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Defining Interpersonal Communication:
Using __________ to represent ideasin ordertosharem eanings and create a personal bond between people. |
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| Transactional model of communication |
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communicators sending and receiving messages simultaneously
-communicators, encode, decode, channel |
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| characteristics of interpersonal communication |
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-continuous 2 channel process
- dynamic/ evolving
-consequential/ unintended outcomes
- irreversible
- imperfect (more talk isnt better) |
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| the literal or tyupical meanings ofthes ymbols used tocommunitcate |
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| the nature oft her elationship between communication partners that is imploied by thesymbols that are used to communicate |
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a description of the relationships among concepts that promote
- highilights specific concepts
- describes how concepts relate
- incomplete
- tested against experiences of ppl |
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| research methods to study interpersonal communication |
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-interviews
-ethnography
-surveys/questionnaires
- interaction studies
-experiments |
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values, beliefs, and conditions that weshare with a group of ppl
- shared norms, which refer tothe expectationsf orbehavior in a group |
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| how cultures form and change |
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emerges through selectivity (way of greeting)
-culture is sharedwith new members through socialization
-culture changes over time with invention and diffusion |
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explains how peoples cultureinfluences their comm behaviors
-uses speech code as system of symbols, rules and assumptions |
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any rule or regulation that limits, restricts, or bans speech beyond the strict legal limitations upon freedom of speech
-created through social interaction
- complicated/flexible
-affected by context |
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| interaction is guidedby the participantsmemberships in diff socialgroups, rather than unique individual qualities |
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| barriers to intercultural comm |
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-ethnocentrism - ones own cultural beliefs are better than others
uncertainty and anxiety
- marginalization - groups in a society are treated as less or inferior |
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sex - biologically male/female
gender - social construction of ones psychological identity as predominantly masculine or feminine |
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| characteristics of theself |
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subjective - self concept
personality - how psychologists classify us ona variety of tests
self-esteem - persons overall judgement ofhis/herown worth and value |
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| characteristics of the self (cont) |
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multifaceted - "sides" that reflect our roles in life
-facets more or less visible
* johari window demonstrates info we know/share/hide/unaware of |
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See Phone pic
open/blind/hidden/unknown
left others/top yourself |
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only some aspects of the self are relevant at each moment
our sense of self shifts over time and between situations
- sense of selfin action is working selfconcept |
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| sources of self knowledge |
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-observations of yourself
-social roles
-social comparison
-feedback fromo others |
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| observing and listening to your self and gaining insight to who you are |
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| image of a person that is embodied in communication |
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| we create our identity through |
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-qualities we display when we comm
- fashionchoices,int design, cars
- topics we choose to talk about |
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| reflection ofactual behavior |
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| we learn who we are by observing our behavior afterthe action |
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| self identity normally displayed in a given relationship |
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| cooley's looking glass self |
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| base perceptions of yourself you gain from looking at yourself from other peoples perspectives |
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cognitive structures that organize self related information
organizing principles vary:
independant/dependant masculine/feminine |
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| relatively fixed way of thinking about theself and relating to others |
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| self handicapping strategy |
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| making protective excusesinadvance to prevent possible future failures |
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| vygotsky - social development theory |
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| - external thoughts via social interaction play a leading role in development of cognition, and inner thoughts |
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Vygotsky’s theories of thought and language and language development are fundamentally about humans as social beings.
He tells us that all communicative moves are socially learned, then utilized in both inner and outer speech. We are re-hearing the voices of m/others in our thoughts and moves and talk. |
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| refers to the mental processes involved in gaining knowledge and comprehension. “the brain is working…we have cognition” |
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is the process by which a person filters and interprets information to create a meaningful picture of the world.
Process Includes
Selection
Organization
interpretation |
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involves directing attention !!!!!!!!! to a subset of sensory information based on:
Point of view (can be physical, emotional, power, expertise)
Intensity of stimuli (how is your attention gained: volume, movement?)
Personal relevance (me/not me)
Consistency with expectations (Goffman’s Expectations/Obligations)
Or Inconsistency with norms |
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is the process of arranging information into a coherent pattern. Make sense out of what you select (what is this?)
Gestalt (See Bateson in Interpersonal Communication pptx)
Figure 4.2 in text |
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ongoing process of assignming meaning to information
-subjective self |
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| Fundamental Attribution Error |
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| the tendency to make internal attributions for other peoples behavior |
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| tendency to make external attributions for our own behavior |
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| the tendency to make internal attributions for our successes and external attributions f or our failures |
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| defensive attribution bias |
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| the tendency to make internal attributions for someones successes and external attributions for their failures if they are similar to us |
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| the tendency to draw inferences aboutpeoples personality when their behaviors haven egative consequences |
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| the tendency to conclude that we contribute more to a group task than other group members |
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| explanations that link positive behaviors to internal and stable causes and negative behaviors to external and unstable causes |
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| linking negative behaviors to internal and stable causes and positive behaviors to external and unstable causes |
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adaptive - constructive comm - satisfying
maladaptive - destructive comm - dissastisfying |
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| how much attention can we pay to details |
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| how complex is our examination of possible cause |
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| language determines the way we see the world |
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| people who speak diff languages think differently |
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| jakobson model of speech event |
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| public, conventional meaning; dictionary definition |
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| personal, value laden, emotionally chargedmeaning that goes beyond denotation |
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intentions for language
-question, request, suggestion, command |
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| coordinated management of meaning |
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explains how humans create and manage meaning
-meaning embedded in cultural pattern, life script, relationship, episode, speech,content |
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| people who are talking to each other are workingtogether to advance the conversation |
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| maxims/expectations ofconversation |
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maxim of:
-quantity: enough
- quality: accurate/truthful
- relevance: on topic
-manner: understandable |
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facial expression
eye contact
kinetics
haptics
proxemics |
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| the degree of physically or psychologically perceived closeness |
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- motive of human behavior is to secure important bonds
-when a caregiver first teaches an infant, it is via gesture, then language |
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| are you g etting what you want out of this relationship |
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2 relationships
-people will choose the more rewarding one |
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| objects that carry relational meaning |
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self perceptions of emotion
physiology of emotion
nonverbal markers of emotion
action tendencies |
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hearing - perceiving sound
listening - receiving, constructing meaning, and responding to messages |
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| social penetration theory |
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| move from public to private disclosure in a relationship |
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| relational turbulence model |
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| highlights how establishing interdependence can be a source ofdifficulty within developing relationships. you must give up some independance to coordinatewith others |
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finalize dissolution of a relationship
-story we tell to ourselves and friends |
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desire for strong bonds is a basic component of human behavior
through balancing the I and ME each person develops a self able to differentiate itself to a greater or lesserdegree from others |
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| connection between 2 people thatincludes psychological, emotional, and behavioral bonds |
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| relational dialectics theory |
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| perspective that emphasizes the trade-offs that create tension in close relationships |
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| strategies for coping with dialectical tensions |
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| attachment styles and intimacy |
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self/others
secure: ++
preoccupied: -+
dismissing +-
fearful: -- |
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1. protection
2. family socialization
3. transmission
4. emotional support and comfort |
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clear division oflabor, focus on companionshbip
distinct but interdependant roles |
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individuality/ negotiation of tasks
shares quality time |
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-clear division of labor, psychological and emotional distance,
strong commitment to relationship |
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combination of others
-partners differ intheir preferences |
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| the extent to which a family encourages communication about a wide variety of topics |
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| the extent to which the family encourages members to have similar attitudes, beliefs andvalues |
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| compliance seekingmessages |
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| get someone to agree witha request |
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| characteristicsof compliance seeking messages |
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explicitness - reveal intentions
dominance - power
argument - degree to which reasons are given for complying with a request |
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Deference, symbolic means of conveying appreciation of and to a recipient
Regard, trust, affection, belongingness, respect
Avoidance and Presentational rituals |
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| elements of ritual behavior (dress, deportment, bearing) which express a person of desirable or undesirable qualities |
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| goffman - Politeness theory |
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| offers a set of assumptions about how intimacy and power are related to the use of more or lesspolite influence messages |
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| desiire to be left alone/ seen as autonomous |
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| an explicit conversation about a disagreement |
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| disagreeable communication |
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| using specific behaviors, such as contradicting, insulting, and yelling |
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| a period of negative feelings towards another person |
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| a friction that is present every time people communicate with each other |
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| the influence one person has when he or she is willing and able to end a relationship with a partner who is committed to that union |
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| the influence people gain when they are perceived as likely to lose their temper or behave aggressively |
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| people who have less power than partner withhold complaintsto avoid conflicts |
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explicit - clear message
- Forgive through discussion
nonverbal forgiveness
- conditional forgiveness
forgiveness through minimization - saying its unimportant |
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