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IPC Review
Interpersonal com. midterm rev.
| Term | Definition |
|---|---|
| Many to many: | mass media |
| One to many | : public speaking |
| 3-10 people communication: | small group (committees) |
| Dyad (2 people): | INTERpersonal communication |
| One person | : INTRApersonal communication |
| Linear Model: | sender encodes and channels and message to the receiver who decodes |
| Encoding: | the process of putting thoughts into symbols, most commonly words |
| Decoding: | the process in which a receiver attaches meaning to a message - receivers create their own meaning to the message |
| Channel: | the medium by which the message travels from sender to receiver. I.e text, facetime, etc |
| Noise: | ANYTHING that interferes the communication process - physical/external, psychological, physiological, and semantic |
| Fidelity: | the measure of accuracy between what the sender encoded and the message the receiver decoded |
| Noise and fidelity have an inverse relationship: | when noise increases, fidelity decreases |
| Interactive model: | venn diagram of the sender and receivers environment and life experiences |
| Transactional model | : two-way street of communicators and contains feedback |
| metacommunication | : communication about communication Ex: Talking about how well you listen to one another. |
| Dual perspective: | understanding your own and others persons perspective |
| Communication principles: | We cannot not communicate Communication is irreversible More communication is not always better |
| interpersonal communication principles | Interpersonal communication builds and sustains relationships Interpersonal communication is not a panacea Interpersonal communication can be learned |
| perception defined | The active process of creating meaning by selecting, organizing, and interpreting people, objects, events, situations, and activities |
| Perceptions: | they are how you view something and define it They affect who you are and are based on past experiences and your preferences |
| Attending: | select what information you want to pay attention to or focus on |
| attending examples | People tend to attend to things based on how they look, feel, smell, touch, and taste People tend to pay attention to things that matter to them - or things that are louder, larger, different, and more complex to what we ordinarily view. |
| Selective perception: | When we focus on a particular thing and ignore other elements Ex: rose-tinted glasses in a relationship |
| Organizing: | When we examine a picture or image, we engage in organizing it in our head to make sense of it and define it. - we select that information and place a definition to it - organize it accordingly |
| empathy | The ability to recreate another person’s perspective, to experience the world from the other’s point of view. |
| Perspective taking. | Suspend judgement |
| Emotional dimension. | Gain a sense of their fear, joy, sadness, etc. |
| Concern for the welfare of the other. | Genuine caring. |
| physical constructs are used to | classify people (e.g., young/old; tall/short; big/small). |
| Role constructs are | social positions (e.g., mother, friend, lover, doctor, teacher). |
| interaction constructs are | the social behaviors displayed in the interaction (e.g., aggressive, friendly, dismissive, indifferent). |
| Fourth, psychological constructs are | the dispositions, emotions, and internal states of mind of the communicators (e.g., depressed, confident, happy, insecure). |
| Interpreting: | you are attaching meaning to understand the data. Interpretation can be dependent on: personal experience, degree of involvement, expectations, assumptions, and relational satisfaction |
| Perception check: | - Objectively state what you have observed - Offer guesses about causes - Ask for clarification |
| Teaching Emotional Intelligence to Children | RULER Program: Yale University Center for Emotional Intelligence |
| RULER meaning | R=Recognize, U=Understand, L=Label, E=Express, R=Regulate |
| reasons we may not express our emotions | to protect others, self-protection, professional roles, cultursl and social expectations, |
| steps to communicate emotions effectiveley | Identify your emotions. • Choose whether and how to express emotions. - Consider channel, place, time Recognize the differences between feeling, talking, and acting. • Own your feelings. “I” language. |
| steps cont. | Choose words carefully. • Share mixed or multiple feelings if appropriate. Be sensitive when others share emotions. Ask: “Do you want to talk about it, or do you want to be distracted from it?” |
| listening myths | Hearing is the same thing as listening. - listening is passive. - We all hear the same thing |
| Elements of the listening process: | Hearing Mindfulness/attending/focusing - more challenging/ mind wanders Responding - letting them know you’re paying attention: Understanding/interpreting (assign meaning to what is said) Remembering - makes people feel valued |
| Appreciative listening: | the goal is to enjoy what you’re listening to ex: listening to a favorite song |
| Comprehensive/informational: | the goal is to understand ex: listening to a lecture or directions |
| Critical listening skills: | the goal is to evaluate ex: a jury |
| Empathetic listening: | the goal is to be supportive ex: listening to a friend who is going through a rough time |
| Prompting: | using silences and brief statements of encouragement to draw others out It helps you better understand It helps speaker clarify thoughts and feelings Ex: “Then what happened?” or “uh-huh” |
| Questioning: | helps you understand Helps you learn what the person is thinking and feeling Encourages self discovery Ex: “So what do you see as your options?” or “did he give you a reason for acting like that?” |
| Paraphrasing: | restating in your own words what you believe the speaker just said Aids in understanding Ex: “What I hear you saying is that…” |
| Supporting: | expressions of care and concern Empathizing, “yeah, that was tough for me, too” Agreement, “you’re right. He is being unfair.” Offers to help - be specific on what you can do Praise: “great job” Reassurance: “The worse seems to be over” |
| Responses that are not supportive: | Deny the other person their right to their feelings ex: “you shouldn’t be upset about that” Minimize the significance of the situation ex: it’s really not a big deal,” “it wasn’t that bad,” “you're overreacting,” “Who cares what she said?” |
| Analyzing: | offers an interpretation of a speaker’s message. Ex “the problem started when... Offer your interpretation as tentative rather than as a fact Make sure it can be correct Be sure the other person wants analysis |
| Advising: | offering a solution Did they ask for advice Be sure the advice is accurate Ask yourself if they are willing to accept it Be confident they won’t blame you if the advice fails Deliver your advice supportively, without judgment |
| To deliver constructive criticism: | The person should have requested it Your intent should be genuinely constructive and not designed as a put down. |
| Psudolisteners: | fake paying attention |
| Selective listeners: | respond only to parts of a speaker’s message that interest them, rejecting everything else |
| Defensive listeners | : take innocent comments as personal attacks |
| Ambushers: | listen carefully, but only to collect information to use against the speaker |
| Literal listeners: | look only at the content and ignore nonverbal messages |
| Monopolizers: | Only interested in expressing their own ideas. Stage hogs. |
| Insulated listeners: | fail to hear or acknowledge information they don’t want to deal with or that’s unpleasant |
| Reasons for Faulty Listening: | Message overload (similar to overstimulation) Message complexity - not being able to understand Prejudgment: Lack of effort, Lack of listening training: Failure to adapt listening styles |
| Physical noise: | loud noises, crowds |
| Physiological noise/preoccupation: | emotions, mental distractions |
| Physiological noise: | hunger, fatigue, |
| Reacting to emotionally loaded language: | having certain words that are triggering or stop listening after a certain word |
| reason for faulty listening cont. | Rapid thought: Being sidetracked by the speaker’s delivery or appearance - “blah blah blah proper name place backstory stuff” Media influences: attention span |
| Nonverbal communication principles: It's often hard to interpret accurately | Its continuous - it's impossible to not communicate nonverbally It has stronger impact when verbal messages and nonverbal messages contradict each other It's often unintentional It has multiple dimensions Its culture bound |
| Kinesics: | body position and body motions Facial expressions Eyes Gesture How you walk, stand, and sit |
| Haptics | touch Playfulness Control - to get compliance “move over” To get attention - “look at me” To communicate dominance/status |
| haptics Positive affect | - communicates positive emotions (hug, high-five, handshake) - occurs mainly between those with close relationships |
| Haptics Ritual | - greetings and departures |
| haptics Task-relatedness | - associated with the performance of some function - helping someone out of a car |
| Artifacts: | personal objects we wear or decorate our space with - that communicates a message dress/uniform Jewelry Cultural or religious items Artwork Tattoos Backpacks/purses/bags |
| Environmental Factors: | elements of the setting Not the weather - people were responsible for the factors Ask: “who set it up like this? Why? What message are they trying to send? Architecture, room size Design,color, seating, lighting, Temp sounds/music smells/odors |
| Proxemics: | the use of space Intimate space, personal space, social space, public space |
| Territoriality: | messages that show ownership Three types: primary, secondary, public |
| Primary: | for your exclusive use Your desk or room - we tend to care the most about this type - violations people entering here |
| Secondary: | doesn’t belong to you but is associated with you because you’ve occupied for a long period of time, or it was assigned to you Seat in a classroom |
| Public: | open to all Park or a beach |
| Territorial markers: | to communicate that something or some area belongs to us. oThree Types oCentral oBoundary oEar |
| Central market: | used to reserve territory and to let others know you are claiming this territory Sweater over share, folder on a desk |
| Boundary marker: | sets boundaries to separate your territory from someone else’s Grocery store dividers |
| Earmarkers: | identify your possessions Trademarks, monograms - nike, adidas |
| Chronemics: | the way people's use and structure time In a hurry Have all the time in the world? Punctual? Late? |
| Monochronic | • Time is tangible: can be spent well, wasted, saved • Punctuality is important • Schedules are a priority • Order is important |
| Polychronic | • Time is elastic • Appointment time is flexible • Punctuality is not a priority • Loose adherence to schedules • Order is not a priority • Family and relationships take priority |
| Paralanguage: | messages sent through the voice - not what you say, but how you say it Tone Volume Pitch Vocal anxiety |
| Silence: | Contentedness Awkwardness Ignoring Punishing Respect Shame Anger Shock |
| Language and culture reflect each other: | They cannot be separated There are about 6800 languages spoken The number of languages is decreasing every two weeks |
| Why do languages become extinct? | Oral only and not passed down (never been written down) Desire to use dominant language, often for economic reasons Takeovers, imperialism - suppress or forbid native language to weaken “subordinate” culture |
| language preservation strategies | documentation. education, and laws |
| Documentation: | recording elders (to get the pronunciation), creating written records |
| Education: | teaching youth, credit-bearing college courses, creative activities and programs |
| Laws to exclude outside languages: | France does not like anglo-americans - uses laws to separate the assimilating language to keep the main language |
| Low-Context vs High Context: | how direct are they when they talk to each other (use of language) |
| Low-context: | direct. People appreciate direct messages “I didn’t like what he said, but I appreciated that he said it to my face.” “Tell it to me straight” |
| low context people | might think high context speakers are insincere or frustrating. “Don’t beat around the bush.” May miss intended meaning of high-context message |
| High-context: | Indirect. People in this culture are indirect Goal is to keep harmony May not get a direct “no” May be misunderstood |
| high context people | May find low context communicators brash, rude, and “in your face” |
| Elaborate: | a lot. May appear to others to exaggerate. (use a lot of words) |
| Exact: | in the middle. |
| Succinct: | as few as necessary. May appear to others to be standoffish or rude. |
| Personal vs Contextual: | how formal is the use of language? |
| Personal: | less formal Example: “you” Personal: use the same for everyone |
| Contextual: | more formal. State of receiver is important in word choice Example: “you” Contextual: depends on receiver |
| Instrumental vs Affective: | who is responsible for the messages fidelity (accuracy of message) |
| Instrumental: | the sender gets blamed |
| Affective | : the receiver gets blamed |
| Proverbes: | verbal sayings that teach life lessons - what they value and find important |
| Sarcasm: | (lost in translation) “our boss is a real genius” people can take things literally |
| idioms : | (lost in translation) “think outside the box” |
| Humor: | (lost in translation) otehr cultures may not find the same things funny, different sence of humor |
| Vocabulary: | there may not be any english translation - even within the US, many subculture has different vocabulary, slang, jargon |
| The Meaning of language are subjective | Language use is rule guided What is appropriate - these rules vary by culture and generation |
| Linguistic rules: | we use these rules when we encode and decode verbal messages |
| Semantics: | the study of words and their meanings Semantic problems arise out of the different uses of the same words or phrases. |
| Equivocal words: | have more than one correct dictionary definition. Ex: chair, love, unusual - “That’s an unusual career choice.” |
| Relative words: | get their meaning from comparison or quantification. Without those, relative words can cause confusion and frustration. Ex: short, late, expensive - “I’ll be late for our meeting tomorrow.” |
| Vague Statements: | “We’re looking for strong candidates.” |
| Jargon: | technical terms the receiver may not understand. Ex: any terms that are used by just one group (lawyers, medical professionals, educators) military vocabulary vs civilian vocabulary |
| Syntactic Rules: | rules on how words can be put together. “John’s hat” vs “Hat of John” |
| Pragmatics: | meaning comes from the context in which the message was delivered. To whom are you speaking? Where are you? What’s the mood? What’s happening? |
| affiliation : | verbal use of language can build and demonstrate solidarity w others. Communicators are attracted to others whose style of speaking is similar to theirs. |
| Those who want to show affiliation with one another adapt their speech through: | diction Rate of talking #/placement of pauses Level of politeness |
| Linguistic Convergence: | The process of adapting one’s speech style to match that of others. Can occur face-to-face and online. Ex: Anyone who is trying to fit in. New employee Transfer student Undercover police officer Spy |
| Linguistic Divergence: | Speaking in a way that emphasizes difference from others. Used by communicators who want to set themselves apart from others. Ex: Cliques Younger Generations |
Created by:
Katepop10