal communication | Process of generating meaning using behavior other than words. |
| Paralanguage | Vocalized but not verbal part of a spoken message such as speaking rate, volume, and pitch. |
| Mixed messages | Messages in which verbal and nonverbal signals contradict each other. |
| Immediacy behaviors | Verbal and nonverbal behaviors that lessen real or perceived physical and psychological distance between communicators. |
| Kinesics | The study of hand, arm, body, and face movements. |
| Adaptors | Touching behaviors and movements that indicate internal states typically related to arousal or anxiety. |
| Emblems | Gestures that have a specific agree-on meaning within a cultural context. |
| Haptics | The study of communication by touch. |
| Vocalics | The study of paralanguage which includes the vocal qualities that go along with verbal messages, such as pitch, volume, rate, vocal quality, and verbal fillers. |
| Repititon | Vocalic cues reinforce other verbal and nonverbal cues. |
| Complementing | Vocalic cues elaborate on or modify verbal and nonverbal meaning. |
| Accenting | Vocalic cues allow us to emphasize particular parts of a message which helps determine meaning. |
| Substituting | Vocalic cues can take place of other verbal or nonverbal cues. |
| Regulating | Vocalic cues help regulate the flow of conversation. |
| Contradicting | Vocalic cues may contradict other verbal and nonverbal signals. |
| Proxemics | Study of how space and distance influence communication. |
| Public space | Starts about twelve feet from a person and extends out from there. Formal and not intimate. |
| Social space | Four to twelve feet away from our body. Used in professional or causal interaction, but not intimate or public. |
| Personal space | Starts at our physical body and extends four feet. Reserved for friends, close acquaintances, and significant others. |
| Intimate space | 1.5 feet from our body. Reserved for only the closest friends, family, and romantic/intimate partners. |
| Chronemics | Study of how time affects communication. |
| Listening | Learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages. |
| Receiving | Take in stimuli through our senses. |
| Interpreting | Combine visual and auditory information we receive and try to make meaning out of that information using schemata, |
| Recalling | Dependent on some of the physiological limits of how memory works. |
| Informational listening | Entails listening with the goal of comprehending and retailing info. |
| Critical listening | Listening with the goal of analyzing or evaluating a message based on info presented verbally and info that can be inferred from context. |
| Empathetic listening | Occurs when we try to understand or experience what a speaker is thinking or feeling. |
| Physiological noise | Noise stemming from a physical illness, injury, or bodily stress. |
| Psychological noise | Noise stemming from psychological states including moods and level of arousal, can facilitate or impede listening. |
| Selective attention | Refers to our tendency to pay attention t the messages that benefit us in some way and filter others out. |
| Aggressive listening | People pay attention in order to attack something that a speaker says. |
| Narcissistic learning | Form of self-centered and self-absorbed listening in which listeners try to make the interaction about them. |
| Pseudo-listening | Behaving as if you are paying attention to a speaker when you are actually not. |
| Active listening | Process of pairing outwardly visible positive listening behaviors with positive cognitive listening practices. |
| Low-context communication | Meaning generated within an interaction comes from the verbal communication used rather than nonverbal or contextual clues. |
| High-context communication | Style comes from nonverbal and contextual clues. |
| Culture | Ongoing negotiation of learned and patterned beliefs, attitudes, values, and behaviors. |
| Personal identities | Components of self that are primarily intrapersonal and connected to our life experiences. |
| Social identities | Components of self that are derived from involvement in social groups with which we are interpersonally committed. |
| Cultural Identities | Based on socially constructed categories that teach us a way of being and include expectations for social behavior or ways of acting. |
| Code switching | Changing from one way of speaking to another between or within interactions. |
| Intercultural communication | Communication between people with differing cultural identities. |
| Ethnocentrism | Our tendency to view our own culture as superior to other cultures. |
| Intercultural communication competence (ICC) | Ability to communicate effectively and appropriately in various cultural contexts. |
| Motivation | Root of a person's desire to foster intercultural relationships and can be intrinsic or extrinsic. |
| Cognitive flexibility | Ability to continually supplement and revise existing knowledge to create new categories rather than forcing new knowledge into old categories. |
| Psychological audience analysis | The audience’s psychological dispositions toward the topic, the speaker, and the occasion as well as how their attitudes, beliefs, and values inform those dispositions. |
| Captive audience | People who are required to attend your presentation. |
| Voluntary audience | People who have decided to come hear your speech. |
| General purpose | Inform, persuade, or entertain. |
| Specific purpose | One-sentence statement that includes the objective you want to accomplish in your speech. |
| Thesis statement | One-sentence summary of the central idea of your speech that you either explain or defend. |
| Periodicals | magazines and journals that are published periodically. |
| Parallel wording | Similar wording among key organizing signposts and main points that help structure a speech. |
| Topical pattern | Breaking a large idea or category into smaller ideas or subcategories. |
| Chronological pattern | Helps structure your speech based on time or sequence. |
| Spatial pattern | Arranges main points based on their layout or proximity to each other. |
| Problem-solution pattern | Entails presenting a problem and offering a solution. |
| Cause-effect pattern | Sets up a relationship between ideas that shows a progression from origin to result. |
| Monroe's motivated sequence | Five-step organization pattern that attempts to persuade an audience by making a topic relevant, using positive and/or negative motivation, and including a call to action. |
| Attention step | Intro to your speech. |
| Need step | Need for your topic to be introduced. |
| Satisfaction step | Present a solution to the problem. |
| Visualization step | Incorporates positive and/or negative motivation as a way to support the relationship you have set up between the need and your proposal to satisfy the need. |
| Action step | Call to action. |
| Signposts | Statements that help audience members navigate the turns of your speech. |
| Nonverbal signposts | Pauses and changes in rate, pitch, or volume that help emphasize transitions within a speech. |
| Communication apprehension (CA) | Fear or anxiety experienced by a person due to real or perceived communication with another person. |
| Public speaking anxiety | Produces physiological, cognitive, and behavioral reactions in people when faced with a real or imagined presentation. |
| Impromptu delivery | Speaker has little to no time to prepare for a speech. |
| Manuscript delivery | Speaking from a written or printed document that contains the entirety of a speech. |
| Memorized delivery | Completely memorizing a speech and delivering it without notes. |
| Extemporaneous delivery | Memorizing the overall structure and main points of a speech and then speaking from keyword/key-phrase notes. |
| Rate of speaking | How fast or slow you can speak. |
| Volume | How loud or soft your voice is. |
| Pitch | How high or low a speaker's voice is. |
| Vocal variety | Includes changes in your rate, volume, and pitch that can make you look more prepared. seem more credible, and be able to engage your audience better. |
| Articulation | Clarity of sounds and words we produce. |
| Pronunciation | Refers to speaking words correctly, including the proper sounds of the letters and the proper emphasis. |
| Fluency | Flow of your speaking. |
| Fluency hiccups | Unintended pauses in a speech that usually result from forgetting what you were saying, being distracted, or losing your place in your speaking notes. |
| Verbal fillers | Words that speakers use to fill in a gap between what they were saying and what they are saying next. |
| Nonverbal adaptors | Extra movements caused by anxiety. |
| Informative speaking | Teach an audience something using objective, factual information. |
Created by:
SenatoHX
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