Term
|
Definition
| Nonverbal *vocal* communication, such as emphasis, tone of voice etc. |
|
|
Term
|
Definition
| The distance we put between ourselves and others and the areas we consider our own. |
|
|
Term
|
Definition
| Chronemics, how people view time and how that relates to communication. The United States is very time oriented and subsequently monochronic, while much of Latin America is polychronic and more flexible. |
|
|
Term
|
Definition
| a humans earliest form of communication, and a way to increase self disclosure. |
|
|
Term
|
Definition
| a means of nonverbal communication that can convey economic status, educational level, social status, moral standards, athletic ability and interests, belief system (political, philosophical or religious), and level of sophistication. |
|
|
Term
|
Definition
| the way people use fixed space that in some way “belongs” to them, often represents stature of some sort, bosses require and are given more territorial rights then newbies. |
|
|
Term
|
Definition
| Intimate Distance, Personal Distance, Social Distance,Public Distance. |
|
|
Term
|
Definition
| begins with skin contact and ranges out to about eighteen inches, reserved for special people usually in private situations. |
|
|
Term
|
Definition
| ranges from about eighteen inches to four feet at its farthest. |
|
|
Term
|
Definition
| ranges from about four feet to twelve feet, normal for business situations. |
|
|
Term
|
Definition
| the farthest difference, running outward of twelve feet, used in classrooms. |
|
|
Term
|
Definition
| Nonverbal behaviors that control the flow of verbal communication. |
|
|
Term
|
Definition
| Nonverbal displays from facial expressions such as smiling, or eye contact. |
|
|
Term
|
Definition
| specifically manipulators, an integral part of communication that often represent discomfort |
|
|
Term
|
Definition
| nonverbal behaviors that accompany and support spoken words. |
|
|
Term
|
Definition
| deliberate nonverbal behaviors that have precise meanings to everyone in a certain culture. |
|
|
Term
|
Definition
| movements in which one part of the body grooms, massages, rubs, holds, fidgets, pinches or picks another part of the body. |
|
|
Term
|
Definition
| use of nonverbal behaviors that match the content being said. |
|
|
Term
|
Definition
| using body movements that have precise meanings in a certain culture to replace the words that would say the same thing. |
|
|
Term
|
Definition
| restating vocal communication with hand gestures that mean the same thing. |
|
|
Term
| Functions of nonverbal communication |
|
Definition
| repeating, substituting, complementing. |
|
|
Term
| Examining the Speaker's evidence and reasoning |
|
Definition
1. Is the evidence recent enough? In many cases old evidence is worthless.
2. Is enough evidence present? One or two pieces of support may be exceptions and not conclusive evidence.
3. Is the evidence from a reliable source? Large amounts of recent evidence can be useless if the source is weak.
4. Can the evidence be interpreted in more then one way? A piece of evidence that supports one claim may also support others. |
|
|
Term
| Evaluating the speakers credibility |
|
Definition
1. Is the speaker competent? Does the speaker have the experience to qualify as an authority on the subject?
2. Is the speaker impartial? If the speaker has a personal stake in the outcome of a topic are more likely to be biased than those who do not. |
|
|
Term
| What are the guidelines to being a critical listener? |
|
Definition
| Listen for information before evaluating, evaluate the speakers credibility,examine the Speaker's evidence and reasoning. |
|
|
Term
|
Definition
| restate the speakers message in your own words. |
|
|
Term
|
Definition
| use the ability to think faster than people can speak to extract a thesis. |
|
|
Term
|
Definition
| if possible, try to make a good situation out of a bad one where the speaker is presenting useless information by asking yourself if: “there's anything useful to be learned?” “what led this person to come up with ideas like these?” “what lessons can I learn from this person that will keep me from sounding like them in the future.” |
|
|
Term
| Separate the message from the speaker |
|
Definition
| don't get upset with an individual simply because they have bad news. |
|
|
Term
| Don't argue or judge prematurely |
|
Definition
| it is important to fully understand the speakers message before developing opinions about it. |
|
|
Term
| How to improve your ability to listen for information |
|
Definition
| Don't argue or judge prematurely, Separate the message from the speaker, Be opportunistic, Look for key ideas, Ask questions, Paraphrase, Take notes. |
|
|
Term
| Some causes of poor listening are |
|
Definition
| Message overloads, Rapid thought, Psychological noise, Physical noise, Hearing problems, Faulty assumptions, Assuming that talking has more advantages, Cultural differences, Media influences. |
|
|
Term
| Poor listening behaviors are |
|
Definition
| Pseudo listening, Selective listening, Defensive listening, Ambushing, Insulated listening, Insensitive listening, Stage hogging. |
|
|
Term
|
Definition
| imitation listening where the listener nods the head and smiles but isn't actually paying attention to the speaker |
|
|
Term
|
Definition
| listening only when the subject is perceived as interesting to the listener. |
|
|
Term
|
Definition
| taking innocent comments as personal attacks and responding as though they are. |
|
|
Term
|
Definition
| listeners that pay close attention for the sake of gathering useful information to attack what the speaker is saying. |
|
|
Term
|
Definition
| taking innocent comments as personal attacks and responding as though they are. |
|
|
Term
|
Definition
| listening only when the subject is perceived as interesting to the listener. |
|
|
Term
|
Definition
| listeners who avoid topics they don't feel comfortable talking about. |
|
|
Term
|
Definition
| listeners who aren't able to look past the literal meaning of a message. |
|
|
Term
|
Definition
| listeners who constantly try to center the conversation around their own interests. |
|
|
Term
| Personal listening styles |
|
Definition
| content-oriented listeners, people-oriented listeners, action-oriented listeners and time oriented listeners. |
|
|
Term
| Content-oriented listeners |
|
Definition
| listeners who are most interested in the quality of message they hear, look for details and are good at analyzing an issue from several perspectives |
|
|
Term
| People-oriented listeners |
|
Definition
| listeners who are concerned primarily with creating positive relationships, typically less judgmental and more supportive. |
|
|
Term
| Action-oriented listeners |
|
Definition
| listeners who focus on the task at hand, and are really concerned with the appropriate response required by the message. |
|
|
Term
|
Definition
| listeners who are most concerned with efficiency, view time as a scarce and valuable commodity and grow impatient when they think others are wasting it. |
|
|
Term
|
Definition
| Listening is not a natural process, most people don't do it well at all. All listeners don't receive the same message, physiological factors, social roles, cultural background, personal interests, and needs all shape and distort the raw data we hear into unique messages. |
|
|
Term
| Difference between hearing and listening. |
|
Definition
| Listening and hearing are not the same thing, hearing is a physiological process that can't be simply shut off, while listening is a psychological process that involves processing and understanding what was heard. |
|
|
Term
|
Definition
| There are four stages of listening; hearing, attending (focusing on what the speaker is saying,) understanding (making sense of the message,) and responding (giving observable feedback.) |
|
|
Term
| Why is listening important? |
|
Definition
| It's impossible for communication to exist without listening, speaking and listening together form communication and without one the other is useless. |
|
|
Term
| What is the Sapir-Whorf hypothesis? |
|
Definition
| A declaration of linguistic relativism that states that different languages represent dramatically different views of reality. |
|
|
Term
| Are the meanings of words in the word itself or people? |
|
Definition
| Meanings are in the people, there is only an indirect relationship between the word and what it is supposed to represent. Many people apply different meanings to different words due to past experiences and preferences. |
|
|
Term
| Abstract vs concrete language. |
|
Definition
| Abstract language can be used to avoid confrontations by being deliberately unclear, concrete language on the other hand can be perceived as being too blunt. |
|
|
Term
|
Definition
| use language to maintain social harmony, the meaning of the message is highly related to the context in which it is delivered. |
|
|
Term
|
Definition
| use language primarily to express thoughts, feelings, and ideas as clearly and logically as possible. |
|
|
Term
|
Definition
| deliberately vague statements that can be interpreted in more then one way |
|
|
Term
|
Definition
| pleasant ways of saying less pleasant things (restroom/toilet.) |
|
|
Term
| Evasive language consists of; |
|
Definition
| Equivocation & Euphamisms |
|
|
Term
|
Definition
| contains words that sound as if they're describing something when they're really announcing the speakers attitude towards it. |
|
|
Term
|
Definition
| confusing facts and opinions, confusing facts with inferences. |
|
|
Term
|
Definition
| words that possess their own meanings in a select group of people. |
|
|
Term
|
Definition
| words that gain meaning by comparison and are thus meaningless without comparison, (small and large.) |
|
|
Term
|
Definition
| when words have more than one correct dictionary definition. |
|
|
Term
| How is language troublesome? |
|
Definition
| Equivocal Language, Relative words, Slang and Jargon, Overly abstract language. |
|
|
Term
| Language shapes and reflects attitudes because: |
|
Definition
| it creates the ability to name things, reflects credibility, status, allows for sexism and racism, can imply power, can create affiliation, display attraction and interest and imply responsibilty. |
|
|
Term
|
Definition
| govern the how people interact day to day and what is appropriate. |
|
|
Term
|
Definition
| deal with the specific meaning of words. |
|
|
Term
|
Definition
| govern the structure of the language, or how the symbols can be arranged. |
|
|
Term
|
Definition
| are rules that govern how words sound when pronounced. |
|
|
Term
| How is language symbolic? |
|
Definition
| There's no relationship between the letters D-O-G or the sound they make and the animal, this word is a symbol that's only meaning is that which we apply to it. |
|
|
Term
|
Definition
| the communication strategies people use to influence how others view them. |
|
|
Term
|
Definition
| the verbal and nonverbal ways we act to maintain our own presenting image and the images of others. |
|
|
Term
|
Definition
| the attitude that one's culture is superior to others. |
|
|
Term
|
Definition
| compassion for another person's predicament. |
|
|
Term
|
Definition
| the ability to recreate another person's perspective, to experience the world from the others' point of view. |
|
|
Term
|
Definition
A description of the behavior you noticed.
At least two possible interpretations of the behavior.
A request for clarification about how to interpret the behavior. |
|
|
Term
| How can you increase accuracy in Perception? |
|
Definition
| By being empathetic and avoiding jumping to conclusions. |
|
|
Term
|
Definition
| exaggerated beliefs associated with a categorizing system such as sexes or race. |
|
|
Term
|
Definition
| when a person's expectations of an outcome, and subsequent behavior, makes the outcome more likely to occur than would otherwise have been true. |
|
|
Term
| 1. Steps in the perception process: |
|
Definition
Selection: choosing what information out of all the information we're exposed to is important, such as intense situations or contrasting changes.
Organization: arranging the selected data we're exposed to in a meaningful way.
Interpretation: how we understand or view the data we've selected and organized. |
|
|
Term
|
Definition
| sorting out and making sense of others' behavior. |
|
|
Term
|
Definition
| stress the importance of group success and are quick to shun selfishness. |
|
|
Term
|
Definition
| stress the importance of an individuals ability to succeed. |
|
|
Term
|
Definition
| self-concept is formed by the culture we've been reared in, whether you're individualistic or group-oriented often depends heavily on culture. |
|
|
Term
|
Definition
| our evaluations of our self worth, how we feel about our self-concept. |
|
|
Term
| Self-concept is formed by |
|
Definition
| our experience with people, “reflected appraisals.” |
|
|
Term
|
Definition
| a set of relatively stable perceptions that each of us holds about ourselves. |
|
|
Term
| How is communication a process & symbolic? |
|
Definition
| 1. Communication is a process because: the interpretation of words depends heavily on past experiences stretching far back in time. |
|
|
Term
|
Definition
| 1. Communication: the process of creating meaning through symbolic interaction. |
|
|
Term
| Why is it important to study communication? |
|
Definition
| Communication is important to study because: it's a huge part of life, takes place almost constantly and is allows people to live together. |
|
|
Term
| What makes an effective communicator? |
|
Definition
| The ability to achieve one's goals while maintaining or enhancing the relationship in which it occurs. |
|
|
Term
| What are misconceptions about communication? |
|
Definition
Communication does not always require complete understanding.
2. Communication will not solve all problems
3. Communication isn't always a good thing.
4. Meanings rest in people, not words.
5. Communication is not simple.
6. More communication isn't always better. |
|
|
Term
| What are the types of communication? |
|
Definition
| Intrapersonal Communication, Dyadic Communication, Small group communication, Public communication. |
|
|
Term
|
Definition
| communication among a group too large for everyone to speak. |
|
|
Term
| Small Group Communication |
|
Definition
| individually active communication between a small number of people. |
|
|
Term
|
Definition
| communication between two people. |
|
|
Term
| Intrapersonal Communication |
|
Definition
| communication with oneself. |
|
|
Term
| What are the characteristics of competent communicators? |
|
Definition
1. A wide range of behaviors.
2. Ability to choose the most appropriate behavior.
3. Skill at performing certain behaivors.
4. Empathy/Perspective taking.
5. Cognitive complexity.
6. Self-monitoring.
7. Commitment to the relationship. |
|
|
