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| deals with literal or denotative meaning. example: a parent says clean your room now; the content meaning is that the room is to be cleaned immediately. |
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| understanding both our own and another person's perspective, beliefs, thoughts, or feelings. When adopting the dual perspective we understand how someone else thinks and feels about issues |
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| branch of philosophy that focuses on moral principles and codes of conduct. Focuses on right and wrong. |
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| listeners give this in response to a message. |
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| we treat others impersonally, like objects. We do not acknowledge the humanity of other people. examples: clerical staff, servers in resturaunts |
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| portrayed communication as a process in which listeners get feedback. recognize that communicators create and interpert messages within personal fields of experience. The more the fields overlap the better they can understand each other. |
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| interpersonal communication |
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| selective, systemic, unique, processual, transactiosn that allow people to reflect and build personal knowledge of one another and create shared meanings |
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| Interpersonal communication competence |
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| the ability to communicate effectively and appropriately |
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| the highest form of human dialouge. Each person affirms the other as cherished and unique. |
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| Accounts for the majority of our interactions. people are more than objects, but not unique individuals. |
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| Flowing in one direction. From a sender to a passive receiver. |
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| communication about communication. What do you mean? Why are you so stressed? Communicates about non verbal communication |
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| a representation of what something is or how it works |
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| capacity to observe and regulate your own communication. Being able to control your communication. Understanding what you are saying and how you are saying it. example: control over anger, not snapping back or cussing |
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| anything that causes a loss of info as the info flows from source to destination. 3 types Physical, psychological |
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