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| communication rules that regulate interaction by specifying when/how/where/with whom to talk about certain things |
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| communication rules that specify how certain communicative acts are to be counted |
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| opposing and continuous tensions that are normal in all close relationships |
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| communication between 2 people who interact face to face as senders and recievers |
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| people are happier and more satisfied with equitable relationships than with inequitable ones |
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| 1 of 3 relationship dialectics, the tension between the desire for spontaneous new experiences and the desire for routines and familiar experiences |
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| 1 of 3 relationship dialectics/tension between the desire for spontaneous new experiences and the desire for routines and familiar experiences |
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| involves desire for openness in tension with desire for privacy- sometimes we don't want to disclose things we don't want to discuss with anyone |
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| private world of rules/understanding/patterns of action and interpreting that partners create to give meaning to their relationship- nucleus of intimacy |
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| particular experiences and events that cause relationships to become more or less intimate |
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| special kind of group characterized by different complementary resources of members; strong sense of collective identity |
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| 3 or more people; interact over time and depend on one another (interdependent) |
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| demographically diverse group of people assembled to participate in a guided discussion about particular product before its launched |
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| people have expertise related to different facets of a project and who combine their knowledge and skills to accomplish a common good |
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| develop/submit recommendations to others who make final decisions |
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| collection of individuals interacting on a face to face basis to make 1 decision representing consensus of the group |
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| absence of critical/independent thought on the part of group members about ideas generated by the group |
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| ability to help/harm others- communicated in ways that highlight status/influence of person exerting the power |
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| attempt to increase personal status in a group by winning approval of high status members |
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| ability to empower others to reach their goals; people who use power to help others don't highlight own status and influence |
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| special kind of collaborat |
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| in groups disagreement characterized competitive communication self interested focus on part of members win-lose orientation |
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| group technique for generating potential solutions to a problem the free flow of ideas without immediate criticism |
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| unconstructive form of group contribution that's used to block others or to ease attention to oneself |
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| ways of thinking/acting/understanding reflect organizations distinct identity |
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| forms of communication that occur regularly and that members of an organizations perceive as familiar and routine parts of organizational life |
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| dramatic planned sets of activities that bring together aspects of cultural ideology in a single event |
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| responsibilities and behaviors expected of people because of their specific positions in an organization. Most organizations formally define roles in job description |
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| link members of organization together, formal: workplace, move and and move down; informal: friendships |
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| convey values/style/history of organization used to socialize new members into culture of an organization |
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| offers accounts of other members of organization and forewarn us about what to expect from whom |
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| announce how people see themselves and how they want to be seen by others |
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| transferring information through to reach masses of people by any communication by means of TV, radio, newspapers, etc |
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| amuse, interest, engage listeners; speeches to inform: increase listeners understanding/awareness of some topic |
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| change listeners attitudes/beliefs/behaviors to motivate listeners to action |
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| expertise/dynamism and character listeners attribute to speakers before they begin to speak |
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| result of how speakers communicate during presentations- may earn credibility by providing clear and well organized into and convincing evidence engaging delivery style |
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| main idea of entire speech should capture key message in concise sentence that listeners remember easily |
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| purposes of speech introduction |
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| gain listeners attention- give them reason to listen |
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| purposes of speech conclusion |
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| emphasize ideas, increase credibility, gain support (1. summarize main ideas 2. memorable final idea) |
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| word/phrase/sentence that connects ideas and main points in speech so listeners can follow speaker |
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| how public speaking compares to having face to face conversations |
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speeches differ: greater planning, practice
speeches similar: entertaining, informing, persuading |
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| stops short of memorizing exact words- rely on notes practiced but not memorized |
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| method of reducing communication apprehension that involves teaching people to revise how they think about speaking situations |
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| uses and gratification theory |
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| we use mass communication to gratify ourselves- select media we think will give us something we value/want |
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| person/group/institution controls the choice and presentation of topics by media |
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| Gutenberg invented in 15th century literacy available to everyone (not just upper class). Homogeneity of perspective: same message delivered to many people |
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| practice paid for by advertisers/program sponsors of featuring products in media so that the products are associated with particular characters, story lines, etc. |
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