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| a set of systematic hunches about the way things operate |
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| relational process of creating and interpreting messages that elicit a response |
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| meaning is in people, not in words |
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| 1. objective 2. interpretive |
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| what are the two approaches for looking at something? |
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| assumption that truth is singular, accessible through unbiased sensory observation -- looking at the facts only |
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| linguistic work of assigning meaning or value to communication texts -- multiple meanings are possible |
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| in the objective approach, communication is viewed as what? |
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| through observation, which allows the collection of evidence, or agreed-upon "proofs" |
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| in the objective approach, how is truth discovered? |
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| to uncover cause and effect relationships |
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| what is the goal of the objective approach? |
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1. source credibility ( the perceived competence and trustworthy of a speaker or writer, affecting how the message is received )
2. identification ( perceived role relationship that effects self image and attitudes based on the role model) |
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| what are the two factors that influence objectivity? |
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| effectiveness, which is the ability to successfully communicate information, ideas, and meaning |
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| what is objectivity associated with? |
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| 1. what do you see 2. why do you see it that way |
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| what does the interpretive approach involve? |
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| socially constructed through the symbolic process of communication -- understanding of truth depends on one's point of view |
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| in the interpretive approach, how is truth seen? |
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| emancipation and participation |
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| what is the interpretive approach associated with? |
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| the study of the origin, nature, method, and limits of knowledge |
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| belief that behavior is caused by heredity and environment |
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| every human act is ultimately voluntary - emphasis on personal responsibility and accountability |
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| theory about theory -- the assumptions, givens, premises, concepts needed to create/accept/utilize a theoretical framework |
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| there are 6 standards each for objective and interpretive |
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| what makes a theory good? |
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1. explanation of the data - creates order, focuses on relevant variables
2. prediction of future events - reliable in physical sciences, in social sciences based on probabilities
3. relative simplicity - rule of parsimony - we accept simple explanation
4. hypothesis that can be tested - if there's no way to disprove it, it's just a guess
5. practical utility - provides control or serves a purpose
6. quantitative research - experiments, cause and effect, surveys |
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1. new understanding of people - clarifying texts, complex communication, subjective understanding
2. clarification of values - unmask the ideology behind messages, acknowledge your own values
3. aesthetic appeal - form can be as interesting as content
4. a community of agreement - a theory must have widespread scrutiny and usage
5. reform of society - theory challenges cultural assumptions, generates ideas leading to social action
6. qualitative research - textual analysis, ethnography, description, and interpretation |
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| socio-psychological tradition |
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-objective perspective
-seen as interpersonal interaction that exerts influence reflects idea that behavior is influenced by one or more variables
-past behavior is a good prediction of future behavior |
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| study of info processing, feedback, and control in communication systems -- example: thermostats |
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-artful address = communication
-focuses on the practical art of talk
-reflects public speaking |
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| the art of using all available means of persuasion, focusing on all lines of argument, organization of ideas, language use, and delivery |
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| how the power of beauty of language can move people |
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-study of verbal/non verbal signs and how it impacts society
-meaning is achieved with common language |
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| -arbitrary words and non verbal signs that bear no natural connection with the things they describe; meaning is derived culturally |
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| language and gestures, continuous into a conversational process |
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| 3 core principals of symbolic interactionism |
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1. meaning
2. language
3. thinking
*they all lead to self and society |
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| in language. it is constructed by people |
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| mental self image that results from taking the role of the other, the objective self; me. |
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| socially constructed -- individual conceptions result from judgements of others |
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| how is the self constructed? |
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| interpersonal communication |
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| the interactive process of creating unique shared meaning |
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- always in flux
- combines I and Me
- spontaneous, unorganized |
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1. bowling - linear model focusing on sender
2. ping pong - acknowledges back and forth
3. charades - captures collaboration, a cultural model |
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| what are some metaphor examples? |
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| 3 principals of meaning/symbolic interaction |
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1. humans act toward people/things on the basis of meanings they assign to them
2. humans have the ability to name things
3. an individual's interpretation of symbols is modified by his/her thought process |
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| the composite mental image we developed of others in a community, including expectations and possible responses |
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1. research - participation observation
2. naming - labels can be powerful/potentially harmful
3. self fulfilling prophecy - "got to believe it to see it"
4. symbol manipulation - people rally around symbols |
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| process by which we collectively create the events and objects of our social worlds |
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| CCM (coordinated management of meaning) |
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| starts with the assertion that person's in conversation co construct their own social realities nd are simultaneously shaped by the worlds they create |
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| conversation that invites listening and further conversation |
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| an unwanted repetitive communication pattern |
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| pressures we feel to respond in a certain way to what is said to us |
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| interpretive and practical |
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| CMM is what kind of theory(s)? |
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-social constructionists and action researchers
-curious participants in a pluralistic world (b/c there is no one truth)
-actively involved |
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| how do you describe CMM researchers? |
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| stories lived and stories told are intertwined |
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| what does CMM distinguish between? are they intertwined? |
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| co constructed actions that we perform with others |
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| narratives we use to make sense of stories lived |
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1. speech act - any verbal or non verbal message as part of an interaction
2. episode - sequence of speech acts
3. relationships - emerge from coordinated actions and managed meaning
4. identity - self image becomes a context for how we manage meaning
5. culture - webs of shared meanings and value |
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| what are the 5 context points of storytelling? |
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-we can identify destructive patterns of communication
-reciprocated diatribe
-cosmopolitan communication = coordination with people from different backgrounds |
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| what is CMM as a practical theory? |
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-philosophy of dialogue
-ethical communication
- I-it relationships (objectify others) I-thou relationships (brother/sister) |
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| what did martin buber come up with |
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| metaphor for the place where we stand our ground but remain open |
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| invisible, variable volume of space surrounding an individual that defines that individuals preferred distance from others |
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| the study of people's use of space as a special elaboration of culture |
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intimate distance = 0 to 18"
personal distance = 18' to 4 ft
social distance = 4ft to 10ft
public distance = 10 ft and up |
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| proxemic zones are ___ norms |
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| hypothetical outer boundary of imitate space |
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| heightened state of awareness or mental alertness that comes when proxemic expectations are violated |
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| goes beyond spacial concerns to include an interconnected system of nonlinguistic cues |
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| expectancy, violation valence, communicator reward valence |
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| what people predict will happen, educated guess, not wishful thinking |
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| perceived positive/negative value assigned to a breach of expectations, regardless of the violator |
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| communicator reward valance |
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| the sum of positive and negative attributes brought to the encounter plus the potential to reward or punish in the future |
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| status, ability, good looks |
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| what factors enhance reward potential? |
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| interaction adaptation theory |
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| systematic analysis of how people adjust their approach when another's behavior doesn't mesh with what's needed, anticipated, or preferred |
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| a person's initial stance toward an interaction as determined by a blend of personal requirements, expectations, desires |
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| survival ---> self fulfillment |
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| maslow's hierarchy of needs |
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| strong human tendency to respond to another's actions with similar behavior |
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| a theory that seeks to explain individual differences in people's ability to communicate skillfully in social situations |
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| persons make sense of the world through systems of personal constructs |
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| cognitive templates or stencils we fit over social reality to order our impressions of people (people on sport's teams) |
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| role category questionnaire |
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| crocket's free response survey designed to measure the cognitive complexity of interpersonal perception |
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| the mental ability to distinguish subtle personality and behavior differences among people (being able to read people) |
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| mental structures and mental processes |
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| what does constructivism distinguishes between what? |
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| the main component of cognitive complexity as measured by the number of separate personal constructs used on the RCQ |
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| they have the ability to produce person centered messages tailored for a specific individual and adjust accordingly |
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Definition
| how do people with desired range of interpersonal constructs behave? |
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| sophisticated communication |
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| a person-centered message that can accomplish multiple goals |
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goals- the result of an assessment (where do you want to go) ; primary and secondary
plans - a selection of a message strategy
action - tactics enacted, messages sent |
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| 3 stages of message production |
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| the production of sophisticated, constructive messages is the result of? |
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| social support, relational maintenance, organizational effectiveness |
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| what are the benefits of person-centered messages? |
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| helps when both parties in relationship have same level of verbal sophistication |
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1. something our culture may or may not teach well
2. something that middle or upper class people may get more opportunities to acquire than people who are necessarily focused on day to day survival skills |
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Definition
| if complex thinking is partially based on culture, then it follows that our ability to produce person-centered messages is? |
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| the process of developing intimacy through mutual self disclosure and other forms of vulnerability |
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onion like layers of beliefs, feelings about self, others, and the world
-outer layers readily shared, available information
-somewhat protected layers are preferences is music, food, etc.
-more protected layers are goals, aspirations, religious convictions
-most protected layers are deeply held fears, fantasies, secrets, concepts of self identity |
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| the voluntary sharing of personal history, attitudes, feelings, and values |
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| law of reciprocity, "you tell me your dream and i'll tell you mine" |
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| paced and orderly process in which openness in one person leads to openness in the other -- and an example? |
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| we regulate closeness on the basis of rewards and costs |
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| people can accurately gauge the benefits of their actions and make sensible choices based on predictions (expectations) |
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| a means of measuring relational satisfaction, the threshold above which an outcome appears attractive, determined by relational history |
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comparison level alternatives
ex: could i be in a better relationship? |
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| the best outcome available in other relationships -- example? |
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| the belief that individuals should maximize pleasure and minimize pain |
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| the assumption that people want both privacy and intimacy; there's a natural tension between disclosure and withdrawal |
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