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| >Hkr2ÎF$æÌÉÇâ%½'IˆÌ¦¬œì Ùôúj²Ø9 |
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| V›“eŒîÒÀ— YȬƒ/…õšEüõ%uŒ³èíhtG¹5LLc…A¦“7ीdÎ||eyèÆzACÜ)b‘ä±)ªxsÂœS’³ˆªéÚˆ cj‹Br–¯4òd–ó–CØ—VYƒ{SáÒú |
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| ¿À‡„`so]@Ó<œîÄÞ÷¬ªNÑ>JCŒóë;ì‘[ |
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| OP°•ŠÉó3ÑÄpxÞǦ1„@ëïøtÃzÑ©a¤~9({Ù”º |
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| –õåÅâ‰ÊåQêMH¢¨¸$¡Ï9Ü!&Õ³¥TùÀ®TZ -årŒ RoÔ1Χӌ¿5 iŠ•–WúD³ |
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| ÅŽ³íÕc¹NH!Tð0ÑìœDcæ=̇ Ñ·•S4óÿÓ Ï -gÒ” |
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| s¿¶/ŽÌ°GÙ岫U¯»cñ\Hùȧ×õÕñ“Ž¾eý ÿÿ PK ! KU;ñù 1 word/_rels/document.xml.rels ¢( ¬’ËjÃ0E÷…þƒ˜}-;}PBälJ!ÛÖý E ?¨, iúðßwHÛàÐàn¼Üº÷0º›íç`Å;ÆÔ{§ Èr茯{×*x© ¯îA$Ò®ÖÖ;T0b‚myy±yB«‰ ¥®I°‹K |
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| a process in which people generate meaning through exchange of verbal and nonverbal messages |
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| building blocks of communication events |
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| something that represents something else and conveys meaning |
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| the words we speak and gestures we use are generally accepted to be what they represent because they are... |
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| signs that represent a thing itself and always bear some resemblance to the object to which they refer |
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| indexical signs + an example |
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signs that reveal something beyond the thing itself
ex) animal prints in the snow.. its not the animal but its a clue to what kind of animal it is |
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| the concrete meaning of the message, and the meanings suggested by or associated with the message and the emotions triggered by it |
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| what a message conveys about the relationship between the parties |
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| the physical surroundings of a communication event |
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| the people interacting during communication |
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| transmitting ideas and emotions via signs and symbols |
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| taking ideas and converting them into messages |
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| recieving a message and interpreting its meaning |
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| the means through which a message is transmitted |
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| any stimulus that can interfere with, or degrade, the quality of a message |
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| the response to a message |
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| the education, life events, and cultural background that a communicator possesses |
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| the learned patterns of perceptions, values, and behaviors that a group of people shares |
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| standards of what is right and wrong, good and bad, moral and immoral |
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| the standards of right and wrong that one applies to messages that are sent and received |
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| the balance of open-mindedness and critical attitude needed when evaluating another's messages |
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| the honest and ethical responses receivers provide to the message of others |
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| the refusal to acknowledge the intended meaning of a message |
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| communication acts that attempt to deny others the right to speak based on their positions or identities |
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| pertaining to the belief that there is a single correct moral standard that holds for everyone, everywhere, everytime |
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| pertaining to the belief that moral behavior varies among individuals, groups and cultures |
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| the balance of open-mindedness and critical attitude needed when evaluating others' messages |
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| expectancy violation theory |
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| theory explaining how individuals respond to and interpret communication behavior when it violates their expectation |
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| sets of statemenst that explain a particular phenomenon |
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| the people who tauht persuasive skills in the greek city-states |
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| an era of tremendous intellectual artisitc and scientific achievements in europe spanning the fourteenth to the seventeenth centuries |
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| the blief that science and reason were the pathways to human enlightenment and human nature and its potential were to be celebrated |
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| eighteenth century belief in human rationality as the answer to human problems |
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| the belief that actul behavior is the only event worthy of study |
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| the mechanics of public speaking, including proper pronunciation, posture, and grammar |
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| an accepted set of methods for developing new knowledge about a subject |
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| contemporary term for the behaviorist approach |
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| contemporary term for humanistic (rhetorical) study |
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| belief system that represents a particular worldview |
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| a set of statements that explains a particular phenomenon |
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| the specific ways that scholars collect and analyze data which they then use to prove or disprove their theories |
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| relating to everday real life situations such as a classroom, cafe, or shopping mall |
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| methods that convert data to numerical indicators, and then analyze these numbers using statistics to establish relatioships among the concepts |
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| methods in which researchers study naturally occurring communication rather than assembling data and converting it to number |
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| relating to research in which researchers actively engage with participants |
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| used by researchers to examine texts or public speeches as they occur in society with the aim of interpreting textual meaning |
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| an approach used not only to understand human behavior but ultimately to change society |
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| similar to rhetorical analysis, used to analyse cultural products such as media and public speeches |
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| a broad intellectual and social movement of the late twentieth century |
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| a broad intellectual and social movement of the late twentieth century |
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| the belief that through rational thiking, humans can advance and discover universal truth |
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| an approach in which reality is subjective and power is an important issue |
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| who a person is, composed of individual and soal categories a person identifies with, as well as the categories that thers identify with that person |
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| the idea that peoples self images arise primarily from the ways that thers view them and from the many messages they have received from others about who they are |
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| self image that results from the images others reflect back to an individual |
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| the important people in an individuals life whose opinions and behaviors influence various aspects of identity |
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| the ollection of roles, rules. mpr,s. beliefs amd attitudes endorsed y the communicat in which a person lives |
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| when an individual expects something to occur, the expctation increases the likelihood that it will |
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| the understanding of ones unique characteristics as well as the similarities to and differences from others |
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| part of ones self concept arises out of how one perceives and interprets relfected appraisals and social comparisons |
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| the process or means by which we show the world who we think we are |
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| performing scripts deemed proper to particular identities |
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| the expectation that one will perform in a particular way because of the social role occupied |
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| the identification with a particular racial group |
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| self identify as having more than one racial identity |
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| identification with a particular group with which one shares some or all of these characteristics national or tribal affiliation, religious beliefs, language, and or cultural and traditional origins and background |
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| how and to what extent one identfies with the social construction of masculinity and femininity |
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| which of the various categories of sexuality one identifies with |
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| a combiniation of self perception of age along with what others understand that age to mean |
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| an informal ranking of people in a culture based on their income, occupation, education, dwelling, child-rearing habits, amd pther factors |
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| aspect of identity defined by ones spiritual beliefs |
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| the process of choosing which sensory information to focus on |
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| the process by which one recognizes what sensory imput to focus on |
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| the act of assiging meaning to sensory information |
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| conciously or unconciously attending to just a narrow range of the full array of sensory information available |
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| organizational structures or templates that tell what information belongs together and how to read or understand what is perceived |
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| the ability to form mental models of the world |
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| the sequence of actions one develops to attain specific goals |
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| a relatively fixed sequence of events that functions as a guide or template for communication or behavior |
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| a cognitive process used to organize information by placing it into larger groups of information |
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| a name assigned to a category based on ones perception of the category |
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| creating schemas that overgeneralize attributes of a specific group |
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| explanation of the processes we use to judge our own and others behavior |
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| the tendency to attribute ones own negative behavior to external causes and ones positive actions to internal states |
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| the tendency to give ones self more credit than is due when good things happen and to accept too little responsibility for thhose things that go wrong |
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| categories people develop to help them organize information |
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| the degree to which a persons constructs are detailed, involved or numerous |
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| the tendency to view ones group as the standard against which all other groups are judged |
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| experiencing adversive or negative feelins toward a group as a whole or toward an individual because he or she belongs to a group |
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| the role prejudice plays in protecting individuals sense of self worth |
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| the role played by prejudice allowing people to view their own values normas and cultural practices as appropriate and correct |
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| the specific position or positions one holds in a society |
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