ch. 1-4
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | William Schutz (1966). our tendency to create and sustain relationships depends on how well they meet three basic needs: affection, inclusion, control
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| affection | show 🗑
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| inclusion | show 🗑
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| show | a desire to influence the people and the events in our lives
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| Maslow's Hierarchy of Needs | show 🗑
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| show | needs to survive. air, food, sex
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| show | protection. shelter
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| show | social needs. want company, acceptance, and affirmation. inclusion, fun
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| self-esteem needs | show 🗑
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| self-acualization needs | show 🗑
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| show | through interaction, people come to understand their differences and similarities, and this fosters personal growth
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| show | a representation of what something is and how it works
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| show | linear models, interactive models, transactional models
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| show | a model that represents communication as a one-way process that flows in one direction, from sender to receiver. linear models do not capture the dynamism of communication or the active participation of all communicators
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| show | anything that distorts communication such that it is harder for people to understand each other. can be physical, psychological, semantic, etc.
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| show | a model that represents communication as a feedback process, in which listeners and speakers both simultaneously send and receive messages
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| show | responses to messages. continuous. may be verbal, nonverbal, or both. may be intentional or unintentional.
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| transactional model | show 🗑
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| communication continuum | show 🗑
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| show | impersonal communication in which people are treated as objects or as instrumental to our purposes
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| show | communication midway between impersonal and interpersonal communication, in which the other is acknowledged as a human being but not fully engaged as a unique individual
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| I-Thou communication | show 🗑
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| features of interpersonal communication | show 🗑
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| show | taking place w/in multiple systems that influence what is communicated & what meanings are constructed. examples of systems affecting communication: physical context, culture, personal histories, previous interactions b/w ppl
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| show | an ongoing, continuous, dynamic flow that has no clear-cut beginning or ending and is always evolving and changing
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| content meaning | show 🗑
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| relationship meaning | show 🗑
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| principles of interpersonal communication | show 🗑
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| show | the branch of philosophy that deals with moral principles and codes of conduct. b/c IC affects people, sometimes profoundly, it always has ethical implications
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| show | an abstract, arbitrary, and ambiguous representation of a phenomenon
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| metacommunication | show 🗑
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| show | develop a range of skills, adapt communication appropriately, engage in dual perspective, monitor your communication, commit to effective and ethical communication
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| interpersonal communication competence | show 🗑
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| show | the ability to perceive people as unique and to differentiate them from social roles and generalizations based on their membership in social groups
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| show | the ability to understand both your own and another's perspective, beliefs, thoughts, and feelings
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| monitoring | show 🗑
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| show | a constantly evolving, processual understanding of oneself that grows out of the process of interacting with others and society and internalizing values and views of our identity that others reflect to us
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| particular others | show 🗑
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| direct definition | show 🗑
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| reflected appraisal | show 🗑
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| upper | show 🗑
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| show | a person who communicates negatively about us and reflects a negative appraisal of our self-worth
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| show | an extreme for of downer who not only communicates a negative image of us but actually attacks our self-concept
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| show | acting in a way that embodies expectations or judgments about us
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| identity script | show 🗑
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| show | a pattern of relating instilled by the way a caregiver teaches the child who he or she is, who others are, and how to approach relationships
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| secure attachment style | show 🗑
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| fearful attachment style | show 🗑
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| show | mode instilled typically early in life by a disinterested, rejecting, or abusive caregiver. individual later tends to dismiss others as unworthy and so does not seek close relationships. do not accept caregiver's view of them as unlovable (unlike fearful)
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| show | preoccupation w/ relationships and inconsistent behavior towards the partner. develops in childhood when a caregiver behaves inconsistently toward child, sometimes loving and sometimes rejecting or neglectful
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| show | one source of social perspectives that ppl use to define themselves and guide how they think, act, and feel; our perception of the views, values, and perspectives that are endorsed by society as a whole
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| ego boundary | show 🗑
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| social comparison | show 🗑
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| show | make a firm commitment to personal growth, gain and use knowledge to support personal growth, set goals that are realistic and fair, seek contexts that support personal change
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| self-disclosure | show 🗑
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| show | developed in 1969 by Joseph Luft and Harry Ingram. model of the different types of knowledge that affect self-development. known/unknown to self vs. known/unknown to others (open, blind, hidden, unknown areas)
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| show | the active process of selecting, organizing, and interpreting people, objects, events, situations, and activities
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| contructivism | show 🗑
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| show | knowledge structures that define the clearest or most representative example of some category
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| personal constructs | show 🗑
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| stereotpyes | show 🗑
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| script | show 🗑
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| interpretation | show 🗑
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| show | an internal account of why something happens or why someone acted a certain way
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| self-serving bias | show 🗑
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| fundamental attribution error | show 🗑
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| influences on perception | show 🗑
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| culture | show 🗑
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| show | the knowledge and perspective shaped by the material, symbolic, and social conditions common to members of a social group
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| show | in our interpretation of experience, the number of constructs used, how abstract they are, and how elaborately they interact to create perceptions
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| empathy | show 🗑
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| show | our often unconscious assumptions about what qualities fit together in human personalities
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| show | recognize that all perceptions are partial and subjective, avoid mind reading, check perceptions w/ others, distinguish b/w facts and inferences, guard against the self-serving bias, guard against the fundamental attribution error, monitor labels
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| show | assuming that we understand what another person thinks or how another person perceives something. often a harmful practice b/c mind reading denies the other person the chance to explain their own thoughts or feelings
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| show | random or not constrained by necessity. symbols are arbitrary b/c there is no necessary reason for a particular symbol to stand for a particular referent
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| ambiguous | show 🗑
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| show | removed from concrete reality. symbols are abstract b/c they are inferences and generalizations abstracted from a total reality
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| principles of verbal communication | show 🗑
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| show | the theory that language determines what we can perceive and think. this theory has been largely discredited, altho the less strong claim that language shapes thought is widely accepted
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| communication rules | show 🗑
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| show | communication rules that regulate interaction by specifying when, how, where, and w/ whom to talk about certain things
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| show | rules that define what communication means by specifying how certain communicative acts are to be counted
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| show | defining the beginning and ending of interaction or interaction episodes
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| show | language defines, language evaluates, language organizes perceptions, language allows hypothetical thought, language allows self-reflection
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| show | responding to a person as if one aspect of his or her life were the totality of the person
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| loaded language | show 🗑
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| hate speech | show 🗑
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| speech community | show 🗑
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| guidelines for improving verbal communication | show 🗑
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| show | language in which one takes personal responsibility for feelings w/ words that own the feelings and do not project responsibility of the feelings onto others
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| show | language that projects responsibility for one's own feelings or actions onto other people. not recommended for interpersonal communication
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| show | assessments that suggest that something is unchanging. "Bob is impatient" is a static evaluation
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| indexing | show 🗑
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
mdcooper