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Comm Theory Exam 1
| Question | Answer |
|---|---|
| Theory | System of concepts and relationships used to explain phenomena |
| Theorizing | Developing and organizing ideas to understand phenomena |
| Nominal Concepts | Concepts that cannot be directly observed |
| Real Concepts | Concepts that can be directly observed |
| Linear Relationships | One concept influences another |
| Interactive relationship | Two concepts influence each other |
| Transactional relationship | multiple concepts influence each other simultaneously |
| explanation | identifying why something happens |
| understanding | gaining insight into people's experiences |
| prediction | anticipating future behaviors or outcomes |
| social change | addressing problems and improving society |
| empirical approach | objective reality, scientific testing, and prediction |
| interpretive approach | subjective reality, meanings, and personal experiences |
| critical approach | power, inequality, and social change |
| ontology | nature of reality |
| epistemology | how knowledge is acquired |
| axiology | roles of values in research |
| The approach concerned with objective reality, scientific testing, and prediction is the | empirical approach |
| covering law approach | general laws, hypotheses, and predictions |
| hypothesis | testable prediction |
| boundary conditions | circumstances under which predictions apply |
| rules approach | intentional behavior guided by rules |
| habitual rules | generally non-negotiable rules |
| parametric rules | rules adjusted under specific conditions |
| tactical rules | often unstated strategies for achieving goals |
| systems approach | communication with interconnected groups |
| wholeness | the entire system matters |
| interdependence | parts of a system affect one another |
| hierarchy | seller systems exist within larger systems |
| boundaries | determine what belongs inside or outside a system |
| calibration/feedback | systems adjusting using feedback |
| aquilinity | different paths can reduce the same outcome |
| scope | breadth of behaviors explained |
| logical consistency | no internal contradictions |
| parsimony | simplicity of explanation |
| utility | practical usefulness |
| testability | claims can tested |
| heurism | generates new research and ideas |
| a theory that remains relevant over time passes the | test of time |
| CMM | people co-create and coordinate meaning through communication |
| social constructionism | people contract social reality through interaction |
| personal meaning | individual interpretation based on personal experiences |
| interpersonal meaning | shared interpretation between communicators |
| content | basic information contained in a message |
| speech act | action performed through communication |
| episode | sequence of communication with a beginning, middle, and end |
| punctuation | identifying where an episode begins or ends |
| relationship | roles and expectations between communicators |
| life scripts | patterns of past experiences influencing communication |
| cultural patterns | broad cultural expectations shaping meaning |
| constitutive rules | determine how communication is interpreted |
| regulative rules | determine what actions or responses come next |
| charmed loop | different levels of meaning support each other |
| strange loop | contradictory levels of meaning that can create confusion |
| True or false: CMM states that people co-create meaning through communication | true |
| A promise, insult, or compliment is an example of a | speech act |
| vicious cycle | negative communication pattern that reinforces itself |
| coordination | aligning communication to create compatible meanings or actions |
| higher moral order | social expectations about appropriate behavior |
| resources | experiences, memories, beliefs, and symbols used to interpret messages |
| unwanted repetitive patterns | recurring conflicts people continue despite considering them unbearable |
| a negative communication pattern that reinforces itself is called a | vicious cycle |
| what does coordination align to create? | compatible meanings or actions |
| what does URP stand for in CMM? | unwanted repetitive patterns |
| EVT | explains reactions to unexpected communication behavior |
| expectancies | anticipated verbal and nonverbal behaviors |
| pre-interactional expectancies | expectations about behavior during an interaction |
| proxemics | study of personal space in communication |
| intimate distance | 0-18 inches |
| personal distance | 18 inches - 4 feet |
| social distance | 4-12 feet |
| public distance | 12+ feet |
| affiliation | desire for closeness and connection |
| personal space | desired physical distance from others |
| territoriality | sense of ownership or control over spaces or objects |
| primary territory | personally controlled space |
| secondary territory | regularly used, nonexclusive space |
| public territory | generally publicly accessible space |
| labels | symbols identifying ownership |
| offensive displays | aggressive behaviors used to defend territory |
| tenure | maintaining presence to assert territory |
| the study of personal space in communication is called | proxemics |
| arousal | increased attention caused by unexpected behavior |
| cognitive arousal | mentally noticing a violation |
| physical arousal | bodily reactions to a violation |
| threat threshold | tolerance for distance violations |
| violation valence | positive or negative evaluation of unexpected behavior |
| what is communication reward valence? | perceived reward or punishment potential |
| True or false: violation valence evaluates unexpected behavior as positive or negative | true |
| a bodily reaction to a communication violation is called | physical arousal |
| SIT | meaning is created through symbols and social interaction |
| George Herbert Mead | major theorist associated with SIT |
| Chicago school | qualitative research approach |
| Iowa school | quantitative research approach |
| new Iowa school | uses video recordings of conversations |
| Mind | ability to use symbols with shared meanings |
| significant symbols | symbols that evoke similar meanings for communicators |
| thought | internal conversation with oneself |
| role taking | imagining another persons perspective |
| self | ability to reflect on oneself through others perspectives |
| I | spontaneous, acting self |
| me | socially aware, observing self |
| looking-glass self | self-image shaped by how we believe others perceive us |
| pygmalion effect | others expectations influence behavior and self-concept |
| imagining another person's perspective is called | role taking |
| true or false: the Chicago school uses a quantitative research approach | false |
| society | network of relationships created through interaction |
| particular others | specific people important to us |
| generalized other | expectations of society or a larger social group |
| social construction | meanings and categories created and negotiated through interaction |
| who are particular others? | specific important people |
| expectations of society or a larger social group are called | generalized other |
| true or false: the generalized other refers only to one specific important person | false |
| URT | explains how communication reduces uncertainty about others |
| uncertainty | difficulty predicting or understanding someones behavior |
| proactive process | predicting future behavior |
| retroactive process | explaining past behavior |
| behavioral uncertainty | uncertainty about someone's actions |
| cognitive uncertainty | uncertainty about thoughts, beliefs, or feelings |
| verbal communication axiom | more conversation generally reduces uncertainty |
| information - seeking axiom | higher uncertainty increases information seeking |
| intimacy axiom | higher uncertainty decreases intimacy of disclosure |
| reciprocity axiom | higher uncertainty increases matching of disclosures |
| similarity axiom | similarities reduce uncertainty; difference increases it |
| liking axiom | higher uncertainty decreases liking |
| axioms | statements describing relationships between uncertainty and other concepts |
| theorems | predictions derived from combining axioms |
| What motivates uncertain reduction according to URT? | reward or punishment potential |
| true or false: according to the information-seeking axiom, higher uncertainty decreases information seeking | false |
| deviation from expectations | unexpected behavior increases information-seeking motivation |
| anticipation of future interaction | expected future contact increases motivation to reduce uncertainty |
| passive strategy | observing someone without interacting |
| reactivity searching | observing behavior in a particular situation |
| disinhibition searching | observing someone when their guard is down |
| active strategy | indirectly gathering information about someone |
| interactive strategy | directly communicating to obtain information |
| extractive strategies | searching online for information about someone |
| triangulation | comparing information across different sources |
| uncertainty acceptance | accepting some uncertainty in established relationships |
| relational uncertainty | uncertainty about relationship status or future |
| low-context culture | meaning communicated primarily though explicit messages |
| high-context culture | meaning depends heavily on context and unspoken expectations |
| uncertainty avoidance | preference for avoiding ambiguity and unpredictability |
| what are the URT information- seeking strategies? | passive strategy, active strategy, and interactive strategy |
| true or false : triangulation involves comparing information across different sources | true |
| SPT | relationships develop through increasing intimacy and self-disclosure |
| social penetration | movement from superficial to intimate relationships |
| onion analogy | personality has layers from public to deeply private |
| breadth | number or variety of topics discussed |
| depth | how personal or intimate disclosed information is |
| reciprocity | one person's openness encourages another's disclosure |
| strategic disclosure | planned sharing of personal information |
| nonstrategic disclosure | spontaneous sharing of personal information |
| stronger-on-the-train phenomenon | deep disclosure to a stranger despite little expected future contact |
| de-penetration | decreasing intimacy of disclosure |
| dissolution | ending a relationship |
| orientation stage | superficial communication following social norms |
| exploratory affective exchange | casual, increasingly personal communication |
| affective exchange | comfortable, intimate, spontaneous communication |
| stable exchange | high intimacy and shared understanding |
| personal idioms | unique phrases, nicknames, or inside jokes |
| dyadic uniqueness | distinctive communication qualities of a relationship |
| physical intimacy | closeness through physical contact or affection |
| intellectual intimacy | sharing ideas, beliefs, and thoughts |
| emotional intimacy | sharing feelings and vulnerabilities |
| the number or variety of topics discussed in a relationship is its | breadth |
| SET | relationships are evaluated through rewards and costs |
| rewards | positive benefits received from a relationship |
| costs | negative experiences or sacrifices |
| relationship worth | rewards minus costs |
| self-interest | seeking benefits and avoiding negative outcomes |
| interdependence | partners' choices influence one another's outcomes |
| mutual dependence | extent to which partners rely on one another |
| power | ability to influence another person's outcomes |
| conflict | partners desire different outcomes |
| coordination | partners must cooperate to achieve outcomes |
| future interdependence | present actions influence future outcomes |
| information certainty | knowledge of a partner's preferred outcomes |
| game theory | decision making when outcomes depend on others' choices |
| prisoner's dilemma | self-interest can produce worse shared outcomes than cooperation |
| comparison level (CL) | standard for relationship satisfaction |
| comparison levels for alternatives (CLalt) | standard for relationship stability based on alternatives |
| outcome | actual rewards minus costs |
| fate control | ability to directly affect a partner's outcomes |
| behavior control | influencing behavior through one's actions |
| behavioral sequence | actions take to accomplish a goal |
| given matrix | existing circumstances and behavioral options |
| effective matrix | alternative options developed by adjusting the situation |
| dispositional matrix | beliefs about how people should exchange rewards or behave |
| RDT | relationships experience ongoing tensions between opposing needs |
| relational dialectic | tension between opposing but connected relationship desires |
| internal dialectics | conflicting desires within a relationship |
| external dialectics | tensions between the relationship and outsiders |
| autonomy-connection | independence versus closeness |
| openness-closeness | seeking information verses keeping it private |
| novelty-predictability | excitement and change versus routine and stability |
| revelation-concealment | sharing relationship information with outsiders versus keeping it private |
| cyclic alternation | addressing opposing needs at different times |
| segmentation | addressing opposing needs in different contexts |
| selection | prioritizing one need over another |
| integration | finding ways to address both opposing needs |
| neutralizing | partially satisfying both needs through compromise |
| disqualifying | qualifying communication or making exceptions to normal expectations |
| reframing | redefining tensions so opposing needs appear compatible |
| tensions between a relationship and outsiders are called | external dialectics |
| CPM | explains how people manage private information and disclosure |
| private information | personal information important to an individual |
| private disclosure | sharing private information with others |
| privacy boundaries | limits separating private and public information |
| boundary permeability | how easily information crosses a privacy boundary |
| privacy ownership | belief that individuals own and control private information |
| privacy control | rules governing disclosure of information |
| personal boundary | private information held by one individual |
| collective boundary | private information shared among multiple people |
| co-ownership | shared responsibility for disclosed private information |
| boundary coordination | negotiating rules for managing shared information |
| privacy rule development | creating rules for disclosure |
| core criteria | consistent principles guiding privacy rules |
| catalyst criteria | situation-specific factors influencing privacy decisions |
| privacy rule attributions | how rules are learned and what characteristics they have |
| unclear or unspecified privacy expectations are called | fuzzy boundaries |
| what does privacy turbulence involve? | disruptions or conflicts over privacy rules |
| SIPT | people develop impressions and relationships online using available cues |
| Joseph walther | developed SIPT in 1992 |
| computer-mediated communication | communication through digital technology |
| impression management | influencing how others perceive you |
| actual self | who you are |
| ideal self | why you want to be |
| ought self | why you believe you should be |
| hyperpersonal perspective | online communication can create highly favorable or idealized impressions |
| sender | selectively presents a favorable version of themselves |
| receiver | fills in missing information, sometimes idealizing the sender |
| channel | digital communication allows message planning and editing |
| feedback | responses reinforce impressions and may create a self-fulfilling prophecy |
| over attribution | exaggerated assumptions based on limited online cues |
| warranting | perceived credibility or legitimacy of online information |
| true or false: over attribution means judging online information primarily by its perceived credibility or legitimacy | false |
| the perceived credibility or legitimacy of online information is called | warranting |
| CMM | how do people create and coordinate meaning? |
| EVT | how do people respond when expectations are violated? |
| SIT | how do symbols and interactions shape meaning and identity? |
| URT | how do people reduce uncertainty about others? |
| SPT | how do relationships develop through self-disclosure? |
| SET | How do rewards, costs, and alternatives affect relationships? |
| RDT | how do people manage opposing desires within relationships? |
| CPM | how do people manage the privacy of personal information? |
| SIPT | how do people form impressions and relationships online? |
| Which pairs are easily confused but belong to different theories or concepts? | CL and CLalt, Breadth and depth, constitutive and regulative rules, passive- active- and interactive strategies, internal and external dialectics, overattribution and warranting |
| what is groupthink? | group deliberation |
| why can groupthink lead to poor decisions? | information is ignored |
| who organized groupthink in 1972? | Irving Janis |
| Which event did Janis examine as a case associated with group think? | bay of pigs invasion |
| What is cohesion? | groupthink connectedness |
| what can contribute to group cohesion? | shared attitudes, shared values, shared behaviors |
| what are affiliative constraints? | pressures preserving relationships |
| what is group problem-solving primarily described as? | a unified undertaking |
| what must groups understand when solving complex problems? | available alternatives |
| what factors may influence group decisions? | age, group size, leadership style |
| what is homogeneity? | similarity among members |
| why can homogeneity increase the risk of groupthink? | fewer competing viewpoints |
| what are antecedent conditions? | pre-existing circumstances |
| what is associated with greater cohesiveness? | greater satisfaction |
| what may high cohesiveness produce? | pressure to conform |
| what is group isolation? | isolation from outside information |
| what characterizes a lack impartial leadership? | leaders push preferences |
| what does a lack of decision-making procedures mean? | ineffective evaluation methods |
| what are structural antecedent factors of groupthink? | group isolation, lack of impartial leadership, lack of decision-making procedures |
| what can create group stress? | internal pressures |
| what may groups believe under significant stress? | few reasonable alternatives |
| what is concurrence seeking? | seeking agreement |
| what does structuration theory explain about groups and organizations? | creation, maintenance, and change |
| what is overestimation of the group? | erroneous group superiority |
| what is the illusion of invulnerability? | belief the group cannot fail |
| through what do members produce and reproduce systems? | rules and resources |
| how do groups and organizations develop structures? | through communication |
| what are out-group stereotypes? | negative outside assumptions |
| how may outside critics be viewed? | incompetent or untrustworthy |
| what is collective rationalization? | justifying questionable decisions |
| true or false: Collective rationalization involves dismissing warnings that challenge the group's preferred decision | true |
| what occurs under pressures toward uniformity? | agreement or silence |
| what is a system in structuration theory? | a group and its behaviors in a system |
| what is the purpose of the behaviors in a system? | pursuing group goals |
| what workplace example illustrates a system? | employees cooperating toward objectives |
| what is self censorship? | suppressing personal doubts |
| what is the illusion of unanimity? | mistaking silence for agreement |
| what are self-appointed mind guards? | shields from criticism |
| what do mind guards prevent. from reaching decision-makers? | contradictory information |
| what happens to members who express disagreement? | pressure to conform |
| what do rules explain within an organization? | how actions should occur |
| structures continuously evolve through | interactions |
| system | a group and its goal-oriented behaviors |
| structure | rules and resources sustaining a group |
| rule | guidance for how actions occur |
| resource | support used to accomplish goals |
| what is an explicit rule? | a clearly stated expectation |
| what is an implicit rule? | an unstated expectation |
| an employee handbook policy is an example of what type of rule? | explicit rule |
| letting a manager speak first in meetings illustrated what type of rule? | implicit rule |
| how are groups and organizations produced and reproduced? | through actions and behaviors |
| what are symptoms in the pressures-toward-uniformity category? | self-censorship, illusion of unanimity, self-appointed mind guards, pressures of dissenters |
| group cohesiveness | illusion of invulernability |
| group insulation | collective rationalization |
| lack of impartial leadership | self-censorship |
| lack of decision-making procedures | illusion of unanimity |
| group stress | pressure on dissenters |
| what do antecedent conditions do? | make groupthink likely |
| what are symptoms of groupthink? | behaviors or beliefs |
| what influences future actions? | past behaviors |
| what do communication rules serve as? | medium and outcome |
| true or false: antecedent conditions and symptoms refer to the same stage of groupthink | false |
| what may organized rules give to certain members? | greater authority |
| what can give employees power? | expertise, relationships, access to resources |
| what is agent? | a person who can make a difference |
| what is agency? | behaviors or activities |
| what does agency refer to within social structures? | capacity to act |
| what can people influence through their actions? | organizational practices |
| what is reflexivity? | monitoring one's actions |
| what is discursive consciousness? | ability to articulate thoughts |
| what might an employee do when demonstrating discursive consciousness? | explain a policy change |
| what is practical consciousness? | unarticulated actions and feelings |
| how do employees demonstrate practical consciousness? | automatically following an unwritten routine |
| which concepts involve awareness or understanding of action? | reflexivity, discursive consciousness, practical consciousness |
| what are allocative resources? | material assistance |
| what are examples of allocative resources? | computers, office supplies, buildings, financial resources |
| what are authoritative resources? | resources enabling organizational power |
| what does control over assignments represent? | authoritative resources |
| what is reward power? | ability to provide rewards |
| what is coercive power? | ability to punish |
| what is referent power based on? | personal relationships |
| what is legitimate power based on? | position or title |
| what is expert power based on? | knowledge or expertise |
| what is social integration? | reciprocity of communication behaviors |
| what influences expectations for future interactions? | previous impressions |
| what do employees who consistently help one another expect? | continued cooperation |
| what does the temporal dimension of social interaction refer to? | time |
| what can technology allow people to do without sharing a physical location? | coordinate actions |
| what can influence current behavior across different places and times? | past experiences |
| what theory explains how people create, interpret, and coordinate meaning through conversations? | CMM |
| what metaphor describes conversations as plays where individuals follow scripts? | theater metaphor |
| what is the term for interpreting a message based on personal experiences? | personal meaning |
| what is the term for when two people agree on how to interpret interaction? | interpersonal meaning |
| what is the belief that people create their understanding of social reality through communication? | social constructionism |
| how many levels of the CMM hierarchy identify? | 6 |
| which level of the hierarchy refers to the basic information in a message? | context |
| which level of the hierarchy involves actions like criticizing or promising? | speech acts |
| what are sequences of communication with recognizable beginnings, middles, and endings? | episodes |
| what term describes how someone identifies where an episode begins or ends? | punctuation |
| what term describes how someone identifies where an episode begins or ends? | punctuation |
| which level of hierarchy involves understanding roles, expectations, and limitations? | relationship |
| what level of the hierarchy refers to patterns from past experiences that influence communication? | life scripts |
| which level of the hierarchy involves broad cultural values and expectations? | cultural patterns |
| which rules determine how communication behaviors should be interpreted? | constitutive rules |
| which rules determine the sequence of behaviors or responses? | regulative rules |
| what is the primary focus of constitutive rules? | interpretation |
| what is the primary focus of regulative rules? | action |
| what occurs when different levels of meaning influence one another? | loops |
| which loop creates consistent, mutually understood communication? | charmed loop |
| which loop involves inconsistent or contradictory levels of meaning? | strange loop |
| what is a negative communication pattern that repeatedly reinforces itself? | vicious cycle |
| what is the process of organizing and making sense of messages? | coordination |
| what influence on coordination refers to social expectation about appropriate behavior? | higher moral order |
| what influence on coordination includes memories, cultural symbols, and beliefs? | resources |
| what are recurring conflicts in relationships that individuals consider undesirable? | URPs |
| what is the full term for URPs? | unwanted repetitive patterns |
| what does communication privacy management theory explain? | private information management |
| what do people believe they own in CPM theory? | private information |
| what is private information? | personally meaningful information |
| what is private disclosure? | sharing private information |
| what separates private information from information available to others? | privacy boundaries |
| what does boundary permeability describe? | ease of information passage |
| what does high boundary permeability indicate? | greater willingness to share |
| what does low boundary permeability indicate? | greater sharing restriction |
| what privacy ownership? | perceived right to decide |
| what do people create to govern how private information is shared? | privacy rules |
| what factors can influence privacy rules? | cultural expectations, personal experiences, relationships |
| what is privacy turbulence? | privacy expectation disruption |
| what can privacy turbulence create? | conflict and mistrust |
| what may be needed after privacy expectations are violated? | new privacy rules |
| what is privacy rule development? | creating disclosure rules |
| what are core criteria? | consistent situation principles |
| what are catalyst criteria? | situation-prompted decisions |
| what do privacy rules attributes describe? | how rules develop |
| what is a personal boundary? | one-person information control |
| what is a collective boundary? | shared information boundary |
| what is co-ownership? | shared information management |
| what is boundary coordination? | negotiating protection rules |
| what boundary exists when multiple people know private information? | collective boundary |
| what are fuzzy boundaries? | unclear privacy expectations |
| what can happen when confidential expectations are not explained? | privacy turbulence |
| what does fuzzy boundary represent? | unclear privacy rules |
| what does privacy turbulence represent? | boundary conflict or disruption |
| who developed social information processing theory? | Joseph Walther |
| what does SIPT explain? | online relationship formation |
| what type of communication does SIPT focus on on? | computer-mediated communication |
| what are people motivated to form online | relationships and impressions |
| what can online communication uniquely provide? | opportunities to connect |
| why may online relationships require more time? | fewer nonverbal cues |
| what is impression management? | influencing others' perceptions |
| what is the actual self? | who you believe you are |
| what is the ideal self? | who you want to become |
| what is the ought self? | who you should be |
| what does the hyperpersonal perspective describe? | idealized online impressions |
| what does the sender do in the hyper personal process? | selectively presents information |
| what does the receiver do with missing information? | forms positive assumptions |
| what does the online channel allow communications to do? | plan and edit messages |
| what can positive feedback create? | self-fulfilling prophecy |
| sender | selectively presents information |
| receiver | fills in missing information |
| channel | allows message editing |
| feedback | reinforces positive impressions |
| what is overattribution? | exaggerated personality assumptions |
| what can cause over attribution online? | limited online information |
| what does online communication encourage over attribution? | it lack face-to-face cues |
| what does warranting refer to? | perceived information credibility |
| what generally increases warranting value? | independent source support |
| what generally lowers warranting value? | easily manipulated information |
| what has a higher warranting value: a hospital job claim in a bio or a mutual friend's confirmation? | mutual friends confirmation |
| which has lower warranting value: independent confirmation or a self-written bio claim? | self-written bio claim |
| what correctly distinguished overattribution from warranting? | overattribution concerns exaggerated assumptions, warranting concerns information credibility |
| what theory explains reactions to unexpected nonverbal behavior? | expectancy violations theory |
| what type of expectancies exist before a conversation begins? | pre-interactional |
| what type of expectancies concern behavior during a conversation? | interactional |
| what are ways expectancies are learned? | cultural norms, relationship history, previous experiences |
| what is the study of how people use physical space during communication? | proxemics |
| what is the desire to connect with other called? | affiliation |
| what is the desire to maintain comfortable physical distance called? | personal space |
| what proxemic zone is typically used for romantic partners? | intimate |
| what proxemic zone is typically used for professional interactions? | social |
| what proxemic zone is typically used for public speaking? | public |
| what is a person's sense of ownership over an area or object? | territoriality |
| which territory is strongly associated with an individual and under their control? | primary |
| which territory regularly used but not exclusively owned? | secondary |
| which territory is generally available for public use? | public |
| what are ways people mark their territory? | labels, offensive displays, tenure |
| what is increased attention caused by a violation of expectations? | arousal |
| what type of arousal involves mentally noticing an unexpected behavior? | cognitive |
| what type of arousal involves bodily reaction to a violation? | physical |
| what is the degree of proximity violation one can tolerate before feeling threatened? | threat threshold |
| what is the positive or negative evaluation of an unexpected behavior? | violation valence |
| what is the perceived potential of a communicator to provide rewards or punishments? | communicator reward valence |
| which concept focuses on the behavior itself? | violation valence |
| which concept focuses on the person performing the behavior? | communicator reward violence |
| who is the major figure associated with symbolic interaction theory? | George herbert Mead |
| what philosophical tradition emphasizes that reality develops through interaction? | pragmatism |
| what is the first assumption of SIT regarding meaning? | meaning is created through communication |
| what is the second assumption of SIT regarding behavior? | self-concept motivates behavior |
| what is the third assumption of SIT regarding influence? | individuals and society influence each other |
| what is the ability to use symbols that have shared social meanings? | mind |
| what is the ability to reflect on ourselves from the perspectives of others? | self |
| what is the network of social relationships created through interaction? | society |
| what is the spontaneous, acting part of the self? | I |
| what is the reflective, socially aware part of the self? | me |
| what is the process of developing self-understanding based on how others perceive us? | looking-glass self |
| what is it called when another person's expectations influence your behavior? | pygmalion effect |
| what is the term for imaging yourself from another person's perspective? | role-taking |
| who are specific individuals personally important to us? | particular others |
| what are the broader expectations of moiety or a social group? | generalized other |
| what are objects, words, gestures that represent shared meanings? | symbols |
| what is the process through which people create and negotiate meanings? | social construction |
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