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.