CMN 3V Midterm

Upward communication

When subordinates initiate messages to their superiors, LOWER status communicates to HIGHER status 4 types of upward communication: 1. What subordinates are doing 2. Unsolved worked problems 3. Suggestions for improvement 3. How subordinates feel about each other/the job

co-culture

a culture that exists within a larger cultural context groups with a clear identity WITHIN A MAJOR CULTURE, e.g., race and ethnicity, social class, generation, region, disability, and gender

abstraction ladder

a range of more to less abstract terms describing an event or object LOW ABSTRACTIONS HELP ENSURE CLARITY ------- HIGH ABSTRACTIONS ALLOW FOR: 1. EVASION: allowing speaker to avoid providing certain details ("I'm going out") 2. EQUIVOCATION: using words that have unclear/misleading definitions, helps speaker avoid uncomfortable situation ("You haircut is very fashionable" to a friend who has a bad haircut) 3. EUPHEMISM: inoffensive words/phrases that substitute for potentially upsetting terms ("a loved one has passed away" rather than "died")

attitudes/behaviors that block or promote intercultural relations

briefly look at this because it's a lot lol

perceptual barriers

challenges we may encounter that can give rise to barriers in competent communication. includes: 1. NARROW PERSPECTIVE, seeing things through their own circumstances 2. CULTURAL MYOPIA: people fail to consider the other cultural perspectives and assume that their own culture is appropriate and relevant in all situations 3. STEREOTYPING: impression of a group of people that is fixed so you apply a set of perceptions to an entire group 4. PREJUDICE: deep seated feeling of unkindness, an ill-will toward particular grips or an individual based on negative stereotypes

Encoding

choosing certain words or nonverbal methods to send an intentional message, part of basic communication model

Intercultural communication

communication between people from different cultures who have different world views that may lead to different interpretations and expectations. IMPORTANT because: 1. We live in a very DIVERSE society 2. To UNDERSTAND others, we must be able to communicate interculturally 3. As our society becomes more MOBILE, we access cultures face-to-face and through media. 4. INTERNET and other TECH give us increased access to people across the culture/world 5. ORGANIZATIONS we're in become MORE DIVERSE, so we need to be aware of how culture impacts our communication, particularly in BUSINESS

High context cultures

cultures that derive meaning not just from the word spoken, but also from the context surrounding those words--subtle they use contextual cues (time, place, relationship, situation) to interpret meaning example: Japan, Korea, China, Latin America, African countries

Low context cultures

cultures that rely on explicit terms to communicate, use direct language and rely less on situational factors example: US, Canada, Australia, most of northern Europe

long term orientation vs short term orientation

cultures with a long-term orientation defer gratification in pursuit of long range goals (east asian culture, working for the future payoff) cultures with a short-term orientation look for quick payoffs (american culture, working for short-term results)

Stages of Intercultural Sensitivity

denial, defense, minimization, acceptance, adaptation, integration

FORMAL Communication Network

designed to dictate who should talk to whom to get the job done, commonly shown by organizational charts. Has 3 types of communication: 1. UPWARD COMMUNICATION 2. DOWNWARD COMMUNICATION 3. LATERAL/HORIZONTAL COMMUNICATION (3 types are in 3 separate flash cards)

Oculesics

eye movement, behavior (eye contact, eye expressions, etc.) eyes are the most expressive part of the face can show attentiveness/interest with eye contact

communication apprehension

fear/anxiety associated with real or anticipated communication, can hinder people from effective communication Note: apprehension means fear/anxiety

KINESICS

gestures, body movements, and posture, more tied to culture EMBLEMS: intentional movements that have a direct verbal translation, used to substitute words, e.g. a thumbs up ---------- ILLUSTRATORS: intentional movements that reinforce the verbal message and help visually explain what's being said, these add to or clarify a verbal meaning, e.g. hold up hands and say "it was this big!" ---------- REGULATORS: help manage interactions or control the flow of conversations, e.g. raising your hand to speak during a lecture ---------- ADAPTORS: habitual movements, tend to satisfy a physical or psychological need, usually to reduce some sort of discomfort, usually not conscious, e.g. knee shaking under the table -->SELF-ADAPTOR: involves you meeting your need for security by adapting something about yourself in way for which it was not designed or for no apparent purpose. (e.g. playing with your hair is a self-adaptor, but COMBING HAIR is not because it is purposeful) -->OBJECT-ADAPTOR: involves the use of an object in a way for which it was not designed (e.g. tapping or chewing or playing with pencils when listening) ----------- AFFECT DISPLAYS: convey feelings, moods, reactions, e.g. when someone hits the table when they're mad, smiling

High power distance cultures

have a STRONG HIERARCHY based on class, birth order, job title, etc. This may lead to MORE ANXIETY when speaking to those with higher status Examples: India, Japan, China, etc.

Semantics

involves the meaning of words and their meaning within sentences

culture

learned system of thought and behavior that typifies a large group of people and includes their beliefs, values and practices we use communication to express our culture culture affects how to perceive other's communication includes nationality, LGBTQ, gender, etc.

uncertainty avoidance

measure of how accepting a culture is of a lack of predictability, open to taking risks, tolerant of difference some cultures (Singapore, HK, etc.) are comfortable with this others (Japan, Greece, Portugal) are less comfortable with change. they tend to value tradition, formal rules, less tolerant to difference

Schemas

mental structures/frameworks that help us put together bits of information to form patterns and create meaning Schemas are useful because: 1. they let us take shortcuts in interpreting vast amounts of information that's available to us 2. We use schemas in most situations again automatically and with little or no efforts Example: when you were a kid, you may have developed a schema for a cat. You know it's small, furry, has four legs, whiskers, and a tail—so from now on, when you encounter a cat, you don't have to think too much about it. or, the schema/expectation for gender roles, e.g. that women cry and men usually don't —————————————————- We adjust/change our schema through ASSIMILATION/ACCOMMODATION as we encounter the the world. ASSIMILATION: new information is incorporated into pre-existing schema. (Cat schema example: we see a sphinx cat which is hairless, so then we ASSIMILATE and now know that not all cats are furry) ACCOMMODATION: existing schemas altered OR new schema is formed as you learn new information or have new experiences (Cat schema example: friend no longer things all cats are adorable, she has ACCOMMODATED her perception of cats because the sphinx cat freaks her out)

Lateral/Horizontal Communication

messages between members of an organization with EQUAL power. Serves 5 purposes: 1. Task coordination 2. Problem solving 3. Sharing information 4. Conflict resolution 5. Building rapport/harmony

Chronemics

our reaction to time Includes how late one can be, how much time is spent with people, etc. EXAMPLE: people in American may want to get shit done ASAP, whereas in Latin Americans may want to take time and establish trust within the workplace ANOTHER EXAMPLE: filipino time, Asians being really late but also going to the airport hella ****ing early lmao

Baby Boomers

people born between 1945 and 1964, typically have more seniority in organizations today, independent, believe to have power to effect meaningful changes because they witnessed/participated in eras of social reform

Millennials (Generation Y)

people born between 1980 and 2000, occupy most entry-level positions or are making their way into leadership roles today, college students, will be largest generation in workplace, technologically adept, ambitious, confident, hopeful, determined, entrepreneurial, diverse

Collectivist culture

people put the good of the group before their interests, obligation/loyalty to the group are more important than one's own achievements Emphasize cooperation, group harmony, group decision-making and long-term stable relationships with a clear hierarchy rely on high context communication example: Arab, Latin American, Asian cultures

INTERPERSONAL CHALLENGES

1. ANXIETY -- People may get anxious about how they are perceived with communicating with someone from another culture -- The more positive experience people have with those who are different from them are more confident they are in their ability to act with those who are different 2. ETHNOCENTRISM -- Belief in the superior in one's cultural group, the tendency to view another culture through the lens of your open culture -- Different from culture pride because it expresses a bias on behalf of your own culture when you treat others as inferior or inconsequential -- Often trapped by cultural stereotypes, can be positive/negative but both have negative repercussions 3. DISCRIMINATION -- Behavior toward a person based on their group, class or category -- Happens when those attitudes negatively impact how you behave toward a group

how do you respond to ethical challenges due to cultural differences?

1. AVOID (refuse to do business in cultures that operate differently, especially ethically) 2. ACCOMMODATE (accept the different ethical system and conform to it) 3. FORCE (insist on doing what you think is ethically proper) 4. EDUCATE-PERSUADE (try to convince partners why your ethical principles are more appropriate) 5. NEGOTIATE-COMPROMISE (settle on something with the other) 6. COLLABORATE-PROBLEM SOLVE (develop a mutual solution)

communicating with disabled

1. BE NATURALLY CORDIAL 2. OFFER SAME LEVEL OF RESPECT 3. DON'T BE PUSHY 4. ACCOMMODATE TO THE DISABILITY 5. PATIENCE 6. RELAX

How Can One Improve One's Perceptions?

1. BE THOUGHTFUL WHEN SEEKING EXPLANATIONS (don't just go with the most obvious explanation for what you observe) 2. LOOK BEYOND FIRST IMPRESSIONS by delaying reactions/judgments and to making further perceptions 3. QUESTION YOUR ASSUMPTIONS by not assuming you know what others think, feel, or believe based on their group affiliations or a host of other cultural factors

effective communication involves:

1. BEING STRATEGIC (speak with purpose, persuasive) 2. BEING PROFESSIONAL (clear, concise, appropriate, ethical) 3. BEING ADAPTABLE (culturally sensitive, collaborative)

language and identity management (idk what to label this tbh, but know these lol)

1. Choose the optimal degree of powerful language --> REMEMBER THAT tag questions, hesitations, qualifiers, intensifiers, and questions make your speech LESS POWERFUL 2. Use positive language --> "How are you doing?" → Don't say "Not bad". Say: "I'm fine!" 3. Limit disfluencies -->DISFLUENCIES: utterances that add no meaning to a statement --> Interjections: "umm" "you know" "like" can make a smart idea sound LESS PERSUASIVE

Why do we communicate?

1. EXPRESS AFFILIATION (expressing our love, respect, hatred, dislike for a person) 2. MAINTAIN RELATIONSHIPS 3. INFLUENCE OTHERS

fundamental differences between cultures

1. High vs. low context 2. Collectivist vs. individualistic societies 3. Power distance (which considers the way that power and status is divided among individuals or how cultures perceive inequality and authority) (more information on these in other slides)

Challenges with Schemas

1. MINDLESSNESS (Schemas cause us to exclude important information and instead focus on things they confirm our pre-existing beliefs and ideas —> stereotypes, lack of open mind, uncritical information processing, reduced cognitive activity, inaccurate recall and uncritical evaluation) 2. SELECTIVE PERCEPTION (Where you select information based on existing schemas usually in a biased manner) 3. DISTORTED PERCEPTION (Leads us to judge events based on information that is most vivid/obvious to us, so it stands out to us) 4. UNDUE INFLUENCE (schemas may give a piece of information with greater credibility than it truly warrants. This can lead to prejudice)

How can you improve your listening?

1. OBSERVE — Watch verbal/nonverbal cues 2. FOCUS —Try not to do anything else while listening 3. ACKNOWLEDGE — Acknowledge the message, even if you don't agree — A simple "mhm" or head nod can do 4. RESPECT — Let them finish/don't interrupt — Don't interrupt physically by interrupting them verbally — Don't interrupt psychologically by tuning them out/by thinking about what you're going to say next Good listeners also try to be good editors (like for an author) by tuning out less important details ————— From textbook: 1. Withhold judgment 2. Talk and interrupt less 3. Ask questions —> Sincere questions vs. counterfeit questions (disguised forms of advice or subtle traps) 4. Paraphrase 5. Attend to nonverbal cues 6. Take notes

Listening styles

1. RATIONAL LISTENING Concerned with emotionally connecting with others 2. ANALYTICAL LISTENING Concerned with attending the full message before coming to judgment 3. TASK-ORIENTED LISTENING Getting the job done, expecting speakers to get their point across quickly and stay on topic 4. CRITICAL LISTENING Strong desire to evaluate messages

Communication is strategic in 3 ways

1. RELATIONAL (building/maintaining/ending relationships) 2. INSTRUMENTAL (practice goals, to do an action, e.g. "pass me the bread please") 3. IDENTITY MANAGEMENT (self-preservation and goals, how we present ourselves)

Characteristics of Communication Channels

1. RICHNESS (amount of info available in a given channel, e.g. facial expression, tone of voice, etc.) 2. SPEED (how quickly the exchange of messages occurs, e.g. high-speed/instantaneous such as voice/video chat or asynchronous such as text/email) 3. CONTROL (the degree to which you can manage the communication process, e.g. having more control on what to say through text or having more control on listener's attention in person)

Communication has 4 characteristics

1. Unavoidable 2. strategic (relational, instrumental, identity-management) 3. irreversible 4. a process

How to achieve clarity

1. Use UNEQUIVOCAL terms to avoid misunderstandings (example: "You agree to call on a client at home at "dinner time" in a part of the country where "dinner" is midday and "supper" is in the evening. When you appear at 6:00 pm, the client asks why you didn't arrive at the promised time. ") 2. Use LOW-LEVEL ABSTRACTIONS (specific, concrete) when clarity is essential 3. Use slang with caution 4. Use jargon judiciously (jargon can save time in explaining hard concepts and make you seem credible, but not everyone will understand. Use a mix of clear language with some jargon) 5. Use ambiguous language when strategically desirable (i.e., expressing hard messages indirectly, promoting harmony, etc.)

nonverbal signs of weakness

1. VERY controlled movement 2. bowed posture 3. tense 4. hesitant to stand up/move easily 5. fidgeting/playing with object 6. nervous shaking

communicating across diversity

1. become culturally literate 2. develop constructive attitudes 3. view diversity as an opportunity 4. avoid ethnocentrism 6. Don't condescend 7. Create dialogue

nonverbal signs of power

1. confident movement/posture 2. relaxed behavior 3. violating someone's personal space (intimidating) 4. ignoring others to show strength

NONVERBAL COMMUNICATION:

1. is the process of conveying a message without the use of words 2. is fluid 3. is fast 4. can ADD TO or REPLACE VERBAL communication (refer to 'kinesics' flashcard) 5. is universal 6. is confusing and contextual 7. can be intentional or unintentional 8. tends to be perceived as MORE BELIEVABLE than verbal communication ("actions speak louder than words") --> behaviors when people are being deceptive include: reduction in eye contact, awkward pauses, higher pitch in voice, deliberate pronunciation and articulation of words, delayed response to a question, increased body movements, decreased smiling/rate of speech) 9. is key in the speaker/audience relationship

Basic Interaction Model

CENTER: person who transmits message RECEIVER: person receiving message CHANNEL: method used to deliver message FEEDBACK: receiver's response to message NOISE: factors that interfere with message (Environmental, Physiological, psychological)

influences on nonverbal communication

CULTURE, GENDER, THE SPECIFIC SITUATION, and SPEAKER'S FRAME OF REFERENCE ------------------- CULTURE: --some cultures are CONTACT CULTURES (Latin America, Italy, the Mediterranean, some Eastern European) are comfortable/rely on touch in communication (hug, side-to-side kiss, etc.) --some cultures are NON-CONTACT CULTURES (East Asian), touch-sensitive, some may try to avoid touch -------------------- SEX/GENDER: -- how we are TAUGHT regarding sex/gender rather than biological reasons --women tend to engage in eye contact and pay attention to verbal/nonverbal cues ---------------------------------- SPECIFIC SITUATION -- relationships, for example -- TWO TYPES OF SITUATIONAL CONTEXTS: 1. THE PUBLIC-PRIVATE DIMENSION: the physical space that affects nonverbal communication (Example: at home, walking around naked. In public, hell nah) 2. INFORMAL-FORMAL DIMENSIONS: based on perceptions of personal or impersonal situations (Example: behaving differently at a sports bar versus a fancy restaurant, funeral vs. birthday party)

Decoding

process of a receiver attaching meaning to a message, part of basic communication model

Networking

process of meeting people and maintaining contacts to get career information, advice, leads, etc. Probably don't need to know these, but it's good to know: - View everyone as a networking prospect - Be sensitive to personal/cultural factors - Treat with gratitude/respect - Help others - Get referrals to secondary sources - Seek a mentor - Network through your career

Perception

process through which we interpret our experiences and come to our unique understandings Can be thought of as our interpretation of things—of what we see, hear, or touch

Low power distance cultures

rely on LITTLE TO NO HIERARCHY among groups Therefore, they tend to NOT have a high level of ANXIETY at communicating with those in higher status groups Examples: US, Canada, Germany, Australia

Pragmatics

takes words and meanings but also considers the context in which the words are used

denotative meaning

the commonly accepted definition ,the literal or dictionary meaning of a word or phrase example: definition of a dog is a domesticated animal, and another accepted definition is a person who is unpleasant

connotative meaning

the emotional or attitudinal response have to a word, the meaning suggested by the associations or emotions triggered by a word or phrase example: "school" -- some people hate it -- some people love it -- for some, it gives them happiness, or sadness, or anger, or anxiety, etc.

Generation Xers

the generation born between 1965 and 1980 that is comfortable with technology, values work-life balance and creativity, skeptical, independent

Sapir-Whorf Hypothesis

the idea that language structures thought and that ways of looking at the world are embedded in language

Organizational Culture

the set of values, ideas, attitudes, and norms of behavior that is learned and shared among the members of an organization CLUES TO ORGANIZATIONAL CULTURE: 1. HOW THINGS "ARE DONE" Example: are the org's employees rushed to complete tasks, expected to work all hours/late 2. HOW PEOPLE ARE INCENTIVIZED -- How are people rewarded? -- Best predictor of how people behave -- Non-monetary awards: status, recognition, advancement, etc. 3. THE ORGANIZATION'S STORY -- How org describes itself, history, values and rituals that reinforce the org's narrative 4. WHAT IS CONSIDERED RIGHT OR WRONG -- Looks at behavioral norms or what happens with those who don't behave 5. THE CULTURE OF THE SOCIETY THE ORG. OPERATES FROM -- Each org is shaped by the broader society it operates from What does the broader cultural value? Its story? Its norms? HOW DO YOU LEARN ABOUT A COMPANY'S CULTURE? RESEARCH! ASSIMILATE! OBSERVE!

Proxemics

the study of how we use and communicate with space can vary from culture to culture, family to family, and person to person In the US, we have this idea of intimate space, personal space, social space, and public space --------------------- TERRITORIALITY: claiming an area through continuous occupation of that area -- Home, car, etc. --But also PUBLIC SPACES, such as a desk at school that is technically not assigned to anyone but students claim desks anyway --Parking spaces is also another form or territoriality --ENVIRONMENT produces an emotional response as well (color, room size, odor, lighting, noise, heat, furniture arrangement, etc.) --Clutter can trigger an emotional response to some people in the form of anxiety, for example

Language

the system of symbols, or words, with grammatical rules that are agreed upon by a community and that we use to think about and communicate

Fundamental attribution error

the tendency for observers, when analyzing another's behavior, to underestimate the impact of the (external) situation and to overestimate the (internal) impact of their disposition/character we overemphasize the internal and underestimate the external causes of behavior we see in others example: your friend doesn't pick up the phone, and you think "what a jerk!". However, this is a fundamental attribution error because you haven't considered that maybe there are other reasons, such as business, that they haven't called back

self-serving bias

the tendency for people to take personal (internal) credit for success but blame failure on external factors attribute positive events to our own character but attribute negative events to external factors EXAMPLE: when a student gets A, they think they're smart and that was all their hard work. However, when they get an F, they could blame the professor rather than themselves.

haptics

the use of touch to send messages strongly influenced by culture In professional setting, most greetings in most cultures require some form of touch: --Handshake, or in some Latin America/some Europe, a side hug or side-to-side kiss, is what is used --In Asian countries, no touch, but rather a polite bow Understanding how much touch is appropriate is a powerful communicative skill

improving your nonverbal skills

EXPECTANCY VIOLATION THEORY: deals with how people respond when the nonverbal expectations that they expect don't happen/meet -- May happen with interacting with different cultures -- Example: strangers don't usually talk in an elevator or face each other, but if you violate this by facing them and talking to them = LMAO AWK -------------------------------- IMMEDIACY BEHAVIORS: promote a sense of closeness through a specific sense of verbal, vocal, and visual behavior -- Usually when we start talking about interviewing and negotiation -- We find that great leaders use this to great effect -- Using immediacy behaviors can improve your nonverbals and bring an awareness to what you're doing non-verbally but also allow you to start thinking about contexts, specific situations, environments, cultural background, personal frame of reference ------------------------- 1. Ask for feedback/be aware of your nonverbal behavior! 2. monitor your non-verbal behavior 3. demonstrate interest in others -- IMMEDIACY: verbal/nonverbal behaviors that indicate closeness and liking -- strong link between high immediacy and career success 4. observe connections

Transactional Model

Expands the basic model by recognizing additional types of contexts (social, relational, cultural) that affect communication

Barriers to listening

From textbook: 1. Environmental barriers 2. Physiological barriers 3. Psychological barriers 4. Egocentrism 5. Ethnocentrism 6. ear of appearing ignorant ——————————- From lecture: 1. FAILING TO LIMIT DISTRACTIONS (noise) — External distractions/noise (music, using phone) — Internal distractions/noise (inner voice, generating a response to the speaker rather than listening to the speaker) 2. FAILING TO ATTEND TO/UNDERSTAND THE MESSAGE — can happen due to noise — Use of jargon, technical terms you may not understand — Message overload, overwhelming detail — Receiver apprehension, nervous with person you're speaking with — Bias, assumption or attitude about speaker

Inflammatory Language

HATE SPEECH: offensive words to offend, threaten, or insult a person or group based on their race, religion, gender, etc. LABELING: we use this for ourselves and for others, it constricts our communication Example: "you're white, you don't know what it is like" BIASED LANGUAGE: a bit more subtle Example: people who do casual sex often → male = player, female = easy, slut -------------- 1. Avoid biased language 2. Beware of trigger words

Listening =/= hearing

LISTENING IS NOT HEARING hearing: physiological function of receiving sound Listening: function of receiving verbal and nonverbal messages and determining meaning of those messages

Monochronic vs. Polychronic Time

Monochronic people tend to like doing one thing at a time, being punctual, and concentrating fully to meet their commitments. TIME IS TANGIBLE, strict, rigid, etc. countries: North Americans/North Europeans Polychronic people tend to like working on multiple things at one time. They change plans and priorities easily, and the border between work and personal time is fluid for them. TIME IS FLUID, less concern with punctuality. countries: most Latin America

communicating status nonverbally

NONVERBAL WAYS OF COMMUNICATING STATUS: 1. clothes 2. size/location of office 3. position at a table during a meeting 4. interior design of an office space 5. person's handling of time note: research fines that attractiveness can merit societal rewards (body shape, size, skin color, height, clothing, etc.) ARTIFACTS: accessories we use to decorate the body (example: a wedding ring says the person is married)

communication networks

PATTERNS of CONTACT created by the flow of messages among communicators through time and space, either FORMAL OR INFORMAL —> FORMAL: designed to dictate who should talk to whom to get the job done —> INFORMAL: Patterns of interaction based on friendships, shared personal/career interests, and proximity (Note: there are two other slides for formal and informal communication networks)

INFORMAL communication network

Patterns of interaction based on friendships, shared personal/career interests, and proximity e.g. at work—who are people friends/close with? Are they friends? Gossip-partners? Romantically involved? Previous colleagues? Useful for: 1. Confirming and Expanding on formal messages 2. Expediting and Contradicting official messages 3. Circumventing (find your way around) formal channels

We can also understand ourselves by listening to people!

Proof lies in literature —> Stories of other people that we don't mind hearing, because they are also stories that teach us about ourselves —> We're actively listening to bits of ourselves through these stories Listening is the most frequent communication activity at work —> Helps organization and helps achieve goals

slang vs jargon

SLANG: non-standard language used by a particular group of people during a specific time and place (example: "hella" --> Bay Area/NorCal) -------------- JARGON: technical language, specific to professions or interest groups, can be abstract to those outside of the group but clear to group members (example: words such as "human-centered design, wireframes, prototypes, mockups, user flows" etc. are jargon for UX designers, but may not be understood by others)

William Schutz Alternate Version of Interpersonal Needs (in response to Maslow)

Schutz notes/adds to the three interpersonal needs of (1) affection, (2) control, and (3) belonging as INTERDEPENDENT AND VARIABLE. HUMANS NEED: 1. AFFECTION, APPRECIATION -- basic need, we have different levels of expectations for this --UNDERPERSONALS: people who seek limited interaction -- OVERPERSONALS: people who have a strong need to be liked and constantly seek attention from others -- PERSONAL INDIVIDUAL: healthy balance 2. CONTROL, ABILITY TO INFLUENCE -- varies by context, environment, security -- AUTOCRATIC: self-directed, one taking efforts to control one's situation -- ABDICRATS: shift the burn of responsibility from themselves to others, looking to others for a sense of control -- DEMOCRATS: share the need between the individual and the group, may try to hold a departmental meeting to gather info and share 3. BELONGING (Schutz adds to Maslow by saying that BELONGING exists in a RANGE where some need more attention and others need less) -- UNDERSOCIALS: less likely to seek attention, prefer smaller groups, not found on center stage -- OVERSOCIALS: crave spotlight and attention, highly motivated to seek belonging -- SOCIAL PERSON: healthy balance between being withdrawn and being in center of attention

individualistic cultures

Tend to value an individual's achievements, satisfaction, and independent thinking. Place value in autonomy, personal space, privacy. Little attention to hierarchy and status tend to rely on low context communication

facial expressions

The face is responsible for the most meaning in nonverbal messages Facial expressions can even vary across culture (in the U.S. facial expressions can be very open/expressive, but in Asia facial expressions may be suppressed) Some people who are blind use INNATE EXPRESSIONS to convey: 7 INNATE EXPRESSIONS -Sadness -Anger -Disgust -Fear -Interest -Surprise -Happiness MASKING: when we replace an expression that shows true feeling with an expression that shows a different feeling, e.g. actors, waiters

strategic ambiguity

The intentional decision to craft a vague, semantically rich text that is purposefully open to multiple interpretations NOTE: NONVERBAL COMMUNICATION IS OFTEN AMBIGUOUS abstract language can just force us to seek clarification, not necessarily bad USE STRATEGIC AMBIGUITY TO: 1. To promote harmony 2. To soften difficult messages 3. To make a point indirectly

Abraham Maslow's Hierarchy of Needs + how it relates to communication

Maslow's pyramid of human needs; must satisfy levels below before reaching to next; can go up and down pyramid stages i.e., once you meet level 2, you can go to level 3 ---------------- IN COMMUNICATION: LEVEL 1-2: RESOURCES (air, food, water) and SAFETY LEVEL 3: LOVE, BELONGING (forming groups, seeking companionship) LEVEL 4: SELF-ESTEEM (learning and feeling more confident, knowing, working your way around) LEVEL 5: SELF-ACTUALIZATION (being looked up to by others, ability to make a difference) LEVEL 6: INNATE NEED TO KNOW (desire to learn, explore, engage, drive to grow) LEVEL 7: VALUING AESTHETICS, BEAUTY FOR ITS OWN SAKE (appreciate beautiful things literally because before this level, we tend to ignore them or have little time to consider)

Gender and Language

RESEARCH SHOWS THAT: -- women primarily see convos as negotiations for closeness -- men see convos more as a struggle for control, hierarchy, independence -- men interrupt women more than women interrupt men (when status is equal) ---GENDERLECTS: members of each sex can speak these --GENDER DIFFERENCES IN NONVERBAL USE ARE TAUGHT (NOT BIOLOGICAL) --men can be just as sensitive as women, but may use that awareness differently -------------- WOMEN USE RAPPORT TALK, MEN USE REPORT TALK RAPPORT: used to create connections, establish good-will, show support, build community, expressive with emotions, supportive, tentative, conversational initiation/maintenance (talking/asking questions to keep convo going) REPORT TALK: speech that focuses less on feelings and relationships and more on information, facts, knowledge, competence. Men use language to claim attention, assert position, establish status, independence, instrumental, advice, direct, assertive, control ---------------- WOMEN use: 1. INTENSIFIER: heightens/intensifies topics ("I'm SO excited!") 2. QUALIFIER: ("kind of..." "maybe..." "possibly...") 3. HEDGES: when we add "I think" "I feel" "I feel that..." "perhaps we should..." 4. DISCLAIMERS: "it's probably nothing but..." "this may not be important but..." (these discount what you say before you even say it!) 5. TAG QUESTION: tag questions at the end of sentences to establish a connection, perceived as HESITANT/LESS POWERFUL("He was really rude, wasn't he?")

Language context involves

SITUATIONAL CONTEXT: notes that different situations call for different speech repertoires --> Code switching: when you switch from one repertoire/code to another as a situation warrants -->Example: repertoire for an interview but a different one for your roommates ---------- RELATIONAL CONTEXT: depends on speaker's relation to listener, labels confer status and create understandings between individuals -->Example: labels like "mom" and "dad" but there are families where children call them by their first names -->"Girlfriend" "partner" "friend" ---------- CULTURAL CONTEXT: --> SAPIR-WHORF HYPOTHESIS/LINGUISTIC THEORY claims that the language/words a culture uses or doesn't use influences how they think (language influences or determines how we view the world) -->For example: english says "the plant" and spanish supplies feminine/masculine attachments "la planta", "nina" vs. "nino" to determine whether it's a girl or boy -->We can lose meanings in translations -->A gardener for example may have different terms for plants and trees versus people who don't know about plants

Paralanguage

vocalized sounds that accompany our words (try to know the capitalized words) ------ PITCH: (high-low) giving prominence to a certain word or syllable, or when someone has a high or low voice TONE: how the voice is modulated, can express feeling or mood Example: "YAY WE WON!" VOLUME: how loud or soft the voice is, can be a normal expression BEHAVIORS: pauses, vocal quality, accents, rate, rhythm -- Some people pause a lot when speaking between thoughts VOCALIZATIONS: include cues that give us information about emotional or physical states -- Yawning, crying, sighing -- vocal quality (nasally voice, how quickly or slowly someone speaks, accent) -- UP TALK: tendency to end sentences with a rising pitch, tends to make assertions sound like questions, more common in women/teenage girls, tend to seem less sure, making statements into questions Example: "hey, wanna go to the movies? I think it'd be really cool, right?" -- Research tells us that whiny voices tend to be perceived as annoying -- Also include NON-WORD FILLERS ("Shh" (quieting someone) or "ahem" (throat-clearing to get attention) -- Also include BACK-CHANNEL CUES: used to signal that we want to talk to encourage others to talk (Example: you're on the phone with your mom and you say "ohh" "mhm" "mm" "ahh" "yeah" → you're encouraging them to talk, it doesn't necessarily mean that you're listening but you're at least acknowledging their talking) -------------------------- paralanguage includes: PITCH (high-low) RESONANCE (resonant-thin) RANGE (spread-narrow) TEMPO (rapid-slow) ARTICULATION (precise-imprecise) DISFLUENCIES (um, er, etc.) RHYTHM (smooth-jerky) PAUSES (frequency and duration) VOLUME (loud-soft)

Issues with bad narrating

we may be bad story-tellers? Giving unnecessary details, digressions, that could bore audiences 1. We latch onto just the factual details rather than the emotions 2. We can get overwhelmed by the emotion, therefore insist upon it rather than explain it (e.g. "It was beautiful!" But how was it beautiful?) 3. We may even get scared of own emotions —> trigger sadness, confusion 4. We don't stick to one story —> SUBPLOTS

Pleasure in talking (about ourselves) in convos

we tend to minimize how much we listen and maximize how much we talk (because "hearing myself is fun and listening to you is boring") The REAL pleasure of talking about ourselves lies in understanding ourselves, becoming clearer about who we are, what we feel, what we want, etc. → the pleasure of talking about ourselves lies in SELF-CLARIFICATION, not merely in hearing our own voices

Downward communication

when superiors initiate messages to their subordinates, HIGHER status communicates to LOWER status Types of downward communication: 1. JOB INSTRUCTIONS 2. JOB RATIONALE ("we do this so this doesn't happen") 3. FEEDBACK ("you can improve by doing this...this will help us") 4. INDOCTRINATION

Attributions

when you use personal characteristics to try and explain behavior 1. INTERNAL ATTRIBUTION or ATTRIBUTED BEHAVIOR DISSONANCE PERSONALITY 2. EXTERNAL ATTRIBUTION: when you attribute behavior to something outside of a person's control

relative words

words that gain their meaning by comparison EXAMPLE: soon, often, large, short AMBIGUOUS/ABSTRACT LANGUAGE CAN DRAW FROM RELATIVE WORDS EXAMPLE: "I will get it done soon!" instead of "I will get it done by 5 PM!"