Term
| people-oriented, action-oriented, content-oriented, time-oriented |
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Definition
| What are the different listening styles? |
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| seek out common interests with the speaker and are highly responsive. They are interested in the speaker’s feeling and emotions. These listeners Might say something like, "How did that make you feel," when talking with someone |
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| Prefers error-free and concise messages. These folks might say something like, "Get to the point," when talking to someone |
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| Focuses on the details of the message. These listeners ask direct questions and often critically evaluate the source’s message |
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| Interested in brief interactions with others. These types of listeners make it clear that they only have a short period of time to communicate and might even start the conversation by saying, "I hope that you can make it brief because I am running late" |
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Term
| discriminate listening, appreciative listening, comprehensive listening, evaluative listening, empathetic (or therapeutic) listening |
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Definition
| What are the motivations to listen? |
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| Helps us understand the meaning of the message. Potential pitfall- in our attempt to reduce uncertainty about a message’s meaning, we often selectively listen to certain stimuli while ignoring others. It is important to keep an open mind |
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| Listen for the pure enjoyment of listening to the stimuli. Potential pitfall- if you really want to listen for pure entertainment, it is important to eliminate distractions or noise (e.g., turn off cell phones!) |
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Definition
| Mindfully receiving and remembering new information. Potential pitfall- listener must determine which messages are the most important. Consider repeating information back to the source to check for comprehension |
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| Critically assessing messages. Potential pitfall- prejudices and biases may interfere with our listening ability. Think about how your associations with particular groups or organizations (i.e., religious or political affiliations) may affect how you interpret messages |
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Term
| empathetic (or therapeutic) listening |
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Definition
| Help others by providing a supportive ear and assist in uncovering alternative perspectives. Potential pitfall- be sure to determine whether the source wants you to just listen or to provide solutions for the problems shared during your conversation |
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Term
| pseudo-listening, monopolizing, disconfirming, defensive listening, selective listening, ambushing |
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Definition
| What are the common listening misbehaviors? |
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Definition
| pretending to listen to the speaker |
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| take the focus off the speaker and redirect the conversation and attention to themselves |
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| deny the feelings of the speaker |
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| perceive threat in the situation |
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| Only focuses on parts of the message that we agree/disagree with, to remain cognitively stable. Only responding to those parts of the message and ignoring others |
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| selectively and strategically listening for information in the message that can be used against the speaker |
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Term
| BE OPEN to the message, INTERPRET the message, GIVE FEEDBACK, ENGAGE in dual perspective, ADAPT your listening style, REDUCE noise, STORE the message |
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Definition
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Term
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| The process of using communication behaviors purposefully to reduce psychological and physical distance |
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| Benefits of verbal immediacy include increased perceptions of _____ and _____ |
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| Using specific word choices and syntactic structures to increase perceptions of psychological closeness ("_____" and "_____") |
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| occurs when individuals feel recognized, acknowledged, valued, and respected |
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| Positive attributes such as assertiveness and importance can be influential, commanding, and authoritative. Uses a combination of proper English, clear thoughts, organized ideas and a persuasive structure |
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| Negative attributes such as shyness, introversion, timidity, nervousness, and apprehension. Includes hesitations, hedges, tag questions, polite forms, intensifiers, and disclaimers |
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Definition
| _____ of _____ messages: Express recognition of the other’s existence, acknowledge a relationship of affiliation with the other, express awareness of the significance or worth of the other, accept or endorse the other’s self-experience |
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Definition
| _____ of _____ messages: Indifference, imperviousness, disqualification of the message or speaker |
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Definition
| Communicating by choosing specific words that may not demonstrate the whole truth |
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Definition
| symbols are more likely to resemble what they represent |
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| Symbols are arbitrary and nonrepresentational. Semantics are the meaning we attribute to each word or symbol |
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| universal meaning of the word found in the dictionary |
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| personal meaning that the source has with that word |
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| Example of _____ _____: The word "child" may evoke a wide range of emotional responses for individuals and varies depending on whether someone has children, likes children, has regular contact with children, etc. |
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| Body movements. Learned behaviors are typically modeled by the infant’s parent or caregiver through a process called "social referencing" |
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| a process by which individuals will rely on others around them to determine how to respond to unfamiliar stimuli |
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Term
| emblems, illustrators, regulators, affect displays, adaptors |
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| What are the types of kinesics? |
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| Specific nonverbal gestures that have a particular translation; Example: Thumbs up |
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| Description or depiction of something using your body; Example: I caught a big fish last week (hold out hands to show how big) |
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| Body movement used to control the communication flow such as leaning forward, opening your mouth, nodding, and using your hand to gesture; Example: May turn away from someone in a conversation to indicate that you are done talking |
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| Overt physical responses to our emotions that can be either positive or negative; Example: Slumped over shoulders may indicate sadness or fatigue |
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| Body movements that are enacted at low level of awareness that usually indicate nervousness, anxiety, or boredom; Example: Twisting hair, playing with change in pockets, cracking knuckles |
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Term
| liking, status, level, ambiguous |
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Definition
| Amount of haptics is related to _____ and _____. Individuals with higher status typically choose whether to initiate touch into the relationship. The type of touch and who is touched is determined by the _____ of the interpersonal relationship. Haptics is the most intimate type of nonverbal communication and is also the most _____ |
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Term
| functional-professional, social-polite, friendship-warmth, love-intimacy, sexual-arousal |
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Definition
| What are the categories of touch? |
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Definition
| Accomplish a specific task by those working within a specific role; Example: Doctor-patient communication |
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| Touches that occur between business partners, acquaintances and strangers; Example: Handshake between colleagues |
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| Touches that occur between extended family members, close business associates, and friendly neighbors; Example: Hugging a friend |
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| Touches that occur between family members and friends where there is affection and a deep level of caring; Example: Extended hug, holding hands |
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| Occurs within sexual/erotic contexts; Example: Kissing |
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| The physical objects and environmental attributes that communicate directly, define the communication context, or guide social behavior in some way; Example: Tattoos, jewelry, glasses |
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Definition
| how we use and perceive time |
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Term
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Definition
| Americans tend to be more _____ because time is considered to be "linear" in nature. Punctual, scheduling appointments, strict adherence to starting times and ending times are all valued behaviors. Being early is perceived as being organized, professional, prepared, and productive. Being late is perceived as being lazy, disorganized, uninterested, and unprofessional |
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| _____ cultures perceive time as circular. Several things can be done at the same time. Meetings are viewed as time to cultivate relationships. More important to finish the conversation than to be "on time" for the next appointment |
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