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| Higher communication on the ladder is more abstract, while lower is more specific |
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| Consists of words and phrases that have more than one commonly accepted definition |
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A statement following the "x-but-y" formula in which Y cancels out X
Can be a face saving strategy |
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| Process of adapting one’s speech style to match that of others with whom the communicator wants to identify |
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| Communicators wanting to set themselves apart from others will speak in a way that emphasizes their differentces |
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| Statements that SEEM to describe something, but really announces the speaker’s attitude towards it |
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| Innucous terms substituted for blunt ones |
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| Claims that can be verified as true or false |
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| A possessive and direct form of communicating in which the speaker takes responsibility for what is said |
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| Components of a COMPLETE "I" statement |
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1. Describes the other person's behavior
2. States your feelings
3. & The consequences the behavior has for you |
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| Conclusions arrived at from an interpretation of evidence |
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| What should be included when checking interpretations? |
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1. The facts
2. Your inference
3. A question |
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| Impersonal communication where the communicator takes no responsibility for ownership of the message |
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| The worldview of a culture is shaped and reflected by the language it speaks |
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| Statements based on the speakers beliefs |
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| Rules governing how sounds are combined to form words |
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a. Rules telling us what uses and interpretations of a message are appropriate in a given context
Ex: "I want to see you" in varying situations |
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| Reflects a worldview that classifies members of one racial group as superior or inferior |
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Words that gain meaning by comparison
Ex: small or large; fast or slow |
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Declaration of Linguistic Relativism
Found that the Hopi view the world as constantly in process, as they had no distinctions from nouns and verbs |
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Rules that govern the meaning of statement
We know books are for reading, bikes are for riding, etc |
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| Includes words, phrases, and expressions that unnecessarily differentiate between females and males or exclude, trivialize or diminish either sex. |
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a. Descriptions or evaluations that use the word “is”
Doesn't take into account that people and things change |
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| Rules that govern how symbols are arranged |
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a. Implies that the issue is the concern and responsibility of both the speaker and receiver of a message
We're in this together mantra |
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Expresses judgment on another person
Gives impression you are qualified to give judgement |
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| Symbolic Nature of Language |
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| People must agree upon the meanings of symbols in order for language to exist |
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| Types of Rules governing Language |
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Definition
Phonological
Syntactic
Semantic
Pragmatic |
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| Three Forms of Disruptive Language |
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Definition
1. Fact-Opinion Confusion
2. Fact-Inference Confusion
3. Emotive Language |
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| Coordinated Management Meaning (CMM) Theory |
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Definition
a. Suggests that we use rules at several levels to create our own messages and interpret others’ statements
b. Ex: Employer telling an employee she is pretty that day and the misconstrued meanings when they don’t use the same rules |
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| Ogden & Richards Triangle of meaning |
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Thought or Reference
/ \
Symbol ---------------------- Referent |
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| Culturally understood substitutes for verbal communication |
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| Skin Contact to 18 inches |
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| Study of how people communicate through body movement |
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| Messages expressed through nonlinguistic means |
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| The study of how the eyes communicate |
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AKA vocalics
Vocal rate, pronunciation, pitch, tone, volume, and emphasis can give the same word many different meanings |
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18 in - 4 ft
Couples stand the closer phase in public |
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The bubble of space around us that we consider an extension of our bodies
Size varies with our feelings |
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| a. How communication is affected by the use, organization, and perception of space and distance |
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Cues that help control verbal conversation
b. Ex: Signs that a speaker is finished talking and is ready for the listener to respond:
i. Change in vocal intonation
ii. Drawl or stress on the last syllable/clause
iii. Drop in vocal pitch or loudness when speaking a common phrase such as “you know?” |
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Area that serves as an extension of our being
Ex: library tables, seats, etc |
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| Distinguishing Characteristics of Nonverbal Communication |
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Definition
a. All behavior has communicative value—you can’t STOP communicating
b. Nonverbal communication is primarily relational
c. Nonverbal communication is ambiguous
d. Nonverbal communication is influenced by culture |
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| Listening carefully only to gather information to attack what the speaker has to say |
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| The listener offers an interpretation of the speaker's message |
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Psychological Aspect of Listening
part of selection process |
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| Questions that only allow a limited amount of answers |
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| Disguised Attempts to Send A Message |
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| Taking innocent comments as personal attacks |
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| Response style used when the listener wants to show they identify with the speaker |
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| Appraises the sender's thoughts or behaviors in some way |
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| People like to think they remember everything, so they fabricate parts of stories thy don't remember |
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| Physically interpreting sound waves in your eardrums |
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Avoiding topics/things
Failing to hear or acknowledge topics |
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| Process of making sense of other's spoken messages |
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| Degree of congruence between what the listener understands and what the speaker was trying to communicate |
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| Giving careful thought, attention, and responses to messages we receive |
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| Reacting to messages routinely and without thought |
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| Quesstions allowing for a variety of extended responses |
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| Restating, in your own words, the message you thought the speaker sent |
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| Giving the appearance of listening but not giving it attention |
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| When the listener asks for additional information |
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| Ability to recall information once we've understood it |
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| Giving observable feedback to the sender |
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| Responding only to the parts of the speakers remarks that interest you |
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| Staying attentive and nonverbally responsive without offering any verbal feedback |
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| Questions aimed at understanding others |
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| Interested only in expressing their ideas; let others talk to catch their breath |
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| Responses that reveal the listeners solidarity with the speaker's situation |
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a. Composed of many things
i. Awareness of syntactical and grammatical rules of the language
ii. Knowledge about the source of the message
iii. The context of the message
b. Depends on listener’s mental abilities |
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| Communication Apprehension |
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| a. Feelings of anxiety that plague some people at the prospect of communicating in an unfamiliar or difficult context, such as giving a speech, meeting strangers, or interviewing for a job |
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| Emotions that hinder or prevent effective performance |
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| Process by which emotions are transferred from one person to another |
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| Contribute to effective functioning |
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| Belief that we must get everyone's approval |
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| Fallacy of Catastrophic Expectations |
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Definition
| Belief that if something bad can happen, it will happen |
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| a. Belief that one should do nothing that can hurt or in any way inconvenience others because it will cause undesirable feelings |
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| Belief that forces beyond your control determine your satisfaction in life |
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| Fallacy of Overgeneralization |
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| Forming beliefs based on limited evidence |
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| Belief that any worthwhile communicator should be able to handle any situation flawlessly |
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| The inability to decipher between what IS and what SHOULD be |
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| Recurrent thoughts not demanded by the immediate environment |
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| The non-vocal internal monologue that is our process of thinking |
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