Term
| Name 3 distinctions between the Definition of Communication |
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Definition
| Intentionality, Reception, Effectiveness |
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Term
| explain how intentionality could apply to the definition of Communication |
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Definition
| Behavior has to be intentional or not for something to be defined as communication |
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Term
| explain how reception could apply to the definition of Communication |
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Definition
| Some definitions require that in order for something to be communication, it must be between at least 2 people |
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Term
| explain how effectiveness could apply to the definition of Communication |
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Definition
| Some definitions of communication say that communication does not occur unless it makes sense and the people communicating are on the same wave |
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Term
| Which element of communication does our textbook definition focus on |
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Definition
| reception "communication is the relational process of creating and interpreting messages that elicit response" |
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Term
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Definition
| a set of systematic, informed hunches about the way things operate |
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Term
| Name the three characteristics a theory must have |
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Definition
| Set, Informed, Systematic |
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Term
| How is a theory informed? |
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Definition
| it is thought through logically |
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Term
|
Definition
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Term
| How is a theory systematic? |
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Definition
| a theory specifies the relationships among multiple ideas... sets |
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Term
| Explain a theory as a net |
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Definition
| help to capture importance/interest, also theories are woven so tightly they catch everything that humans can think |
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Term
| Explain a theory as a lens |
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Definition
| theories help to see something differently |
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Term
| Explain a theory as a map |
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Definition
| theories take us from one place to the other. they also guide us through unfamiliar territory |
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Term
| What are the two types of communication scholars? |
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Definition
| scientists and interpretive scholars |
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Term
| Briefly describe distinct characteristics of a social scientist |
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Definition
| construct and test scientific or "objective" theory, must conduct research in a lab to prove if a theory is good, use empirical research methods |
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Term
| Briefly describe distinct characteristics of an interpretive scholar |
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Definition
| develop and apply interpretive theory, they have more in common with people in english and the arts, use subjectivity and creativity |
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Term
| What type of communication does this course, COM 102 focus on? |
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Definition
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Term
| What is a scientific theory? |
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Definition
| a description of concepts and specification of relationships between or among those concepts |
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Term
| Name some elements of the scientific perspective |
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Definition
| the truth is "out there", the world runs on universal laws, certain forces shape human behavior often without our knowing, empirical evidence is necessary to prove a theory |
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Term
| What are the functions of a theory? |
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Definition
| Description and organization, explanation, prediction, and control |
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Term
| Textbook criteria for evaluating scientific theories |
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Definition
| testable hypotheses, explanation of the data, relative simplicity, prediction of future events, practical utility |
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Term
| what are two additional criteria for evaluating scientific theories not mentioned in the book? |
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Definition
| heuristic value and scope |
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Term
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Definition
| extent to which a theory generates research. whether or not other scientists found it riveting enough to also test the theory |
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Term
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Definition
| how broad or narrow a theory is. how many communication situations a theory can apply to |
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Term
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Definition
| "originating in or based on observation or experiment" |
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Term
| natural physical science vs. social science |
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Definition
natural physical science- biology, physics, etc.
social science- study of how humans socialize w/ each other |
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Term
| what are the two major empirical research methods? |
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Definition
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Term
| what are the four parts of the wheel of science and briefly describe each |
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Definition
theories: impressions or ideas
hypotheses: specific time in which you want to test a theory
observations: collecting data through surveys, interviews, etc.
generalizations: look for patterns among observations & figure out how many people's results pertain to it |
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Term
| Where does deductive theory development begin and end on the wheel of science? |
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Definition
| Start with theory, end with generalizations |
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Term
| Where does inductive theory development begin and end on the wheel of science? |
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Definition
| Start with observations (data), end with hypotheses |
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Term
| What was the exemplar used to describe Deductive and Inductive Theory Development and briefly describe it |
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Definition
Advice Response Theory by Erina MacGeorge and Bo Feng
Used deductive development
-from argumentation and facework theories |
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Term
| What is the general focus of the Goals-Planning-Action Model? |
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Definition
| To explain message production, GPA is a theory of message production |
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Term
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Definition
| the desired state that a person wants to bring about or maintain and that requires communication to accomplish |
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Term
| What was the GPA model research exemplar and briefly describe it |
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Definition
| The research exemplar looked at students interactions with teachers and found common goals such as persuading or learning. |
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Term
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Definition
| The motivations you have for communicating in the first place. The PUSH factor |
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Term
| What are secondary goals? |
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Definition
| Goals, just as important as primary goals, that act as a reservation in order for you to maintain your true self image, not look bad, or even back pedal when you're stuck in bad situations. The PULL factor |
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Term
| When do secondary goals become primary goals temporarily? |
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Definition
| When your situation has gone so bad, instead of achieving your primary goal, you're trying now to come out of the situation without getting burned. For ex, when meeting someone for the first time you may want to ask them out on a date but when you make a stupid comment, your new primary goal becomes trying to make yourself not look so stupid. Your goal of asking them out on a date is temporarily not important. |
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Term
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Definition
| mental representations of action sequences that may be used to achieve goals |
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Term
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Definition
| Hierarchically, top:abstract (general), bottom: concrete (specific) |
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Term
| What are three strategies for getting information? |
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Definition
| Passive, active and interactive |
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Term
| What is a passive strategy? |
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Definition
| observing others from a distance to see how they react to certain situations |
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Term
| What is an active strategy? |
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Definition
| we ask a third party for information on how they would or think someone else would react in a certain situation |
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Term
| What is an interactive strategy? |
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Definition
| Talking face to face with the person you want a reaction from and ask them specific questions |
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Term
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Definition
| The level of detail and contingency in a plan |
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Term
| What are the three factors that influence plan complexity and tell whether they positively or negatively affect plan complexity |
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Definition
| Goal desire (positive), goal-relevant knowledge (positive), secondary goals (positive and negative) |
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Term
| How much complexity should a plan have in order to be the most successful? |
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Definition
| a moderate amount leads to the most success in communication |
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Term
| Define the hierarchy principle |
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Definition
| when people are thwarted in their attempts to achieve goals, their first tendency is to alter lower level elements of their plans/messages |
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Term
| What are some lower level elements of a plan that could be altered in the case of the original plan of a message being thwarted? |
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Definition
| volume, minor changes in wording |
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Term
| Why are we so resistant to changing plan? |
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Definition
| We are cognitive misers- people do not like to think harder than they have to, we may be frustrated or embarrassed |
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Term
| What is one problem with the hierarchy tendency? |
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Definition
| low-level alterations rarely produce more effective communication |
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Term
| What are some positive and negative critiques of the GPA Model? |
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Definition
positive: GPA model is supported by research, large scope, applies to virtually all forms of interaction
negative: does not address the question of whether or not people really have goals or plans in advance to their actions. Some people argue that you act and then you make up an excuse to explain why you did what you did |
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Term
| What is the general focus of the Constructivist Theory? |
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Definition
| Focuses on the relationship between social cognition and message production skill. Social cognition includes thinking about yourself, other people, & your relationships with them |
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Term
| Briefly describe what personal constructs are |
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Definition
| Cognitive templates, bipolar dimensions we use to classify other people, ex. liberal, conservative, nice, mean |
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Term
| How is cognitive complexity measured? |
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Definition
By the number of constructs we have
High CC = many constructs
Low CC = few constructs |
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Term
| How does cognitive complexity develop? |
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Definition
| CC increases with age and through adolescence, leveling off during early adulthood |
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Term
| How does gender relate to cognitive complexity? |
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Definition
| Women tend to have a higher CC than men, possibly due to the way girls are brought up |
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Term
| How does socio-economic status relate to cognitive complexity? |
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Definition
High SES = higher CC
Low SES = lower CC |
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Term
| How is cognitive complexity measured? |
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Definition
Through the Role Category Questionnaire (RCQ)
-measure of differentiation
-descriptions of liked and disliked persons
-score based on number of constructs produced within time limit, excludes physical and demographic terms |
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Term
| What is the score interpretation for the RCQ in college students? |
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Definition
Mean: 20; 70% between 15 and 25
High CC: 25+ |
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Term
| What evidence has been provided that supports the RCQ as an accurate measure of CC? |
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Definition
Validity- it is independent of other traits, IQ, writing skills, extroversion
Reliability- consistent across time |
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Term
| How are cognitive complexity and social perception related? |
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Definition
| Individuals with a high CC have better social perception skills because they are better able to understand others |
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Term
| How is cognitive complexity related to message production? |
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Definition
| Individuals with a high CC have better message production skills because they can select appropriate goals and manage multiple ones. They can also make plans of appropriate complexity and cope effectively when plans are thwarted. |
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Term
| Define person-centered communication |
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Definition
| Awareness of and adaptation to aspects of the communication context |
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Term
| What are the three characteristics of highly person centered messages? |
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Definition
| they are subjective, affective, and relational |
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Term
| Describe how subjectivity relates to person-centered messages |
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Definition
| relates to the other person's thoughts and perspective on the world |
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Term
| Describe how the characteristic, affective, relates to highly person centered messages |
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Definition
| adapts to what the other person is feeling |
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Term
| Describe how the characteristic, relational, relates to highly person centered messages |
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Definition
| paying attention to the kind of relationship to the other person and also how they observe their relationship with you |
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Term
| What are some benefits of highly person-centered messages? |
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Definition
| most likely achieve primary goals, high PC is associated with leadership, high PC is associated with liking, but matching of PC in close relationships |
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Term
| What was the research exemplar for Constructivist Theory? |
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Definition
Hypothesis: age and cognitive complexity are each positively associated with person-centeredness in comforting messages. Used 137 students in grades 1-12 and gave them hypothetical situations when they were supposed to comfort a friend. The exemplar strongly supported the idea that age and cognitive complexity are both positively associated with person centeredness.
Results: CC mediates the effect of age on PC |
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Term
| What are some positive and negative critiques of constructivist theory? |
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Definition
Positive: High heuristic value, has practical utility and could be used to create programs to help improve complexity
Negative: there is a lack of such programs, but also, can cognitive complexity be increased? |
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Term
| What is the general focus of Predicted Outcome Value Theory? |
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Definition
| to predict communication and future relational development from judgements made during initial encounters |
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Term
| According to POVT, what is our primary goal in 1st encounters |
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Definition
| Maximizing relational outcomes |
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Term
| What question does Predicted Outcome Value ask? |
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Definition
| Will this relationship produce positive or negative outcomes for me and how far do I want this relationship to develop? |
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Term
| What are some bases for POV judgements? (not just whether you like or dislike someone) |
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Definition
| Proximity/access to the person, physical attractiveness, similarity, uncertainty, and type of potential relationship vs. existing relationships |
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Term
| As POV increases what also increases? |
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Definition
| quantity of verbal communication, intimacy of communication content, and nonverbal expressions of affiliation |
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Term
| What happens to a relationship if POV is low? |
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Definition
| Restrict and end initial conversation, maintain 1st impression |
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Term
| What happens to a relationship if POV is high? |
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Definition
| Communicate to maximize outcomes, potential for relationship development, maintain 1st impression sometimes (in some cases when not enough information was provided during 1st encounter, 1st impressions may change as you get to know that person) |
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Term
| What was the research exemplar used for POVT? |
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Definition
| Students of same sex dyads were asked on the 1st day of class to converse with someone they didn't know for 3-10 minutes and then predict their future relationship. 9 weeks later results showed to match up with predictions although the partner with the lower POV was a stronger predictor. Supported POVT. |
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Term
| What are positive and negative critiques of POVT? |
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Definition
Positive: simple explanatory concept POV, some research
Negative: Too simple (what about relationships that develop from low POV), not a lot of research |
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Term
| What two types of communication does the social information processing theory compare? |
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Definition
| Computer mediated communication (CMC) vs. Face to face communication (FTF) |
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Term
| What was the intial theory of SIPT? |
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Definition
| That cmc was less than ftf because the cues were filtered out |
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Term
| How does the social presence theory support the initial SIPT theory? |
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Definition
| It says that communication is not greater in CMC because you aren't physically present when communicating and miss many nonverbal cues |
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Term
| How does media richness theory support the initial theory of SIPT? |
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Definition
| It states that the media of CMC, the computer, is much too thin. It's just words. |
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Term
| How do a lack of social context cues support the initial theory of SIPT? |
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Definition
| It says that if you can't see how a person reacts to you, you will be rude and unkind to that person |
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Term
| How much longer does it take to develop a CMC relationship vs. a FTF relationship? |
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Definition
| 4 times the amount of time |
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|
Term
| What theory does SIPT support regarding CMC and FTF? |
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Definition
| That communication in CMC is greater than FTF due to hyperpersonal relationships |
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Term
| What are the contributing factors that support the theory that CMC>FTF? |
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Definition
| Channel asychronicity, selective self-presentation, overattribution of similarity, and self-fulfilling prophecy |
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Term
| What is channel asynchronicity in terms of SIPT? |
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Definition
| can't expect an instantaneous response since you send your message, wait till it is received, and then wait for a response. |
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Term
| What is selective self-presentation? |
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Definition
| Controlling the information you'd like to share, have the ability to make yourself look better. |
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Term
| What is overattribution of similarity? |
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Definition
| Latching onto pieces of similarity when communicating by CMC. Focusing solely on those similarities |
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Term
| What is self-fulfilling prophecy? |
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Definition
| If you are treated by someone in a particular way, you'll try and rise to that occasion. You'll try to be funny, charming... however they see you |
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Term
| What was the research exemplar for SIPT and does it support the theory? |
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Definition
| Some people communicated on computers, some face to face, some were told to be friendly or unfriendly. Large difference in perceived liking in friendly vs. unfriendly confederates. There was no difference in perceived liking in FTF vs. CMC. Cues were given in both situations FTF and CMC to be able to express liking or lack there of. |
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Term
| What was the research exemplar for SIPT and does it support the theory? |
|
Definition
| Some people communicated on computers, some face to face, some were told to be friendly or unfriendly. Large difference in perceived liking in friendly vs. unfriendly confederates. There was no difference in perceived liking in FTF vs. CMC. Cues were given in both situations FTF and CMC to be able to express liking or lack there of. |
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Term
| What was the research exemplar for SIPT and does it support the theory? |
|
Definition
| Some people communicated on computers, some face to face, some were told to be friendly or unfriendly. Large difference in perceived liking in friendly vs. unfriendly confederates. There was no difference in perceived liking in FTF vs. CMC. Cues were given in both situations FTF and CMC to be able to express liking or lack there of. |
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Term
| What are the positive and negative critiques of SIPT? |
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Definition
Positive: explains why online relationships are developed and how they are able to succeed, the hypotheses is falsifiable
Negative: 4X time not required, hyperpersonal (more of when/why, address the "dark side", CMC has changed, it's not just email anymore |
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Term
| What is the general focus of Relational Turbulence Theory? |
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Definition
| To explain what happens cognitively and communicatively during a key transitional period in romantic relationships |
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|
Term
| What is the definition of relational turbulence? |
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Definition
| a period of heightened intensity and drama that occurs during the transition from casual dating to serious involvement or other major relational transitions. |
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Term
| Why does relational turbulence occur during transitional periods in relationships? |
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Definition
| Because of relational uncertainty and the disruption of trying to integrate two lives together (coordinating schedules, etc.) |
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Term
| What is the definition of relational uncertainty? |
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Definition
| Degree of confidence people have in their perceptions of involvement within interpersonal relationships |
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Term
| Why does uncertainty peak during transition to serious involvement? |
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Definition
| Because it is beyond the "scripts" for initial involvement, not certain of mutual commitment and boundaries yet |
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Term
| What is the definition of interdependence? |
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Definition
| Coordination of mutually beneficial systems of behavior between partners |
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Term
| Interdependence increases as relationships progress but is interrupted by what and when? |
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Definition
| Interference, during a transition in a relationship |
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Term
| Briefly describe the research exemplar for RTT and whether it supports the theory or not. |
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Definition
| Students had to keep track of irritating behaviors of their partner for 2 weeks and how serious they were. They found that perceived seriousness of irritations were highest at moderate intimacy. Does support RTT |
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Term
| What are some positive and negative critiques of RTT? |
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Definition
Positive: identifies key sources of relational drama, suggests importance of conflict management skills in relationship development
Negative: Too simple? Could turbulence occur because of other sources of drama such as work trouble, family trouble, etc.?
It's more explanations than application. Doesn't provide a solution. |
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Term
| During the adaptation phase of SIPT, what were the substitutes for nonverbal communication? |
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Definition
| verbal liking cues, more smilies, etc. |
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