COM 212 Ch 5
Physiological noise
noise stemming from a physical illness, injury, or bodily stress. ex: weakness, sleepiness
Psychological noise
noise stemming from our psychological states including moods and level of arousal, can facilitate or impede listening ex: stress
receiving stage
part of the listening process is more physiological than other parts, which include cognitive and relational elements
pleasurable listening
positive goal to enjoy ex: music, socializing with friends
action oriented listeners (style)
prefer well-organized, precise, and accurate information - become frustrated with unorganized communication
this stage happens many times as we process incoming feedback and new messages
receiving stage
stages of the listening process are
receiving, interpreting, recalling, evaluating, and responding
mirroring
refers to a listener's replication of the nonverbal signals of a speaker
Listening environment
refers to characteristics and norms of an organization and its members that contribute to expectations for and perceptions about listening
selective attention
refers to our tendency to pay attention to the messages that benefit us in some way and filter others out
Response preparation (barrier)
refers to our tendency to rehearse what we are going to say next while a speaker is still talking
Mental bracketing
refers to the process of intentionally separating out intrusive or irrelevant thoughts that may distract you from listening
discriminative listening
isolate stimuli ; selective attention ex: at a concert
When we evaluate, we:
make judgments about its credibility, completeness, and worth
visualization
mental imaging in which a speaker vividly pictures himself or herself giving a successful presentation
empathy means
'feel into' or 'feel with' another person
for effective listening ask yourself:
- "what are my goals for listening to this message?" - "how does this message relate to me/affect my life?" - "what listening type and style are most appropriate for this message?"
To improve listening at the responding stage
- ask appropriate clarifying and follow-up questions and paraphrase information to check understanding, - give feedback that is relevant to the speaker's purpose/motivation for speaking, - adapt your response to the speaker and the context, and - do not let the preparation and rehearsal of your response diminish earlier stages of listening.
To improve listening at the interpreting stage:
- identify main points and supporting points - use contextual clues from the person or environment to discern additional meaning; - be aware of how a relational, cultural, or situational context can influence meaning; - be aware of the different meanings of silence - note differences in tone of voice and other paralinguistic cues that influence meaning
environmental factors of listening
- lighting (too dark: makes you sleepy) - temperature ( too warm: discomfort) - furniture (too cozy: sleepy)
to improve listening at the receiving stage:
- prepare yourself to listen - discern btw intentional messages and noice - concentrate on stimuli most relevant - be mindful of the selection attention - pay attention to turn-taking signals - avoid interrupting someone
To improve listening at the evaluating stage:
- separate facts, inferences, and judgments - be familiar with and able to identify persuasive strategies and fallacies of reasoning - assess the credibility of the speaker and the message - be aware of your own biases and how your perceptual filters can create barriers to effective listening
main purposes of listening
- to focus on the messages sent by others - to better our understanding of others - to critically evaluate other's messages - to monitor nonverbal signals - to indicate that we are interested and paying attention - to emphasize with others and show we care - to engage in negotiation, dialouge, or other exchanges
To improve listening at the recalling stage:
- use multiple sensory channels to decode messages and make more complete memories - repeat, rephrase, and reorganize information to fit your cognitive preferences; and use mnemonic devices as a gimmick to help with recall.
Acroynms
Defined: another chunking mnemonic device Example: HOMES-Great Lakes (Huron, Ontario, Michigan, Erie, Superior)
Aggressive / defensive listening
a bad listening practice in which people pay attention in order to attack something that a speaker says; argumentative
Eavesdropping
a bad listening practice that involves a calculated and planned attempt to secretly listen to a conversation
Narcissistic listening
a form of self-centered and self-absorbed listening in which listeners try to make the interaction about them
active-empathetic listening
a listener becomes actively and emotionally involved in an interaction in such a way that it is conscious on the part of the listener and perceived by the speaker
content oriented listeners (style)
are analytic and enjoy processing complex messages - they like in-depth info and to learn multiple sides of a topic
people-oriented listeners (style)
are concerned about the needs and feelings of others - may get distracted from a specific task or the content of a message in order to address feelings
Time-oriented listeners
are concerned with completing tasks and achieving goals - they do not like info perceived as irrelevant
listening is a process
cognitive, behavioral, and relational elements and doesn't unfold in a linear, step-by-step fashion
high-context communication style
comes from nonverbal and contextual cues
constructive criticism
comments that are specific and descriptive enough for the receiver to apply them for purpose of self-improvement
Critical listening
entails listening with the goal of analyzing or evaluating a message based on information presented verbally and information that can be inferred from context ex: to make a decision
Informational listening
entails listening with the goal of comprehending and retaining information ex: a lecture
insensitive listening
failure to emotionally connect
responding
feedback
Covert questioning (internal dialogue)
involves asking yourself questions about the content in ways that focus your attention and reinforce the material: "What is the main idea from that PowerPoint slide?" "Why is he talking about his brother in front of our neighbors?"
Self-reinforcement (internal dialogue)
involves sending yourself affirmative and positive messages: "You're being a good active listener. This will help you do well on the next exam."
Covert coaching (internal dialogue)
involves sending yourself messages containing advice about better listening, such as "You're getting distracted by things you have to do after work
short-term memory
is a mental storage capability that can retain stimuli for twenty seconds to one minute
long term memory
is a mental storage capability to which stimuli in short-term memory can be transferred if they are connected to existing schema and in which information can be stored indefinitely
Pseudo-listening
is behaving as if you're paying attention to a speaker when you're actually not
our ability to recall
is dependent on some of the physiological limits of how memory works
paraphrasing
rephrasing the message into your own words
rhyme
righty tighty lefty loosey
Mnemonic devices
techniques that can aid in information recall 1. acronyms 2. rhyme 3. visualization
salience
the degree to which something attracts our attention in a particular context * we tend to find salient things that are visually or audibly stimulating and things that meet our needs or interests
listening
the learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages
Empathetic listening
the most challenging form of listening; occurs when we try to understand or experience what a speaker is thinking or feeling
sympathy means
to 'feel for' someone
monopolistic listening
to gain control of conversation
Back-channel cues
verbal and nonverbal behaviors such as nodding and making comments verbal example: "oh, right" nonverbal example: "direct eye contact"
working memory
we can temporarily store information and process and use it at the same time.
interpreting stage
we combine the visual and auditory information we receive and try to make meaning out of that information using schemata
low-context communication style
· one in which much of the meaning generated within an interaction comes from the verbal communication used rather than nonverbal or contextual cues.