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speech final test
| Question | Answer |
|---|---|
| four components of emotion | physiological changes, nonverbal reactions, cognitive interpretations, verbal expression |
| physiological changes | during intense conflict, increased hr and BS, slowing of digestion and dilation of pupils can occur. |
| nonverbal reaction | a person's appearance, blushing perspiring, facial expression, posture, gestures, vocal tone and rate. |
| cognitive interpretations | since some of the bodily changes are similar as stress and excitement, the ability to interpret those can be hard. |
| verbal expression | although nonverbal behavior is better at communication, the ability to communicate clearly about emotions is necessary for development and well being. |
| what are common and typical human emotions to all cultures? | anger, fear, and sadness |
| furious | annoyed, angry |
| grieving | pensive, sad |
| ecstatic | content, happy |
| terrified | anxious, afraid |
| adoring | liking, loving |
| emotional intelligence | the ability to understand and manage one's own emotions and to be sensitive to to others feelings. |
| personality | influences emotional expression relationship between personality and the way people experience and communicate emotions. |
| culture | influences emotional expression with different cultures can generate different feelings and display their feelings. |
| gender | differences between how men and women express, recognize and use emotions. |
| fear of self-disclosure | expression of feelings and emotions can be risky unpleasant consequences |
| emotional contagion | the process by which emotions are transferred from one person to another. |
| recognize your feelings | people that are aware of their feelings have a wider range of valuable traits: positive relationships between parents and children, ability to comfort others, sensitivity to none verbal clues, humor. |
| choose the best language | through single words - I'm angry. happening to you metaphorically - my stomach is in knots. what you'd like to do, I'd like to give you a hug. |
| share multiple feelings | use different emotions to look at the situation. |
| recognize the difference between feeling and acting | recognizing the difference between feeling and acting can liberate you from the fear that getting in touch with certain emotions will commit you from some disastrous course of actions. |
| accept responsibility for your feelings | make sure your emotional expressions don't blame others for the way you feel. |
| choose the best time and place to express your feelings | better to wait until you have thought out carefully of how you might express your feelings |
| fallacy of catastrophic expectations | assumption that if something bad can happen, it probably will - a position similar to Murphy's Law |
| fallacy of should | source of unhappiness is the inability to distinguish between what is and what should be - there should be no rain on the weekends. |
| fallacy of helplessness | suggests that forces beyond our control determine satisfaction in life |
| fallacy of approval | going to great lengths to seek acceptance from others, even sacrificing their own principles and happiness |
| fallacy of perfection | believe that a worthwhile communicator should be able to handle and situation with complete confidence and skill |
| fallacy of causation | believe they should do nothing that can hurt or in anyway inconvenience others because it will cause undesirable feelings |
| fallacy of overgeneralization | occurs when a person bases a belief on a limited amount of information |
| appearance | is important in early stages of a relationship, but is less important as relationships progress |
| similarity | more similar a couples personalities are, the more likely they are to be happy in their marriage |
| complementarity | differences strengthen a relationship |
| rewards | seeking out people in relationships who can give us rewards that are greater than or equal to the costs we encounter in dealing with them. |
| compentency | we tend to find relationships with people that are on the same level of compentency |
| proximity | more likely to develop relationships with people who live in the same area |
| disclosure | sharing of private information, sometimes receiving reciprocity or respect and trust from the other person |
| dimensions of intimacy - emotional | sharing important information and feelings |
| dimensions of intimacy - financial intimacy | describes how couples need to be open, honest, and in sync |
| dimensions of intimacy - shared activities | when you engage in another persons ideas, a kind of closeness develops that can be powerful and exciting |
| gender & intimacy | women are more interested than men in achieving emotional intimacy |
| computer mediated communication and intimacy | online dating, chat rooms, are good sources for finding relationships, but are impersonal. |
| commitment | involves a promise, sometimes implied and sometimes explicit to remain in a relationship to make that relationship successful |
| indicators of a committed romantic relationship | affection, support, integrity, companionship, effort to reg communicate, respect, relational future, positive relational atmosphere, working on problems together, reassuring one's commitment |
| initiating | show that you are interested in making contact and to demonstrate that you are a person worth talking to |
| experimenting | small talk, searching for common ground. |
| intensifying | includes participating in shared activities, hanging out with mutual friends, taking trips together |
| integrating | take on identity as a social unit, addressed as a couple, social circles merge. |
| bonding | symbolic public gestures to show the world that their relationship exists. |
| differentiating | relationship begins to experience the first feelings in stress, talking about I, not we. |
| circumscribing | begins to stagnate |
| avoiding | creating distance between each other |
| terminating | final stage of relationship |
| communication climate | social tone of a relationship, doesn't involve specific activites as much as the way people feel about each other |
| how does communication climate develop? | determined by the degree to which people see themselves as valued. |
| confirming messages - recognition | the most fundamental act is to recognize the other person |
| confirming messages - acknowledgment | being able to acknowledge the ideas and feelings of others is a stronger form of confirmation than simple recognition. |
| confirming messages - endorsement | agree with the other person or find them important - strongest type of confirming message |
| disagreeing messages - argumentativeness | presenting and defending a position on issues while attacking positions taking by others. |
| disagreeing messages - complaining | are not ready to argue but want to register dissatisfaction |
| disagreeing messages - aggressiveness | most destructive way to disagree with another person, demeans the worth of the other person |
| disconfirming messages - impervious response | fails to acknowledge the other person's communicative attempt, either nonverbally or verbally |
| disconfirming messages - interrupting response | one person begins to speak before the other is finished |
| disconfirming messages - tangential | does not acknowledge the other person's communication |
| disconfirming messages - impersonal | speaker never interacts with other person, generalized statements, impersonal. |
| disconfirming messages - ambiguous | message with more than one meaning, or only private to speaker alone. |
| disconfirming messages - incongruous responses | contains two messages, that contradict each other. |
| defensiveness | process of protecting our presenting self, our face |
| climate patterns - spiral | reciprocal patterns, both positive and negative |
| conflict | expressed struggle between at least two independent parties who perceive incompatible goals, scare resources, and interference from the other party in achieving their goals |
| expressed struggle | can be shown without saying anything, dirty look silent treatment. |
| perceived incompatible goals | both people don't see there is common ground for each to be happy. |
| perceived scarce resources | when people believe there isn't enough of something to go around |
| interdependence | many conflicts remain unresolved because people fail to understand |
| inevitability | it is impossible to avoid conflicts, the challenge them effectively when they do arise. |
| dysfunctional conflict | outcomes fall short of what is possible and have a damaging effect on the relationship. |
| functional conflict | achieve the best possible outcome, even strengthen the relationship. |
| lose-lose | avoidance, ignore or stay away from conflict. |
| win-win | collaboration, high degree of concern for both self and others, with the goal of solving problems - our way. |
| lose-win | accommodation, allow others to have their own way rather than asserting our own point of view. |
| win-lose | competition, high concern for self and low concern for others. |
| nonintimate aggressive | dispute issues without dealing with one another on an emotional level |
| nonintimate nonaggressive | avoid conflict and one another instead of facing issues head on |
| intimate aggressive | aggression and intimacy in a manner that might seem upsetting to outsiders, but can work well in some relationships. |
| conflict management - define your needs | deciding what you need or want |
| conflict management - share your needs with the other person | time to share your needs with your partner |
| conflict management - listen to the other person's needs | find out what the other persons wants and needs are |
| conflict management - generate possible solutions | partners try to think of as many ways to satisfy both of their needs as possible. |
| conflict management - evaluate the possible solutions and choose the best one. | solutions are evaluated for their ability to satisfy everyone's goals |
| conflict management - implement the solution | try out the idea selected to see if it does indeed satisfy everyone's needs |
| conflict management - follow up the solution | solution my lose or increase its effectiveness, so follow up needs to take place. |
| family | is a system with two or more interdependent people who have a common history and a present reality, and who expect to influence each other in the future |
| communication - spouses/partners - traditional | traditional sex roles, great degree of interdependence, high marital satisfaction, high expression of affection |
| communication - spouses/partners - independent | maintain psychological distance, don't avoid conflict, low marital satisfaction, low expression of affection. |
| communication -spouses/partners - separates | high value of individual freedom, avoid conflict, need greater space, low expression of affection, less marital satisfaction |
| communication - parent/child | communication becomes more complex, interesting, and challenging when children arrive on the scene |
Created by:
hajet