SPC 3301 Exam 1

Galvin's Model

- IMPERSONAL → INTERPERSONAL

Developmental

- Interpersonal communication occurs on a continuum (a range) - IMPERSONAL → INTIMATE - Focuses on "intimate" communication

3 Communication Models

- Linear Model (SMCR; telephone model) - Interactional Model (circular/cyclic model) - Transactional Model (helix/helical model)

Relational

- Referred to as dyadic - Assumes whenever two people communicate, there is some relationship - A connection has been made - There is a tendency toward dyadic primacy

Componential

- SMCR (source, message, channel, receiver) - Noise (physical, psychological, semantic) - Competence - Context (physical, temporal, psychological - experiences, biases, etc.) - Feedback (Verbal or non verbal, immediate/delayed, critical/supportive, low monitoring/high monitoring, totally honest/highly guarded, accurate feedback id important to communication improvement

Transactional Model (helix/helical model)

- Source/receiver roles are simultaneous - Participation is continues and simultaneous (not one-way) - All communications have a past, present, and future - All communications play roles, roles may change as relationships change - Communication must change in order to be successful - This model gives a nod to feedback best

Interactional Model (circular/cyclic model)

- Two ways; recognizes that each source's communication affects the other - Feedback results from the other person's communication; depicts communication as a "process" but communication begins/ends in the same place - No evolution or change

Personally Established Rules

- When we are in an impersonal/nonintimate relationship, our communication and behavior are based on rules of society or culture - As we move toward intimacy, we establish our own rules - We can discuss personal information, not just polite conversation, etc.

Characteristics of the Johari Window

-The size of each window varies depending on the context (who we're talking to). Parent vs. stranger; impersonal—intimate -The size of each window varies for each individual -Panes are interactive: A change in one "self" effects change in others.

What percent of communication is nonverbal?

93%, although they commonly work together

5 ways to listen and respond when other people want to discuss a problem or concern

Advising and evaluating, analyzing and interpreting, reassuring and supporting, questioning and probing, paraphrasing and understanding

Explanatory Knowledge

As we move along the continuum, our knowledge about the individual goes from: - Description (basic information about behavioral) - Prediction (can tell what behavior will occur) - Explanation (tell how and why)

Communication has a specific beginning and ending

FALSE

Communication is a good thing

FALSE

Based on a study by Manusov et al (1997), the way an interaction partner from a cultural out-group actually acted, carried less weight in how positively or negatively they were evaluated, than one's expectation (i.e. stereotypes) of how the out-group member would act.

False

Communication is repeatable

False

Communication is reversible

False

Interpersonal communication is intimate communication

False

Meanings are in Words

False

Meanings are universal

False

Harris and Sherblom suggests that the first thing to do when receiving/listening to feedback is acknowledge it.

False, mindfulness is the first step and foundation for listening

According to Mehrabian, the fundamental categories of meaning associated with nonverbal behavior are

Immediacy, Status, and responsiveness

Psychological Data

Information about a person that helps us distinguish them from the members of their group

Linear Model (SMCR; telephone model)

One way; no emphasis on the effects the sources have on each other's communication

JOHARI WINDOW: the four selves

Open: part of the self we and others are aware of (race, gender, name, occupation) Blind: others are aware of, but we don't know about our selves Hidden: part we know but others do not know Unknown: information/truth we nor others know about us (illness, future events)

Active listening response methods

Paraphrasing, expressing, understanding, asking questions, and using verbal communication

according to wood, _________ perception is the active process of creating meaning by selecting, organizing and interpreting people, objects, events, situations, and other phenomena.

Perception

Three factors help us distinguish between impersonal and intimate relationships:

Psychological data, explanatory knowledge, personally established rules

self-awareness

The exteselfnt to which you know yourself will affect how you communicate with others

Interpersonal Communication

The process of sending and receiving messages between two or more persons with some effect and some immediate feedback

Which of the following is/are true for nonverbal messages (as opposed to verbal messages)?

They are continuous, they are not deliberate

Communication has both content and relationship dimensions

True

Communication is context based and culturally bound:

True

Communication is metacommunicational

True

Communication is punctuated

True

Communication is rule-governed

True

Perceptual accentuation

WE see what we expect and want to see. We highlight characteristics which color our perceptions of other characteristics

Self-fulfilling prophecy

We make predictions that come true because we act on it as if it were true -Pygmalion effect: if people believe something will occur they behave in a way to make it happen (p. 109-110) -Ex: teacher expectancy Law of expectations

the ______ is in affect when the nonverbal message is used to emphasize the verbal message.

accenting, complementing

definition of nonverbal

all messages that people send in interactive contexts, other than the content of the spoken word (Devito and Hecht)

which of the following is among the five ways we can listen and respond when other people want to discuss a problem or concern with us, according to David Johnson

analyzing and interpreting, advising and evaluating, questioning and probing

olfactics (unobservable)

attraction, memory, emotion

kinesics

body language

facial expressions

cultural display rules... SADFISH (sad, angry, disgust, fear, interest, surprise, happiness): interest isn't in the book

gesture/movement:

emblems, illustrators, adaptors, posture and gait

oculesics

eye contact, eye gaze, stare, glare, pupil dilation/constriction

Harris and Sherblom suggests that the first thing to do when receiving/ listening to feedback is acknowledge it

false

Components of listening sequence

hearing (sense), interpret, evaluate, response (explain)

The ______ model of communication depicts the ever widening scope of the relationships as the participants continuously re-encounter each other.

helical

which of the following results was used to support the importance of reflected appraisal?

high socioeconomic status students had a drop in self esteem when they did poorly in school

REFLECTED APPRAISAL or LOOKING GLASS SELF - we develop an image of ourselves based on how we think others view us. Socioeconomic status example:

high socioeconomic status students had a drop in self-esteem when they did poorly in school

according to Mehrabian, the fundamental categories of meaning associated with nonverbal behavior are:

immediacy, status, and responsiveness

SADFISH in the book doesn't include

interest

in your reading, _____ is missing from the acronym SADFISH, which is associated with basic/universal facial expressions

interest

chronemics (cultural and informal)

monochronic and polychronic, individual time orientation

· Three dimensions of attribution

o Consensus: Do other people react or behave in the same way as the person on whom I'm focusing · Yes, (High consensus) · No (Low consensus) o Consistency: Does this person behave the same way in similar situations (contexts): · Yes (high consistency) · No (low consistency) o Distinctiveness: Does this person react in similar ways in DIFFERENT situations (contexts)? · Yes (low distinctiveness--little change) · No (high distinctiveness (great change)

· 4 parts of phrasing an accurate response

o Content o Depth o Meaning o language

body language is:

oculesics, facial expressions, gesture/movement

_____ is the active process of creating meanings by selecting, organizing, and interpreting people, objects, events, situations, and other phenomena"

perception

proxemics (territoriality)

personal space

The view others hold of us

personality

the _____ view others hold of us

personality

_______ refers to "a private world of rules, understanding, meanings, and patterns of acting and interpreting that partners create for their relationship"

relational culture

_____ help us interpret, remember, and organize new information

schemata

helps us interpret, remember, and organize new information

schemata

______ was described in your readings as a "mental mirror"

self concept

____ is a "false definition of the situation evoking a new behavior which makes the originally false conception come true. It is part of the process of interpersonal expectancy.

self fufilling prophecy

"False definition of the situation evoking a new behavior which makes the originally false conception come true. It is part of the process of interpersonal expectancy:

self-fulling prophecy

sequential order in which we listen

sense, interpret, evaluate, explain

· Your language limits the ways in which you construct messages and meanings you are able to interpret

true

haptics

types of touch (stroke, brush, squeeze), location of touch: self/ other focused, touch avoidance

substituting

using nonverbal tactics in place of words, nonverbal communication is the sole method

paralinguistics (unobservable)

vocalics: emotion, "vocalic emblems", voice set, etc

according to Galvin's perspective of communication

we should think about relationships on a continuum from impersonal to interpersonal.

accenting

when the nonverbal message emphasizes the verbal message (hitting a table when you're mad)

regulating

when the nonverbal message helps maintain the flow of speech (taking turns speaking during a conversation)

complementing (enhance gestures)

when the nonverbal message helps to enhance the verbal message (moving hands while speaking)

repeating

when the nonverbal message says again what the verbal message is saying (ex: good job and thumbs up)

contradicting

when the nonverbal message says one thing and the verbal message says another (saying yes but shaking your head no)

Communication is symbolic. The most understood symbols are

words

Stereotyping

· A fixed impression of a group of people · We group people by the stereotypes we have formed through what we have learned or seen from the group to which they belong: (religion, race, gender, etc.) · Also at work here are self-fulfilling prophecy, perceptual accentuation, and consistency · Stereotyping is at work to some degree in all the perceptions we form about others

Self-concept

· A set of relatively stable perceptions each of us holds about ourselves · Our self-concept is influenced by significant others: parents, friends, significant others, peers, etc. · Based on the concept of REFLECTED APPRAISAL or LOOKING GLASS SELF - we develop an image of ourselves based on how we think others view us (Cooley) · Social Comparisons- compare yourself to others · Self-perception- the way you see yourself (physical, social, intellectual, spiritual)

Attitudes, Beliefs and values

· Attitudes-a predisposition to respond to people, ideas, and objects in an evaluative way. · Beliefs-our perception of reality (usually for a specific situation Values-relativelylong-lastingjudgments about the desirability of people, ideas, and objects

Attribution Theory

· Attribution: assessments of the cause of an action or behavior · Perceptual process by which we make sense out of the behavior/communication of ourselves and others., (Explaining our own and other's behaviors) · Scenario: someone broke into convivence stores, steals food, and breaks stuff. You're on the jury and need to decide what happens · Determine if the individual's behavior was due to internal or external factors: · Internal--personality (Disposition) · External --situation

Reinforcement Theory

· BASIS: Positive behaviors are rewarded; negative behaviors are punished. This happens in cycles until they become a part of us. · Children are rewarded for positive behaviors and are "punished" for negative behavior · Or value system (i.e., ethics, moral compass, political ideology, etc.) is often formed in this manner · We are socialized to hold certain perceptions of others (and their communication/behavior) based on how we were reinforced by our significant others

Attributions

· Distress-maintaining bias: the tendency for unhappy couples to see the worst · Relationship-enhancing bias: inclination for happy couples to see the best

Self-Esteem

· How positively or negatively we feel about ourselves · Effects every aspect of your life (although others might not be aware) · Begins when you are born and is affected throughout life · Closely affected by how you are behaved toward within your family · At least one parent has to positively support your self-esteem for them to develop a healthy self-esteem · One of the best gifts you can give a child

Listening and Feedback

· Listening is the least taught but most used skill · Active listening attempts to reflect rather than direct another's message

Primacy-Recency

· Primacy: when what comes first exerts the most influence over our perceptions · Recency: when what comes last exerts the most influence over our perceptions · We tend to make snap judgements in the beginning of an interaction (primacy) then use subsequent behaviors to reinforce or negate those first judgements (recency)

Perceptual Process

· Selective exposure + selective attention + selective retention = selective perception

Implicit personality Theory

· System of rules that tells you which characteristics go with others · What personalities " go with" other personality traits may differ · Similar to consistency theory o Halo effect (+) o Reverse halo effect (-)

Consistency Theories

· We strive toward consistency in our thoughts and perceptions. · We want things to balance/make sense although they often do not. · When a person becomes aware of inconsistency or imbalance among attitudes, beliefs, values, a state of tension results. · A person will seek to reduce the tension by altering one or more attitudes beliefs, or values.