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Chapter 1
Interpersonal communications
| Term | Definition |
|---|---|
| Environment | a person's unique experience |
| Noise | Disrupts communication and can be external, physiological or psychological |
| Communication principles | transactional, intentional, irreversible with content that has a relational dimension. |
| Communication misconceptions | 1. not all communication seeks understanding. 2. more communication is not always better. 3. Communication does not always solve problems. 4. communication is not a natural ability. |
| Communication must be | practice and learned |
| Quantitative approach | focused on number of interactions. Another term is diad (2 people.) |
| Qualitative approach | quality of interaction |
| Impersonal vs interpersonal | is on a scale from highly impersonal (scheduling appointments, answering a phone survey) to highly personal (marriage proposal, asking for forgiveness.) |
| Settings for communication | What we say in one setting may not always be appropriate in another setting. Different communication is required for different settings. |
| Characteristics of competent communication | 1. a large repertoire of skills 2. adaptability 3. ability to perform skillfully 4. emapthy/perspective 5. cognitive complexity 6. self monitoring |
| Transactional communication | the dynamic process in which communicators create meaning together through interaction. |
| Feedback | response to a previous message to generate meanings |
| communication | messages to generate meanings |
| Environments | context or fields of experience that help people make sense of others behavior. |
| Noise | anything that interferes with the transmission and reception of a message |
| channel | medium through which messages are exchanged |
| content dimension | information being explicitly discussed. |
| interpersonal communication | interaction distinguished by the qualities of uniqueness, interdependence, self-disclosure and intrinsic rewards. |
| communication competence | ability to achieve goals in a manner that is both effective and appropriate. |
| cognitive complexity | ability to construct a variety of different frameworks for viewing an issue. (person could be busy, asleep ect.) |
| self-monitoring | the process of paying close attention to one's own behavior and using these observations to shape it. |
| Fredrick | forbade mothers from talking to their babies and children and all the children died. |
| Rohrer | said communication with others is the primary goal of human existence. |
| Employers are looking for these "uniquely human skills" | 1. ability to listen 2. attentiveness and attention to detail 3. effective communication 4. critical thinking 5. drive to keep learning |
| Maslow's needs involve | physical needs, need for safety, social needs and self actualization |
| self-actualization | the desire to develop our potential to the maximum to become the best person we can be |
| Different backgrounds | can make communication more challenging. |
| External noise | factors outside the receiver that make it difficult to hear. |
| Physiological noise | biological factors in the receiver that interfere with accurate reception: hearing loss, illness and so on. |
| Psychological noise | cognitive factors that make communication less effective. For instance, a woman who is called “girl” may become so irritated that she has trouble listening to the rest. |
| Communication channel examples | texting, email, phone calls and social media |
| relational communication | unique creation that arises from how the partners interact. It varies from person to person, because of it's cooperative, transactional nature. |
| Excessive communication | can be a mistake. It can be unproductive when people go around the same thing over and over again. There are times when too much talking can aggravate a problem. Less communication may be better than more. |
| Communication is not a natural ability | people assume that communication is as natural as breathing yet communication is more like an athletic ability which takes training and practice. |
| There are two ways to think about communication | Qualitative or Quantitative |
| Dyadic communication | two persons interacting |
| Scholars believe that the ____ of the interaction not the quantity of people interacting distinguishes interpersonal communication. | quality |
| Four features distinguish highly interpersonal communication versus impersonal communication: | uniqueness, self-disclosure, intrinsic rewards and interdependence |
| Uniqueness | no two high quality interpersonal relationships are the same |
| interdependence | highly interpersonal communication exchanges; the fate of the partners is connected. |
| self-disclosure | impersonal exchanges; you reveal little about yourself. In interpersonal exchanges you're more likely to share important thoughts and feelings reflecting your comfort in the other person. |
| extrinsic rewards | Impersonal exchanges have payoffs that have little to do with the people involved. |
| intrinsic rewards | Communication in interpersonal relationships expresses our appreciation for the relationship because of who the other person is, not what they have to offer |
| Competence Is Situational | varies so much from one situation and person to another, it’s a mistake to think of it as a trait that a person either possesses or lacks. It’s more accurate to talk about degrees or areas of competence. |
Created by:
Mandivoss
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