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| Effective verbal messages include words at many levels of _____ |
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| discrimination based on age, usually against older people |
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| language that discriminates based on the age of the person |
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| the illogical assumption that all can be known or said about a given person, issue, object, or event. Avoid allness statements; they invariably misstate the reality and often offend the other person |
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| Other messages are _____: the author is not identified |
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| a willingness to stand up for your rights but with respect for the rights of others. Increase assertiveness by analyzing the assertive messages of others, rehearsing assertive messages, and communicating assertively. In communicating assertively: describe the problem, say how the problem affects you, propose solutions, confirm your understanding, and reflect on your own assertiveness |
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| a communication pattern that acknowledges another person's presence and indicates an acceptance of this person, this person's self-definition, and the relationship as defined or viewed by this other person. When you wish to be confirming, acknowledge (verbally and/or nonverbally) others in your group and their contributions |
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| the feeling or emotional aspect of a word's meaning; generally viewed as consisting of evaluation (for example, good-bad), potency (strong-weak), and activity (fast-slow) dimensions. Clarify your connotative meanings if you have any concern that your listeners might misunderstand you; as a listener, ask questions if you have doubts about the speaker's connotations |
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| the terms used to talk about cultural identifications, for example, race or religion. Use cultural identifiers that are sensitive to the desires of others; when appropriate, make clear the cultural identifiers you prefer |
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| the objective or descriptive aspect of a word's meaning; the meaning you'd find in a dictionary |
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| the process by which someone ignores or denies the right of another individual even to define him- or herself. Generally, avoid disconfirmation along with sexist, heterosexist, racist, and ageist language, which is insulting and invariably creates communication barriers |
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| a point of view in which primary consideration is given to the world of experience and only secondary consideration is given to labels |
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| a misevaluation in which a person makes an inference, regards it as a fact, and acts upon it as if it were a fact. Distinguish facts (verifiably true past events) from inferences (guesses or hypotheses), and act on inferences with tentativeness |
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| language that denigrates lesbians and gay men. Avoid it; it will make you appear a bigot or, at best, ill-formed |
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| a misevaluation that results when you categorize people, events, or objects into a particular class and respond to them only as members of the class; a failure to recognize that each individual is unique. Treat each situation and each person as unique (when possible), even when they're covered by the same label. Index key concepts |
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| a point of view in which primary consideration is given to the way things are labeled and only secondary consideration (if any) to the world of experience. Avoid intensional orientation; look to people and things first and to labels second |
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| the act of sending messages with the intention of giving another person information you believe to be false |
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| communication about communication. Metacommunicate when you want to clarify the way you're talking or what you're talking about by, for example, giving clear feedforward and paraphrasing your complex messages |
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| the desire to be autonomous, to have the right to do as you wish |
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| Some messages are _____ or "signed"; that is, the author of the message is clearly identified, as it is in your textbooks, news-related editorials, feature articles, and, of course, when you communicate face-to-face and, usually, by phone or chat |
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| a form of fallacious reasoning in which only two extremes are considered; also referred to as black-and-white or either/or thinking or as a two-valued orientation. Avoid thinking and talking in extremes by using middle terms and qualifiers. But remember that too many qualifiers may make you appear unsure of yourself |
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| civility, consideration, refinement, respect, and regard for others as expressed verbally and nonverbally; interaction that follows the socially accepted rules for interpersonal interaction |
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| the desire to be viewed positively by others, to be thought of favorably |
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| language that denigrates, demeans, or is derogatory toward members of a particular ethnic group |
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| a response to an individual that acknowledges the person but expresses disagreement |
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| language derogatory to members of one gender, generally women |
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| an orientation that fails to recognize that the world is constantly changing; an attitude that sees people and events as fixed rather than as ever changing |
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| messages that are sent using words |
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| Messages are _____; verbal and nonverbal signals interact to produce one (ideally) unified massage. Six major ways nonverbal messages can interact with verbal messages are to (1) accent, or emphasize a verbal message; (2) complement, or add nuances of meaning; (3) contradict, or deny the verbal message; (4) control, or manage the flow of communication; (5) repeat, or restate the message; and (6) substitute, or take the place of a verbal message |
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| Message _____ are in people-in people's thoughts and feelings, not just in their words |
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| Messages are both denotative and _____. Denotation is the dictionary meaning of a word or sentence. Connotation is the personal meaning of a word or sentence. Denotative meaning is relatively objective; connotative meaning is highly subjective |
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| Messages vary in _____; they vary from very specific and concrete to highly abstract and general |
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| Messages vary in _____-from rude to extremely polite-and may be viewed in terms of maintaining positive and negative face. Variations in what is considered polite among cultures are often great |
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| Messages can be onymous, in which the sender is identified, or _____, in which the sender is unidentified |
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| Messages can _____; some messages are lies |
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| Messages vary in _____. Standing up for one's own rights without infringing on the rights of others is the goal of most assertive communication |
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| Messages can confirm and disconfirm. _____ is communication that ignores another, that denies the other person's definition of self. Confirmation expresses acknowledgment and acceptance of others and avoids racist, heterosexist, ageist, and sexist expressions that are disconfirming |
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| _____: the word is not the thing. Avoid intensional orientation, the tendency to view the world in the way it's talked about or labeled. Instead, respond to things first; look for the labels second |
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| See the _____; avoid allness, our tendency to describe the world in extreme terms that imply we know all or are saying all there is to say. To combat allness, remind yourself that you can never know all or say all about anything; use a mental and sometimes verbal "et cetera" |
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| Distinguish between facts and _____, and act differently depending on whether the message is factual or inferential |
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| Discriminate among. Avoid indiscrimination, the tendency to group unique individuals or items because they're covered by the same term or label. To combat indiscrimination, recognize _____, and mentally index each individual in a group (teacher1, teacher2) |
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| Talk with _____ terms; avoid polarization, the tendency to describe the world in terms of extremes or polar opposites. To combat polarization, use middle terms and qualifiers |
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| Update messages regularly; nothing is _____. Avoid static evaluation, the tendency to describe the world in static terms, denying constant change. To combat static evaluation, recognize the inevitability of change; date statements and evaluations, realizing, for example, that Gerry Smith2006 is not Gerry Smith2013 |
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