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| active process of selecting, organizing, and interpreting people, objects, events, situations, and activities. process which we notice and make sense of phenomena. |
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| qualities of external phenomena draw our attention. they stand out because they are larger, more intense, or unusual. |
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| we organize our perceptions in meaningful ways. constructivism, cognitive schemata, or just schemata. |
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| theory that holds that we organize and interpret experiences by applying cognitive structures called cognitive schemata's/schemata |
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| one of the four schemata's that make sense of phenomena. they are knowledge structures that define the clearest or ideal examples of some category. is an ideal, or best example of a category |
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| a mental yardstick that allows us to measure a person or situation along a bipolar dimension of judgement. ex. intelligent-not intelligent, kind-not kind, trustworthy-not trustworthy. |
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| a predictive generalization about a person or situation. can be accurate or inaccurate. |
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| sequence of activities that spells out how we and others are expected to act in a specific situation. |
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| subjective process of creating explanations for what we observe and experience. |
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| act of explaining why something happens or why a person acts a particular way. 4 dimensions of attribution: internal-external locus, stability, specificity, and control |
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| Internal-external locus of Attribution |
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| attribution of a persons behavior to internal factors or external factors |
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| the explanation of actions as the result of stable, enduring factors that won't change over time |
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| Specificity of Attribution |
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| the explanation of actions as the result of global factors or specific factors |
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| the ascribing of responsibility for actions either to people themselves or to factors beyond their personal control. |
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| we tend to construct attributions that serve our personal interests. can distort our perceptions |
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| physiological factors, expectations, cognitive abilities, social roles, membership in cultures and social communities, pg. 54 |
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| influence of expectations on communication, a technique used to enhance success in a variety of situation by teaching people to visualize themselves positively. to create detailed positive images of self in communication situations. |
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| expectancy violation theory |
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| affected by whether the violation is positive or negative, are influenced by the extent to which the behavior deviates from expected behavior. affects by the impact of the violation on a relationship |
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| the ability to perceive another as a unique individual. |
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| the ability to feel WITH another person -- to feel what he/she feels in a situation. |
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| consists of beliefs, practices, values, understandings, and ways of interpreting experiences that a number of people share |
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| group of people who are part of an overall society but also distinct from the overall society in that they hold values, understanding, and practices that are not shared by people outside the group. |
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| common problem in communication, which in this sense means assuming we understand what another person thinks or feels. misinterpret, signals disinterest, causes tension. |
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| a deduction that goes beyond what you know or assume to be a fact |
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| a belief or opinion that is based on observations, feelings, assumptions, or other phenomena that are not facts. |
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| process of calling behaviors or other phenomena to our attention so that we can observe and regulate them. |
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