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Sender sends the message and receiver receives it; there is no reciprocation from the receiver. This model doesn't work because the message could be interfered with in the mean time. |
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3 Models of Communication |
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Linear, Interactive, and Transitional |
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Sender sends the message and the receiver contributes feedback, and each person comes in with their own beliefs. This model doesn't work because both people should be receivers. |
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The sender and receiver now play both roles: the sender sends and receives message and the receiver receives and sends messages. |
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The individual who delivers a message. |
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The individual for whom a message is intended for / delivered to. |
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Things that hinder a message from reaching its destination. |
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Verbal and nonverbal messages that a receiver uses to respond to a sender. Example: Frowning, saying "I disagree," etc. |
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The five senses used to transmit information during communication. Example: Apologizing by showing a sad facial expression and saying "I'm so sorry." |
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Life experiences, attitudes, values, and beliefs that each communicator brings to an interaction and that shape how message are sent and received. |
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Interpersonal Communication |
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A dynamic form of communication between two or more people in which the messages exchanged significantly influence their thoughts, emotions, behaviors, and relationships. (Mutual influence--both are contributing) |
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Messages that have unimportant perceived impact on our thoughts, emotions, behaviors, or relationships. Example: Talking about what's on TV today or saying "how's it going?" to someone without physically acknowledging them. |
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(Interpersonal) Treated as individuals, authentic dialogue, deeper interest... Communicating in ways that emphasize honesty and kindness. |
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Treated as an object/role, scripted dialogue, more chance of disrespect... "I don't have time for your stupid questions, figure it out on your own." |
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Verbal/nonverbal messages that have communication as their central focus. |
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Ethical Behavior in Communication |
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We are obligated to avoid intentionally hurting others through our communication. |
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Specific Goals of Interpersonal Communication |
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To pursue one or a combination of self-presentation, instrumental, and relationship goals. |
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Issues in Interpersonal Communication |
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Culture, gender, sexual orientation, and online communication. |
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Emotional, romantic, sexual, or affectionate attraction to others. Ranges from exclusively heterosexual to exclusively homosexual and includes various forms of bisexuality. |
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The composite of social, psychological, and cultural attributes that characterize us as male or female. |
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Interaction through communication technology such as social-networking sites, email, text / IM, etc. |
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The set of beliefs, attitudes, values, and practices shared by a large group of people. |
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Self-awareness, self-concept, and self esteem |
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Viewing yourself as a unique person and reflecting on your thoughts, feelings, and behaviors |
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Your overall idea of who you are based on the beliefs, attitudes, and values you have about yourself. |
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The overall value you assign to yourself. |
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A group of people who create and maintain a mutual identity, emotional bonds, and communication boundaries through interaction with themselves and others; who share a common past, present and future; and who may or may not share a biological heritage. |
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Secure (low on anxiety&avoidance: comfortable with intimacy+seek close ties with others) Preoccupied (high anxiety, low avoidance: desire closeness but have fear of rejection) Dismissive (low anxiety, high avoidance: self reliant+view relationships as unimportant) Fearful (high anxiety&avoidance: fear rejection+shun relationships) |
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(Charles Horton) Metaphor for how our self-concepts are influenced by how overs see/evaluate us. Example: A girl is a good dancer, but believes others consider her a bad athlete, so she sees herself as uncoordinated even though she is a good dancer. |
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Predictions about future encounters that influence us to act a certain way so the encounter goes as predicted. |
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(The idea that) Your self-esteem results from comparing who you want to be and who others want/expect you to be. |
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Social Penetration Theory (Onion Model) and Johari Window |
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Social Penetration Theory |
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(Altman and Taylor) You reveal information about yourself in layers. |
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The variety of topics you can potentially share. |
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The degree of intimacy you will share what could potentially be shared. |
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As relationships develop, we reveal more information that we previously hid from them. Public, Blind, Hidden, and Unknown. As relationships progress, the public window grows and the hidden window shrinks. |
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Revealing private information about your self to others. |
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The process of selecting, organizing, and interpreting information received by our senses. |
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The step of perception in which we focus our attention on specific sensory data, such as sights, sounds, tastes, touches, or smells. |
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The degree to which particular sensory data or communication attracts attention. |
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The step of perception in which we mentally structure selected sensory data into a coherent pattern. |
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(During Organization) Structuring selected information into a chronological sequence that matches how you experienced an order of events.
Ex: Bobby claims his sister started an argument, but she says he poked her first. |
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The stage of perception in which we assign meaning to the information we have selected. |
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Mental structures that contain information that define the characteristics of various concepts (people, places, events) as well as how those characteristics are related to each other. |
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Rationales we create to explain the comments/behaviors of others.
Ex. Ryan says that Jason is quiet in class because he is shy. |
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Assuming that a person's communication/behavior stems from internal causes.
Ex. "My professor didn't respond to my email because she doesn't care about her students" |
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A person's communication/behavior is being caused by factors unrelated to personal qualities.
Ex. "My professor didn't respond to my email because she hasn't checked her messages yet" |
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Fundamental Attribution Error |
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Definition
The tendency to attribute someone's behavior solely to their personality rather than outside forces. |
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A tendency to credit external forces as causes for our behaviors instead of internal factors.
Ex. Leon said he snapped at a coworker because she was being slow, rather than blaming his own impatience. |
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A biased tendency to credit our internal factors rather than external factors for our successes.
Ex. Ruth attributes the success of a project to her leadership qualities rather than to the dedicated efforts of her team. |
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Uncertainty Reduction Theory |
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Primary compulsion during initial encounters is to reduce uncertainty about our conversational partners by gathering enough information about them so their communication becomes predictable/explainable. |
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People who you consider similar to yourself because of their interests, affiliations, or backgrounds. |
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People you consider different from you because of their interests, affiliations, or backgrounds. |
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The Big Five Personality Traits |
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Definition
Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness |
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Implicit Personality Theories |
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Personal beliefs about different types of personalities and the ways in which traits cluster together. |
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Interpersonal Impressions |
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Ideas about who people are and how we feel about them. |
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A general sense of a person that's either positive or negative. |
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A tendency for first impressions of others to be more positive than negative. |
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A tendency to place emphasis on the negative information when we learn about others. |
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A tendency to interpret anything another person says/does in a favorable light because you have a positive Gestalt of that person. |
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A tendency to interpret anything another person says/does in a negative light because you have a negative Gestalt of that person. |
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Impressions of others that continually change as we add and subtract positive or negative information that we learn about them. |
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Categorizing people into social groups and then evaluating them based on information we have in our schemata related to each group. |
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Intense reactions to an event that involves interpreting the meaning of the event, becoming physiologically aroused, labeling the experience as emotional, attempting to manage your reaction, and communicating this reaction in the form of emotional displays and disclosures. |
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Disclosing our emotions to others. |
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The rapid spreading of emotion from person to person, such as anger running through a mob. |
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The ability to accurately interpret emotions, use this information to manage emotions, communicate them constructively, and solve relationship problems. |
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Attempts to influence which emotions you have, when you have them, and how you experience/express them. |
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Inhibiting thoughts, arousal, and outward behavioral displays of emotion. |
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Allowing emotions to dominate your thoughts and explosively expressing them, such as shrieking in happiness or storming into an office in rage. |
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Short-term emotional reactions to events that generate only limited arousal, such as nostalgia you experience when hearing a familiar song. |
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Six emotions that involve unique and consistent behavioral displays across cultures: anger, disgust, fear, joy, sadness, and surprise. |
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Two or more primary emotions experienced at the same time. |
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A blended emotion of joy and surprise coupled with other positive feelings like excitement, amazement, and sexual attraction. |
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Low-intensity states of mind that are not caused by particular events and typically last longer than emotions. (Boredom, contentment, grouchiness, serenity) |
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Cultural norms guiding appropriate ways to manage and communicate emotions. |
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Preventing unwanted emotions by keeping away from the situations. |
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Preventing unwanted emotions by avoiding a discussion of difficult topics in encounters with others. |
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Preventing unwanted emotions by systematically desensitizing yourself to emotional experience. |
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Actively changing how you think about the meaning of emotions--eliciting situations so that their emotional impact is changed. |
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Sharing messages that express emotional support and offer personal assistance. |
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A strategy to manage your anger that involves counting slowly to ten before responding to someone who says/does something that makes you angry. |
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