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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| interpersonal needs theory | show 🗑
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| affection | show 🗑
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| show | the desire to be social and to be included in groups
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| control | show 🗑
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| show | 1968. we comm. to meet a range of human needs. basic needs must be satisfied before we can focus on those that are more abstract. physical needs for survival > safety & protection needs > belonging needs > self-esteem needs > self-actualization need
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| physical needs | show 🗑
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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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| show | valuing and respecting ourselves and being valued and respected by others. shaped by how others communicate w/ us
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| show | fully developing and using our unique talents, capacities, potentialities. growth.
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| participating effectively in a diverse society | show 🗑
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| model | show 🗑
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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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| interactive model | show 🗑
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| feedback | show 🗑
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| show | a model of communication as a dynamic process that changes over time and in which participants assume multiple roles
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| show | impersonal to interpersonal: it, you, thou
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| show | impersonal communication in which people are treated as objects or as instrumental to our purposes
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| I-You communication | show 🗑
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| I-Thou communication | show 🗑
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| show | selective, systemic, unique, processual, transactional, individual, personal knowledge, meaning creating
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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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| show | what communication expresses about the relationship b/w communicators. the 3 dimensions of relationship-level meanings are liking/disliking, responsiveness, and power (control)
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| show | 1) we cannot not communicate 2) IC is irreversible 3) IC involves ethical choices 4)people construct meanings in IC 5) metacommunication affects meanings 6) IC develops and sustains relationships 7) IC is not a panacea 8) IC effectiveness can be learned
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| ethics | show 🗑
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| show | an abstract, arbitrary, and ambiguous representation of a phenomenon
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| show | communication about communication. when excessive, as in unproductive conflict interaction, metacommunication becomes self-absorbing and diverts partners from the issues causing conflict
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| guidelines for interpersonal communication competence | show 🗑
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| show | proficiency in communication that is interpersonally effective and appropriate. competence includes the abilities to monitor oneself, to engage in dual perspective, to enact in a range of communication sills, and to adapt communication appropriately
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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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| show | observing and regulating your own communication
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| self | show 🗑
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| particular others | show 🗑
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| show | communication that explicitly tells us who we are by specifically labeling us and reacting to our behaviors. usually first occurs in families, then in interaction w/ peers and others
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| reflected appraisal | show 🗑
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| show | a person who communicates positively about us and reflects a positive appraisal of our self-worth
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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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| vulture | show 🗑
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| self-fulfilling prophecy | show 🗑
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| identity script | show 🗑
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| attachment style | show 🗑
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| secure attachment style | show 🗑
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| fearful attachment style | show 🗑
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| dismissive attachment style | show 🗑
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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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| generalized other | show 🗑
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| ego boundary | show 🗑
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| show | comparing ourselves to others in order to form judgments of our own talents, abilities, qualities, etc.
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| guidelines for improving self-concept | show 🗑
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| show | the act of revealing personal information about ourselves that others are unlikely to discover in other ways
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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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| show | the theory that we organize and interpret experience by applying cognitive structures called schemata
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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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| show | predictive generalizations about people and situations
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| show | a definition of expected or appropriate sequences of action in a particular setting. scripts are one of the four cognitive schemata
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| interpretation | show 🗑
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| attribution | show 🗑
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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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| show | the ability to feel with another person, to feel what she or he feels
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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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| mind reading | show 🗑
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| arbitrary | show 🗑
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| ambiguous | show 🗑
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| abstract | show 🗑
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| show | language and culture reflect each other, the meanings of language are subjective, language use is rule-guided, punctuation shapes meaning
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| linguistic determinism | show 🗑
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| show | shared understandings of what communication means what behaviors are appropriate in various situations
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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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| constitutive rules | show 🗑
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| punctuation | show 🗑
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| show | language defines, language evaluates, language organizes perceptions, language allows hypothetical thought, language allows self-reflection
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| totalizing | show 🗑
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| loaded language | show 🗑
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| show | language that dehumanizes others and that reflects and often motivates hostility toward the target of the speech
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| show | a group of people who share norms, regulative rules, and constitutive rules for communicating and interpreting the communication of others
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| guidelines for improving verbal communication | show 🗑
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| I language | show 🗑
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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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| static evaluation | show 🗑
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| show | a technique of linking our evaluations of speech and events to specific times or circumstances, to remind ourselves that evaluations are not static or unchanging
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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