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| the key to re-imagine the scientific landscape in which we live in. |
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| the landscape of bias that scientists live in; "normal" science; foundation of commonly accepted views about a subject; no progress towards truths. |
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| something that doesn't fit; things that stand outside the paradigm; an inconsistency. |
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| habitual lack of attention towards stimuli that are already known. |
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| the focus; paid attention to most of the time. |
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| the background; needs to be brought to the foreground in order to be critical. |
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| human-designed environments; lack of permeability, high expense of construction, clearly marked status levels, selection of materials based on maintenance, & uniformity in design & layout. |
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| political, fits into its surroundings, reflect its environment, refuses a single style of architecture, undercuts the value of metanarratives, comfortable, disagrees with technology. |
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| focuses on relationships, rather than on individuals; transaction, nothing can be defined in isolation. |
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| conversational narcissism |
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| shift attention to yourself when speaking. |
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| the study of distance as a communication message. |
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| the study of how people develop meanings for touch behaviors. |
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| the study of the meanings of body movements, macro (major) & micro (minor). |
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| how people structure experience in terms of their perceptions of starts, stops, and changes in processes. |
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| something that calls attention to, or stands for, something else; the object that carries meaning. |
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| our sense of what it stands for or refers to; the meaning of the sign. |
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| the sign resembles its object in some way; ex: a bad photo of yourself. |
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| a direct link between a sign and its object; ex: a sneeze is a signifier of an itchy nose. |
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| suggest, rather than verify, the relations between things; convention glues it together; ex: stop sign. |
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| literal, dictionary definition. |
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| tells you which way to read a sign. |
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| little meaning is obvious in explicit content; expected to rely heavily on context in order to interpret possible meanings. |
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| relies less on context for understanding than on explicitly stated messages. |
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| supply a great deal of information, assuming that there is no sufficient context or background for understanding. |
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| believe they have specialized verbal assumptions in common and therefore don't need to rely much information in order to understand. |
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| technical, worried about the power of language, doesn't like sophists, & cookery vs. nutrition. |
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| Truth= ideal knowledge, fall from grace & need rhetoric in order to get back. |
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| floral, never wrong decision, & speak well so use language well. |
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| artistic means of persuasion |
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| don't "speak for themselves"; creative & genuine persuasion. |
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| inartistic means of persuasion |
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| "found" in the situation; not a result of creativity or imagination of the communicator. |
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| aristotle's definition of rhetoric |
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| the ability to find the available means of persuasion in any given situation. |
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| a form of logical reasoning that has a minor premise, a major premise, and a conclusion. |
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| similar to syllogism, but one of the premises is implicit. |
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| hypodermic needle/magic bullet theory |
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| early perspective which held that media caused direct & measurable effects in individuals in the mass audience. |
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| lazarsfeld’s theory of opinion leaders |
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| people who attend closely to media messages & then influence others through interpersonal communication. |
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| producing audience; tell you what to think, and what to think about it. |
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| uses & gratifications theory |
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| media audiences use media content for their own gratifications and purposes. |
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| mimic another person's communication style. |
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| a condition in which two complementary positions grow progressively further apart, each as a result of the other. |
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| everyone dies, go crazy, & don't learn from mistakes. |
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| learn & grow as a community. |
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| ritually cleanse society, blame somebody else; 1. they are like us 2. they are different than us 3. re-establish identity. |
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| furnish individuals/collectives with the symbolic resources & strategies for addressing & resolving the given historical & personal problems they face. |
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| interaction is guided by people's desire to maximize communication "profit/reward" while minimizing their "loss/cost". |
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| the fundamental human reality can be observed only during those occasions when people meet each other. |
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| explores how spontaneous social action relies on the same bases as theatrical performances; during social interaction, 1. coordinate behaviors accordingly 2. reality is present. |
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| examines how relationships develop from the interplay of perceived opposite forces or contradictions. |
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| the similarities between the persuader & the persuadee. |
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| the differences between the persuader & the persuadee. |
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| look for errors, find faults, & try to pick apart whatever you're looking at so that you can see what's wrong; emphasizes logic, method, technique, precise control, definition, & analysis. |
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| support & clarify; assumes a willingness to suspend doubt, argumentation, & premature conclusions in favor of momentarily accepting the plausibility of another person's position. |
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| in any situation that calls for learning or appreciation, the perceiver must be at least adequate to the demands of the situation or its messages will seem meaningless. |
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| schon's reflection in action |
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| close relationship between theory & practice; how theory influences how we think about the world; selective perception/inattention; relationships have costs & rewards. |
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| shannon & weaver's 3 levels of problems |
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| technical, semantic, & effectiveness. |
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| nonverbal communication as meta communication |
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| nonverbal comments on what is actually being communicated; contextual analysis. |
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| the cycle for developing a theory |
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| asking (confronted with a problem), observing (focus questions lead to possible answers), theorizing (apply creative & critical powers to the problem), checking (verification research), & re-asking (questions fed back in). |
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| criterion of organization |
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| evaluating a theory by seeing relationships clearly. |
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| criterion of predictiveness |
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| evaluating theories by predicting reactions. |
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| evaluating theories by fueling curiosity to correct the wrongs. |
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| warns of dangers in unnecessary complexity. |
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| evaluating theories by the "stock of knowledge" within ordinary people/situations. |
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| criterion of refutability |
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| evaluating theories by not searching for confirmation. |
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| evaluating theories by illustrating patterns. |
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| processual (process of negotiation), personalized (must know what they mean), co-constructed (negotiated between groups), & multidimensional (never just mean one thing). |
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| Marx's definition of ideology |
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| 1. false consciousness, 2. men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given, & transmitted from the past. The tradition of all the dead generations weighs like a nightmare on the brain of the living. |
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| Gramsci's definition of ideology |
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| common sense; a system of traces without an inventory. |
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| William's definition of culture |
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| culture is ordinary; "everything in a whole way of life". |
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| negative feedback in construction of the self |
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| feedback that tends to support or reinforce the directions being taken by previous perceptions, assumptions, & expectations. |
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| positive feedback in construction of the self |
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| the whole thing works so smoothly and automatically that the only time the control system is consciously brought into play is when the input signals deviate from the norm. |
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| refers to the perceived importance to the self of a given object or event; selectivity is built into our sensory experience, not total, & supports an internal strain towards consistency. |
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| transmission view of communication |
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| the sending of signals or messages over distance for the purpose of control, “by communication"; SPACE. |
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| ritual view of communication |
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| not directed toward the extension of messages in space, but toward the maintenance of society in time “in communication”; TIME. |
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| Carey's definition of communication |
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| the symbolic process whereby reality is maintained, transformed, reproduced, & repaired; read the news like a drama. |
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| Fiske's 3 things for studying signs |
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| sign (means something other than itself), code (the rules/context), culture (everything in a whole way of life). |
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| 2 characteristics of a paradigm |
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| open-ended question & unprecedented. |
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| 5 axiom's of communication |
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| 1. cannot not communicate, 2. each time we communicate, we send information, 3. punctuated, 4. analogic (non verbal), 5. symmetrical & complementary interaction. |
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| rules that define the nature of rules |
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| 1. must be followable, 2. prescriptive, 3. contextual, 4. behaviorally based. |
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| the matching of one’s inner experience, to the extent that a person can be aware of it, with outer behavior. |
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