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Definition
| the process of mutual creation and meaning |
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| a representation of communication as a linear process, with messages traveling from a source, through a medium, to a receiver. |
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| linear communication model, the originator of a message ( creates the message and selects a means or medium ) |
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| In a linear communication model, the carrier of a message |
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| In a linear communication model, the recipient of a message. |
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Physical noise is a noise outside of the communication itself ( ex. Loud music)
Semantic Noise a problem in the construction of the message ( your professor uses unfamiliar technical jargon)
Psychological noise are predispositions, biases, or prejudices
Physiological noise is not operating at full communication capacity ( hungry, sick) |
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| a representation of communication efforts as primarily within a sources control. |
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| Transforming a message into an understandable sign and symbol system. |
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| interpreting signs and symbols (ex: listening to a speaker) |
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| a representation of the elements of communications as interdependent and the process of communication as ongoing and dynamic. |
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| the perspective that communication is the process of sending and receiving information from one communicator to another (linear model) |
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| the perspective that communication creates something that did not previously exist (transactional model) |
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| the perspective that communication is directed not toward the extension of messages in space but toward the maintenance of society in time and the representation of shared beliefs ( communication constitutes culture ) James Carey 1989 |
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| The world made meaningful socially, constructed and maintained through communication |
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| (mainstream culture) The collective cultural experience held and shared by the large majority of people |
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| Bonded Culture(co-culture) |
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| cultural identities existing within the larger culture |
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being aware of and making meaning from the world around us
Involves selection, organization, and interpretation |
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| a mental structure built from past experiences that we use to process new information and organize new experiences |
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| stereotype(form of schema) |
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| a generalization about people, places, or things. |
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| something that signals the presence of something specific/relatively objective (stop sign means stop) |
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| arbitrary indicator of something else; relatively subjective and abstract (different meaning to different words, objectives, etc) |
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a way of understanding the relationship between an object, our sign or symbol for it, and the meaning we give it.
The referent; the object itself
It’s sign or symbol ( designed to “stand in” for the referent )
The reference ( the thoughts generated by the sign or symbol, in other words the meaning) |
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| Representational Communication |
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| Describing or conveying some facts or information |
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| Presentational Communication |
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| An individual person's version of facts or information ( someone connects referent and symbol in a specific way to product meaning) |
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| ( George Herbert) a way to understand how people’s sense of self develops from their ongoing, interlinked conversations in and with a culture. ( ex: baseball team.. Learn by observing and interacting) |
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| (in symbolic interaction) the idea that the self is accomplished by seeing ourselves as others see us. |
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| Six “Selves” involved in all interactions: |
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Definition
You
The Other
What you think of the other
What the other think of you
What you think the other thinks of you
What the other thinks you think of him/her. |
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| In symbolic interaction, any objects to which people can refer. |
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| Frame Analysis; (Erving Goffman) |
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| cues alerting us to the proper role we should play |
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| specific sets of expectations that people use to make sense of specific social situations |
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| framing a situation as less serious, more open to personal expression. |
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| framing a situation as more serious, less open to expressions of personal identity. |
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| information in an interaction, allowing the fine-tuning of presentations of self |
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| Hyper-ritualized representations |
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| In frame analysis, media portrayals that cannot represent all the nuances of a phenomenon. |
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| We use communication to accomplish: |
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Definition
Be human ( communication is our primary means of interaction )
Exchange information ( primary tool of discovery )
Build and maintain relationships ( communication binds those ties as it defines them)
Have influence (we are always persuading) |
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| A communication system made up of formal units combined in systematic ways to cooperatively make meaning. |
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the occurrence and ordering of words and sounds to convey an intended meaning.
Example of Syntax:
Pat and I are friendly
Pat and I are friends.
Pat is my friend. |
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Rules describing the proper construction of phrases and sentences.
(Bad grammar lacks proper syntax) |
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| People who speak the same language and agree on the proper and improper use of language. ( make meaning cooperatively) |
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People who regularly interact and speak with one another.
In speech networks people build and share a specific common language which builds greater understanding of one another.
Friends, co workers, nick names, specific slang language, made-up words, etc. |
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Definition
a word's’ explicit meaning when used by a specific speech community.
Denotative meaning of these words are the same:
Domicile
House
Home |
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Definition
| A word's’ implicit, usually emotionally or evaluatively enriched meaning. ( you don’t go domicile for the holidays, you go home.. This produces different thoughts) |
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| Linguistic Relativity Hypothesis: ( Whorf-Sapr hypothesis) |
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| asserts that the language a speaker uses influences the way he or she thinks. |
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| Unstated comparisons between things or events that share some feature. |
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| Cultural reality is expressed in a a languages metaphors, unstated comparisons between things or events sharing a common feature. |
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Language signifying concepts, qualities, or ideas.
Fabulously wealthy is an abstract answer |
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| A visual representation of using various levels of abstraction to make different types of meaning. Moving from the bottom up on the ladder, language becomes more abstract. As it does so, it becomes richer in connotation and more open to interpretation. (Developed by Linguist S. I. Hayakawa) |
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Using Language to get what is wanted or needed.
(Ex: ordering lunch) |
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Using Language to control the behavior of others.
(ex: asking roommate to turn off TV so you may study) |
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Using Language to provide and get information.
(ex: telling a story, asking a question) |
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| Using Language to change the attitude or thinking of those around us. |
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Delivering information believed to be untrue with the intention to deceive. (how far can you ethically stretch the truth when trying to persuade?)
3 components for lying:
The speaker offers information
The speaker believes the information is not true
The speaker intends to deceive or mislead. |
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Using language to establish, define, and maintain relationships.
(Language that connects us together) |
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| Scripted and superficial conversations based on social convention. |
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| Using Language to meet and important social environment or expectation. (pray/chant in church, wedding toasts, remembering people in eulogies ) |
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| Using Language to bring pleasure. ( sing songs to loved ones, word games, puns) |
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| Using language to state personal feelings, thoughts, and attitudes. (roommate refuses to turn off light, you tell them their selfish) |
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| meaning made through specific forms of language that occur or are excluded in various contents. (joke in classroom.. Joke at funeral.. Different meanings) |
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| Meaning made by our choice of word and sound alternatives when speaking with a specific group of people. ( people react differently to a high end bankers using of sloppy grammar, than a low end clerks use of sloppy grammar) |
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| Meaning based in share experience. ( symbols including the words and sounds that make up a language, are culturally negotiated ) |
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| The assumption that those who share a culture share knowledge of a word’s meaning. |
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When a sentence can reasonably be interpreted in more than one way. Language is enriched by syntax.
Noun: Flying is Fun
Verb: I am flying to Vegas tonight.
Adjective: Watch out for flying debris. |
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The substitution of vague or less emotionally charged words for more direct options. ( way we use language flexibility to make meaning)
Hiding unpleasant truth
Can produce empty conversation |
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Term
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| People use polite language to protect face, the public image they try to claim Everyone has face-wants. People may respond to face-threatening acts either directly (with little concern for listeners’ face) or indirectly (off-record). We protect ourselves and others from loss of face through communication strategies called facework. |
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| the public image people try to claim |
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the need to feel appreciated and be protected.
Positive face-wants: reflected in people's desire to be approved of and appreciated >> positive politeness
Negative face-wants: reflected in people's desire to be unimpeded in their actions or free from intrusion, this produces negative politeness. |
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| interactions or requests that might threaten listeners’ face-wants. |
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| communications strategies designed to protect our and others face. |
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the process of relaying messages and meanings without the use of words
93% of communication is nonverbal
Verbal involves words, nonverbal doesn’t |
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| Nonverbal and verbal are both |
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Definition
| guided by rules, conventions.. Symbolic.. Influenced by culture(cultural influence).. Intentional or unintentional |
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| whether what we communicate verbally and nonverbally is intended. |
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| Nonverbal Coding System ( Judee Burgoons ) |
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| sees nonverbal coding systems as groups or clusters of behaviors that convey meaning, for example body movements, gesticulations and facial expressions. |
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| structuring the meaning of verbal communication through the use of nonverbal cues. |
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our use of space and distance to make meaning
*where you choose to sit in a classroom, stand by an acquaintance is proximity * |
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| the space people consider theirs ( temporary or permanent) |
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| communicating through touch |
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| the use of nonverbal cues to indicate closeness (setting, gender, relationship all affect this) |
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| Expectancy Violation Theory |
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Definition
| idea that when social expectations are violated, attention to nonverbal communication is heightened, with either positive or negative effects (not breaking out into song at a funeral, not calling someone by a name unless invited to) |
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| how we use time to communicate. ( late to class, delaying a bad phone call) |
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in the use of time, multitasking
.in the use of time, focusing on one task or activity at a time. |
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| the use of body motions in communication. ( hand gestures, posture, pacing, etc) |
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Definition
specific movement of hands and arms to communicate
Emblems: gestures that can be translated into words, shaking head “no”
Adapters: gestures used to fulfill a need, pushing hair out of face
Illustrators: gestures that emphasize a verbal message, using hand to measure
Affect displays: emotional gestures, shaking when you are anxious
Regulators: gesture to help the flow of speech, raising your hand in class |
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| Vocalics ( also paralanguage) |
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| sounds and rhythms other than actual words which come out of one’s mouth. ( tone, inflection, laughter, coughing, shouting, “shhh”) |
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Definition
the use of pupil dilation, eye movement, and eye contact in meeting making.
( avoiding eye contact, squinting in uncertainty, looking down in guilt) |
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Definition
the use of the faces mobility in communication
-Smiling to express joy
-Frowning to show sadness or dismay |
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Definition
| clothing, height-weight, body adornments (tattoos piercings, accessories) skin color, ethnicity, hairstyle/color, hygiene. |
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| objects we use to identify ourselves. ( what does a wedding ring communicate?)( dozens of photos around the house communicates family value) |
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| temperature, weather, smells, lighting, designs. (lighting candles on a date ) |
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| observing a moment of silence for a fallen soldier for example. |
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actively making meaning from the spoken messages of others
Cognitive ( mental) , affective (emotional) , and behavioral (physical)
-Listening is crucial to building and maintaining our interpersonal relationships
-Central to academic and professional success |
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Term
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Definition
the physical process of perceiving sounds.
-Physiological ( the mechanical functioning of the various parts of our ears) |
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| Misconceptions about Listening: |
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Definition
Hearing is the same as listening
Listening is easy, natural and effortless
Listening is a difficult skill to learn
Listening is simply a matter of intelligence
Read more, listen better.
Gender affects listening skills
In the communication process, speaking is more important than listening.
Listening is primarily a matter of understanding a speaker's words |
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| Components of Effective Listening: |
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Definition
Hearing - physically receiving the message
Understanding - comprehending the messages meaning
Remembering - recalling the message for later action
Interpreting - meaning making between listener and speaker
Evaluating - assessing the value of the message
Responding - responding appropriately, verbally and nonverbally, to the message |
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Term
| HURIER model of Listening ( Judi Brownell ) |
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Definition
| approach to listening asserts that effective listening is a process made up of several interrelated components that can be understood and improved as separate skills areas. |
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| Sender-receiver reciprocity |
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Definition
| Mutual and simultaneous exchange of feedback, ensuring the efficient transaction of meaning making. (clarifying what was said by asking questions to make meaning) |
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| barrier to listening external to the message itself. |
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| Barrier to listening introduced by the listeners mindset. |
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| Examples of Psychological noise |
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Definition
Hearing what you want to hear rather than what is actually said.
Biased listening (old news, boring, overly complex, puts no energy in convo)
Prejudices that color the listeners meaning making ( “he is a liberal..” )
Cultural differences
Errors in connotative meaning
Green-flag words: hot button words that cloud reason (carry emotion) |
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Barrier to listening introduced by listeners physical discomfort.
(sick, tired, hungry.) - interferes with all 6 of the HURIER model. |
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Definition
barriers to listening introduced by linguistic influences
-Not understanding speakers language, dialect, technical terminology
-Effects hearing component of the HURIER model |
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Definition
| information other than physical noise introduced into the communication situation that is not part of the message itself |
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| Counterproductive Listening Styles: |
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Definition
Dependant listeners: pay close attention to detail
interrupters : focused on what they want to say, stops listenings and changes topic because they’re uncomfortable.
Self conscious listeners: overly concerned about themselves and how they’re doing in the communication situation.
Intellectual listeners: focused on the words said and not the meaning. |
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Term
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Definition
Informative Listening: Listening, the primary goal of which is to understand the message - primarily take in information
Appreciative Listening: listening for enjoyment or pleasure. ( music, movie)
Relational Listening: Lending a sympathetic ear, trying to identify with the speaker. ( therapist listening to patient )
Critical Listening: Listening for evaluation or analysis. ( make a decision on information offered)
Discriminative Listening: Paying close attention to more than the simple denotative meaning of speakers words. ( listen for speakers change in tone, force) |
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