Study tools for Unit Two
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
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| Abstraction ladder | a range of more to less abstract terms describing an event or object
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| Abstract language | language that lacks a description of observable elements
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| Behavioral language | language that describes observable behavior
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| “but” statements | statements in which the word ‘but’ cancels out the expression that preceded it
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| Convergence | the process of adapting one’s speech style to match that of others with whom the communicator wants to identify
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| Divergence | speaking mannerisms that emphasize a communicator’s differences from others
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| Emotive language | language that conveys the sender’s attitude rather than simply offers an objective description
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| Equivocal language | ambiguous language that has two or more equally plausible meanings
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| High-context cultures | cultures that avoid direct use of language, relying on the context of a message to convey meaning
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| “I” language | a statement that describes the speaker’s reaction to another person’s behavior
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| “it” statements | statements that replaces the personal pronoun “I” with the less immediate word “it,” often reducing the speaker’s acceptance of responsibility for the statement
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| Linguistic relativism | worldview of a culture is shaped and reflected by the language its members speak
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| Low-context cultures | cultures that use language primarily to express thoughts, feelings, and ideas as clearly and logically as possible
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| Powerless speech mannerisms | ways of speaking that may reduce perceptions of a communicator’s power
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| Pragmatic rules | linguistic rules that help communicators understand how messages may be used and interpreted in a given context
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| Relative words | words that gain their meaning by comparison
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| Sapir-Whorf hypothesis | theory of linguistic determinism in which language shapes a culture’s perceived reality. Hopi language: no distinction between nouns and verbs; entire world is constantly in process.
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| Semantic rules | rules that govern the meaning of language, as opposed to its structure
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| Static evaluation | the tendency to view people or relationships as unchanging
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| Syntactic rules | rules that govern the ways symbols can be arranged, as opposed to the meanings of those symbols
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| “we” language | statement that implies the that the issue is the concern and responsibility of both the speaker and receiver of a message
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| “you” language | a statement that expresses or implies a judgment of the other person
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| Accenting | nonverbal behaviors that emphasize part of a verbal message
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| Adaptors | unconscious bodily movements in response to the environment
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| Body orientation | type of nonverbal communication characterized by the degree to which we face forward or away from someone
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| Chronemics | the study of how humans use and structure time
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| Complementing | nonverbal behavior that reinforces a verbal message
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| Contradicting | nonverbal behavior that is inconsistent with a verbal message
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| Disfluencies | nonlinguistic verbalizations, for example, um, er, ah
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| Emblems | deliberate nonverbal behaviors with precise meanings, known to virtually all members of a cultural group
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| Gestures | motions of the body, usually hands or arms, that have communicative value
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| Haptics | study of touching
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| Illustrators | nonverbal behaviors that accompany and support verbal messages
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| Intimate distance | one of Hall’s four distance zones, skin contact to 18 inches
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| Kinesics | the study of body positions and motion
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| Leakage | nonverbal behaviors that reveal information a communicator does not disclose verbally
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| Manipulators | self-touching behaviors; often a sign of discomfort, ex. Fiddling with hands
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| Microexpression | brief facial expression
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| Mixed message | situation in which a person’s words are incongruent with his/her nonverbal behavior
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| Monochronic | behavior emphasizing punctuality, schedules, and completing one task at a time
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| Nonverbal communication | messages expressed by other than linguistic means
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| Paralanguage | nonlinguistic means of vocal expression: rate, pitch, tone, etc.
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| Personal distance | one of Hall’s four distance zones, 18 inches to 4 feet
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| Polychronic | flexible schedules, multiple tasks at the same time
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| Posture | the way in which individuals carry themselves—erect, slumping, etc.
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| Proxemics | the study of how people and animals use space
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| Public distance | one of Hall’s four distance zones, extending outward from 12 feet
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| Regulating | one function of nonverbal communication, in which nonverbal cues control the flow of verbal communication among individuals
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| Repeating | nonverbal behaviors that duplicate the content of a verbal message
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| Social distance | one of Hall’s distance zones, ranging from 4-12 feet
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| Substituting | nonverbal behavior that takes the place of a verbal message
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| Territory | a stationary area claimed by an individual
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| Advising response | helping by offering a solution
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| Ambushing | a style in which the receiver listens carefully in order to gather information to use in an attack on the speaker
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| Analyzing response | a helping style in which the listener offers an interpretation of a speaker’s message
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| Attending | the process of filtering out some messages and focusing on others
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| Counterfeit questions | questions that disguise the speaker’s true motives, which do not include a genuine desire to understand the other person
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| Defensive listening | a response style in which the receiver perceives the speaker’s comments as an attack
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| Hearing | the physiological dimensions of listening
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| Insensitive listening | failure to recognize the thoughts or feelings that are not directly expressed by a speaker; instead, accepting the speaker’s words at face value
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| Insulated listening | a style in which the receiver ignores undesirable information
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| Judging response | a reaction in which the receiver evaluates the sender’s message either favorably or unfavorably
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| Listening | process that consists of hearing, attending, understanding, responding, and remembering an aural message
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| Mindful listening | giving careful and thoughtful attention and responses to the messages we receive
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| Mindless listening | reacting to others’ messages automatically and routinely, without much mental investment
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| Paraphrasing | restating a speaker’s thoughts and/or feelings in the listener’s own words
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| Prompting | using silences and brief statements of encouragement to draw out a speaker
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| Pseudolistening | an imitation of true listening in which the receiver’s mind is elsewhere
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| Questioning | a style of helping in which the receiver seeks additional information from the sender. Some questioning responses are really disguised advice.
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| Remembering | ability to recall information
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| Responding | giving observable feedback to the speaker
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| Selective listening | a listening style in which the receiver responds only to messages that interest him or her
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| Sincere questions | questions that are aimed at soliciting information that enable the asker to understand the other person
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| Stage-hogging | a listening style in which the receiver is more concerned with making his or her own point than in understanding the speaker
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| Supportive response | response that demonstrates solidarity with a speaker’s situation
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| Understanding | occurs when sense is made of a message
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