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| the condition in which a message or relationship may be interpreted as having more than one meaning |
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| asynchronous communication |
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Definition
| communication in which the individuals send and receive messages at different times (as in e-mail communication). Opposed to synchronous communication |
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| the vehicle or medium through which signals are sent, for example, the vocal-auditory channel. Assess your channel options (for example, face-to-face, e-mail, leaving a voicemail message) before communicating important messages |
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| moments when you have to make a choice about whom you communicate with, what you say, what you don't say, how you phrase what you want to say, and so on |
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| using different language styles depending on the situation; changing from one language or style to another, often in the same sentence |
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| "language competence" is a speaker's ability to use the language; it is knowledge of the elements and rules of the language. "Communication competence" generally refers both to the knowledge of communication and to the ability to engage in communication effectively |
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| complementary relationship |
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Definition
| a relationship in which the behavior of one person serves as the stimulus for the complementary behavior of the other; in complementary relationships, behavioral differences are maximized |
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| content and relationship dimension |
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Definition
| two aspects to which messages may refer: the world external to both speaker and listener (content) and the connections existing between the individuals who are interaction (relationship). Listen to both the content and the relationship aspects of messages, distinguish between them, and respond to both. Analyze conflict messages in terms of content and relationship dimensions, and respond to each accordingly |
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| the physical, psychological, social, and temporal environment in which communication takes place. Adjust your messages to the physical, cultural, social-psychological, and temporal context |
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| the act of understanding messages-for example, listening or reading. The opposite of encoding |
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| the act of producing messages-for example, speaking or writing. The opposite of decoding |
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| the branch of philosophy that deals with the rightness or wrongness of actions; the study of moral values; in communication, the morality of message behavior |
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| information that is given back to the source. Feedback may come from the source's own messages (as when you hear what you're saying) or from the receiver(s)-in forms such as applause, yawning, puzzled looks, questions, letters to the editor of a newspaper, or increased or decreased subscriptions to a magazine. See also negative feedback, positive feedback. Listen to both verbal and nonverbal feedback-from yourself and from others-and use these cues to adjust your messages |
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Definition
| information that is sent before a regular message, telling the listener something about what is to follow; messages that are prefactory to more central messages. Use feedforward when you feel your listener needs background or when you want to ease into a particular topic, such as bad news |
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| a principle of communication holding that communication cannot be avoided; all behavior in an interactional setting is communication |
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| interpersonal communication |
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Definition
| communication between two persons or among a small group of persons and distinguished from public or mass communication; communication of a personal nature and distinguished from impersonal communication; communication between or among connected persons or those involved in a close relationship |
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| a principle of communication holding that communication cannot be reversed; once something has been communicated, it cannot be uncommunicated |
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| any signal or combination of signals that serves as a stimulus for a receiver |
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| a message that makes reference to another message, such as "Did I make myself clear?" or "That's a lie." |
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| a state of awareness in which you are conscious of the logic and rationality of your behaviors and of the logical connections existing among elements |
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| a lack of conscious awareness of the logic or reasons behind your thoughts or behaviors. Increase your mindfulness by creating and re-creating categories and being open to new information and points of view; also, beware of relying too heavily on first impressions |
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Definition
| anything that interferes with your receiving a message as the source intended the message to be received. Noise is present in communication to the extent that he message received is not the message sent. In managing noise, reduce physical, physiological, psychological, and semantic noise as best you can; use repetition and restatement, and, when in doubt, ask for clarification |
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Definition
| the breaking up of continuous communication sequences into short sequences with identifiable beginnings and endings or stimuli and responses |
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| a systematic process of discovering an answer (or answers) to a question (in scientific terms, a hypothesis) |
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| a communication term that emphasizes that both functions are performed by each individual in an interpersonal message |
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| deliberate ambiguity designed to achieve a variety of specific purposes |
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Definition
| a relation between two or more persons in which one person's behavior serves as a stimulus for the same type of behavior in the other person(s)-for example, a relationship in which anger in one person encourages anger in the other, or in which a critical comment by one person leads the other to respond in kind |
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Term
| synchronous communication |
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Definition
| communication that takes place in real time; sending and receiving take place at the same time (as in face-to-face communication). Opposed to asynchronous communication |
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| a general statement or principle applicable to related phenomena |
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| transactional perspective |
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Definition
| a view of communication as an ongoing process in which all elements are interdependent and influence one another |
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| a characteristic of communication referring to the fact that all communication acts are unique and can never be repeated exactly |
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Definition
| _____ benefits include a deeper understanding of yourself and others and of relationships |
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| _____ benefits include personal, social or relationship, and professional benefits |
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| Interpersonal communication is communication between two or more _____ individuals |
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| Interpersonal communication is inherently _____ |
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| Interpersonal communication exists on a _____ from relatively impersonal to intimate |
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| Interpersonal communication involves both verbal and nonverbal _____ |
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| Interpersonal communication can take place, and interpersonal relationships can develop, through face-to-face _____ as well as those you have on the Internet |
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| Interpersonal communication can _____ from extremely ineffective to extremely effective |
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| The _____-_____ concept emphasizes that you send and receive interpersonal messages simultaneously through encoding and decoding (the processes of putting meaning into verbal and nonverbal messages and deriving meaning from the messages you receive from others), with competence and code-switching |
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| Messages are the signals that serve as _____ for a receiver; metamessages are messages about other messages. Feedback messages are messages that are sent back by the receiver to the source in response to the source's messages. Feedforward messages are messages that preface other messages and ask that the listener approach future messages in a certain way |
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Definition
| Channels are the _____ through which messages pass and which act as a bridge between source and receiver; for example, the vocal-auditory channel used in speaking or the cutaneous-tactile channel used in touch |
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Definition
| Noise is the inevitable physical, physiological, psychological, and semantic interference that _____ messages |
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| Context is the physical, social-psychological, temporal, and cultural _____ in which communication takes place |
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| Ethics is the _____ dimension of communication, the study of what makes behavior moral or good as opposed to immoral and bad |
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| Interpersonal communication is a _____ process. Interpersonal communication is a process, an ongoing event, in which the elements are interdependent; communication is constantly occurring and changing. Don't expect clear-cut beginnings or endings or sameness from one time to another |
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| Interpersonal communication is _____. Five purposes may be identified: to learn, relate, influence, play, and help |
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| Interpersonal communication is ambiguous All messages are potentially ambiguous; different people will derive _____ meanings from the "same" message. There is ambiguity in all relationships |
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| Interpersonal relationships may be symmetrical or complementary; interpersonal interactions may stimulate similar or different _____ patterns |
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| Interpersonal communication refers both to content and to the _____ between the participants |
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| Interpersonal communication is punctuated; that is, everyone separates communication sequences into stimuli and responses on the basis of his or her own _____ |
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| Interpersonal communication is inevitable, irreversible, and unrepeatable. When in an interactional situation, you cannot not communicate, you cannot uncommunicated, and you cannot repeat exactly a _____ message |
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