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| The means through which a message is transmitted |
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| The standards of right and wrong that one applies to messages that are sent and received |
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| The concrete meaning of the message and the meaninings suggested by or associated with the message and the emotions triggered by it |
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| Learned patterns of perceptions, values, and behaviors shared by a group of people |
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| Receiving a message and interpreting its meaning |
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| Taking ideas and converting them into messages |
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| Standards of what is right and wrong, good and bad, moral and immoral |
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| The response to a message |
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| The education, life events, and cultural background that a communicator possesses |
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| The honest and ethical responses receivers provide to the messages of others |
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| Human communication in society model |
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| A transactional process in which people generate meaning through the exchange of verbal and non-verbal messages in specific contexts, influenced by individual and societal forces and embedded in culture |
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| The building blocks of communication events |
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| Any stimulus that can interfere with, or degrade, the quality of a message |
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| The people interacting during communication |
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| The balance of open-mindedness and critical attitude needed when evaluating others messages |
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| What a message conveys about the relationship between the parties |
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| Pertaining to the belief that moral behavior varies among, individuals, groups, and cultures, as well as across situations |
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| The physical surroundings of a communication event |
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| Something that represents something else and conveys meaning |
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| Explanation of the processes we use to judge our own and others behavior |
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| The tendency to attribute one's own negative behavior to external causes and one's positive actions to internal states |
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| A cognitive process used to organize information by placing it into larger groupings of information |
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| The ability to form mental models of the world |
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| A structure that shapes how people interpret their perceptions |
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| Fundamental attribution theory |
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| The tendency to attribute others' negative behavior to internal causes and their positive behaviors to external causes |
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| The collection of roles, rules, norms, beliefs, and attitudes endorsed by the community in which a person lives |
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| Who a person is, composed of individual and social categories a person identifies with, as well as the categories that others identify with that person |
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| The act of assigning meaning to sensory information |
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| A name assigned to a category based on one's perception of the category |
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| The idea that self-image results from the images others reflect back to an individual |
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| Having a clear focus on the activity your are engaged in, with attention to as many specifics of the event as you can |
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| The process by which one recognizes what sensory input represents |
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| The important people in an individual's life whos opinions and behavior influence the various aspects of identity |
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| The processes of selection, organization, and interpretation of the information you collect through your senses: what you see, hear, taste, smell, and touch |
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| Experiencing aversive or negative feelings toward a group as a whole or toward an individual because she or he belongs to a group |
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| Identities such as race, ethnicity and age that have a consistent and enduring impact on your life |
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| The idea that people's self-images arise primarily from the ways in which others view them and from the many messages they have received from others about who the yare |
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| Indentities such as occupation and marital status that are changeable over the life span and from situation to situation |
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| The process of choosing which sensory information to focus on |
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| Consciously or unconsciously attending to just a narrow range of the full array of sensory information available |
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| The understanding of one's unique characteristics as well as the similarities to, and differences from, others |
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| Part of one's self-concept, arises out of how one perceives and interprets reflected appraisals and social comparisons |
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| When an individual expects something to occur, the expectation increases the likelihood that it will |
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| The tendency to give one's self more credit than is due when good things happen and to accept too little responsibility for those things that go wrong |
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| A model that explains how an individual culture emphasizes a few of the five senses |
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| The specific identities an individual holds in a society |
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| Process in which reminding individuals of stereotypical expectations regarding important identities can impact their performance |
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| Creating schemes that overgeneralize attributes of a specific group |
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| Explores the role of power in daily interactions |
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| The influence of shared characteristics of a group that was born and reared in the same general period |
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| Comments that validate positive self-images of others |
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| The affective or interpretive meanings attached to a word |
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| Controlling communication |
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| Messages that attempt to impose one's will on another, perhaps with persuasion |
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| Comments that threaten others self image or persona |
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| The dictionary, or literal, meaning of a word |
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| A variation of a language distinguished by its vocabulary, grammar, and pronunciation |
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| Disconfirming Communication |
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| Comments that reject or invalidate a positive or negative self-image of our conversational partners |
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| A version of English that has its roots in West African, Caribbean, and U.S slave languages |
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| Messages that convey sympathy and caring |
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