________ _______ theory:

the belief on our part that certain individual traits are related to other traits. if we observe a trait that we think is part of a cluster we will assume that the person also has the rest of the traits.

for some reason, the traits "intelligent" "quiet" and "friendly" tend to cluster together

__________ Listening:

we do this because we enjoy something, such as listening to a favorite CD or watching a play

____________ Listening:

when we listen to what someone wants for their birthday. We want to understand something and accurately re-create the intended meaning

_______ Listening:

when a friend asks to borrow money, we decided the chances of getting paid back

__________ Listening:

When a friend needs to talk about a big decision. We refrain from giving advice or being evaluative, rather we help them uncover new ideas about the problem

______ ______:

an idealized type of person whose existence is views as essential if the prevailing social order w/in a culture is to maintain itself.  

when we resist standard roles or make our own rules, we are forging a _______ identity

_______ Competence:

the ability to make message choices that others can comprehand as well as to respond to the message choices of others.

__________ Competence:

The ability to process and use linguistic devices to convey content in effective ways

_________ Competence:

the ability to process and unse nonverbal codes to convey content in effective ways

_________ Competence:

consists of the ability to process and create messages that convey the type of relationship assumed or desired by a communicator at a given moment

____________ Competence:

the ability to label, organize, or interpret the conditions surrounding an interaction.

__________ Competence:

the ability to take on social roles and to know what is appropriate behavior given these roles

_______ Competence:

the ability to choose and present a desired image

Self-concept: who we think we are is closely tied to how we present ourselves to others.

If our self concept contains negative aspects, like if we have low self-esteem our confidence will be lowered and communicate poorly. If our self concept contains postive elements, and we have high self-esteem we will be more confident and communicate  better.

_______ Competence:

the ability to set goals, anticipate probable consequences, and choose effective lines of action

____________ Communication:

Silent communication; takes place in our heads. When one day dreams or fantasizes, thinks about a problem, or tries making sense of the world.

You are both sender and receiver of your own message

__________/________ Communication:

communication between 2 people, generally in face-to-face interaction; Generally spontaneous and informal; maximum feed back from eachother.

ex. talking to a friend recalling old times

When a third person joins an interaction, it ceases to be interpersonal and becomes _____________ communication.

ex. Sports teams, students working on a project engage in this.......

___________ Communication:

occurs in large complex organizations such as large businesses and industries; communication takes place w/in defined hierarchy. Members experience a relationhip to the organization and the bureaucracy that organizes and runs it; Roles tend to be specified; formal rules for behavior; successful comm requires knowledge of these rules

__________________ Communication:

When a single speaker addresses a large group of individuals simultaneously; speaker acts as sender and audience as passive receivers.

_____________ Communication:

When the audience is large but the transmission is indirect; messages must be stores until they can be received by their intended audience.

ex. radio and TV broadcasts, newspapers, and recorded music

Interpersonal relationships begin w/ _______.

According to Wilmot, relationships begin the moment people become aware that others are aware of them

2. Interpersonal relationships develop through _________ __________

:relationhips are built if continued communication is desired, and denied if communication is not desired.

3. "As relationships unfold, we begin to _______ and ________ them. "

: as a relationhip unfold we take a look at it and see where we think if its going somewhere

3. "Our relationships are influenced by _______ ______"

: outside factors include cultural norms and media models, the involvement of family and friends, and economic and environmental conditions.

5. "our relationships can control us as much as we _______ them."

:"when 2 people have a relationship the third party is teh relationship itself. It is created by the participants, yet goes beyond them."

"a relationship is a system and more than the sum of their parts" - Wilmot

6. "Relationships are constructed and maintained through ________"

:relationships depend on continuous, high quality communication.

_______ Relationships

Members are irreplaceable and interdependent

theyre way knowing the other is particular

rules governing behavior are individualistic

Tone of relationship is sentimental

Rewards are primarily intrinsic

ex. lovers, family, marital partners, best friends

_________ Relationships:

respond to other in impersonal manner

members are substitutable

members are autonomous

rules governing behavior are normative

tone of relationship is practical

rewards are extrinsic

ex. strangers, acquiaintances, collegues, work partners

1. individuals establish how far they wish the relationship to go and the rules to be followed

2. over time, relationships are dynamic; they fluctuate and change

3. different skills and sensitivies are needed for different kinds of relationships

4. relational profiles are negotiated over time

"private relationships allow us to exhibit uniqueness and independence while public relationships stress conformity and social solidarity"

Duck's theory of _________

:the process of building healthy relationships

"realtionhips must be made- made to start, made to work, made to develop, kept in good working order and preserved from going sour"

1. Interpretive

2. Goal

3. Role 

Communication Competence and Relationships

• We need ___(1)___ competence to analyze understand and monitor relationships
• we also need _(2)_ competence to set and achieve realistic goals;individuals' needs to be satisfied
• ___(3)___ competence: knowing the parts you and your partner will play in the relationship and developing workable rules and norms

Linda Harris and Role Competence

_________ competent: individuals are inflexible

Linda Harris and Role Competence

________ competent: these people are most comfortable in familiar situations but lack the ability to work out problems in new and creative ways.

Linda Harris and Role Competence

______ competent: these individuals know when adapt and when not to. Theyre aware of how their interpersonal systems operate and can handle relational problems creativly and effectively

i.e. most interpersonally skilled people

1. Message Competence

2. Self Competence

Comm Competence and Relationships

• __(1)___ competence: using verbal and nonverbal messages effectively as well as decoding them.
• ___(2)__ competence: people who are sure of themselves and who know who they are more skilled at building relationships

• 1) shared view of where the relationship is and where its going
• 2) Clear rules have been mutually negotiates and work to the benefit of the relationship
• 3) Shared work ethic - "both work at it"
• 4) Meacommunication valued - relational symbols and metaphors that allow them to express their feelings in a comfortable way

________ Messages: messages about the topic at hand

ex. Guy asks a girl out and she changes the topic to the weather they're having..... this message is about the weather

_______ Messages: messages about the relationship itself.

If a guy asks a girl out and she replies by changing the topic to the weather they've been having. This message is communicating that she doesnt feel comfortable w/ that idea

also, conveyed as much as by HOW something is said by WHAT is said

____________________:

 Tests conducted by Elizabeth Phelps and collegues showed theres a tendency for people to have a more enhanced recognition for unfamiliar faces of members of their own race and a more fearful reaction to unfamiliar faces of other races

It is more pronounce for white Americans than African Americans, presumably because members of a minority group have more contact and experience interacting with those in the majority than the majority does with members of minority population.

______________: the study of the cognitive structures and processes that influence our perceptions of people and social events.

i.e. stereotypes

________ Cognition

1. affects how we receive and interpret others' messages and the emerging patters of interaction

2. guides our actions

3. examining appropriateness of the social cognitions we emply can enable us to reassert some form of control over social situations

4. communication w/ others can alter this

_______:

a cognitive structure that helps us process and organize information. It is a cluster of abstract knowledge containing typical features, qualities, behaviors, or other expectations based on our experience with specific people, places or events, but those specific people, places, and events may or may not be part of the mental representation.

________ Model:

each person has a mental image of a type of person.

ex. a "car salesman" -  we assume they have shiny slicked black hair, a multicolored suit, and talks very well.

_________ Model:

this model posits that our mental categories are composites specific examples of actual people, places or events we've experienced, not abstract features, but whole people, actual car lots, or real slices of sales presentations

_________ Schema:

 an internal representation of the rules, norms, and behavioral expecations associated w/ social roles such as occupations, gender, age and so on.

_______ Schema:

cognitive representations of typical interaction patterns and indicate interpersonal expectations as apposed to expectations based on one person's role or responsibility

_______ Schema:

information about ourselves that is organized, linked, and includes abstractions such as aspirations, values, attributes, preferences and behavioral routines.

we are highly resistant to learning info about ourselves that contradicts this schema

_______ Schema:

register our beliefs and expectationsabout different social situations.

i.e. we would expect different behavior at a Frat party and a family dinner

_______: coherent sequence of events expected by the individual either as a participant or an observer; guides to action.

ex. going out to eat: waiter takes order, brings food, pay the bill, leave a tip

_________: internal cognitive representations about a common, recurring interaction routines

typically less scripted and define expectations in broader, more general terms

ex. hanging out, studying together, attending a lecture

________ Episodes: situation is almost completely scripted

rules for proper behavior are well known in advance and govern the flow of interaction

ex. religious observations

_________ Espisodes: participants enter a situation w/o any preconceived plans or a very general one

greater freedom to create new forms of interaction and change episodes midway through

ex. hanging out and changing topics

1. what type of event or activity does each think theyre participating in?

2. What impressions do participants have of eachother

3. What kind of relationship have they enacted? Do they both share the same view?

4. What explanations do they provide to account for their behaviors?

________ Episode:

open episode in which the participants are trying to negotiate some closure. Different from episodes b/c they're competitive attempts to control the activity

ex. 2 lovers talking may be proposing 2 diff directions for the episode

Primacy Effect

/

Recency Effect

________ Effect: tendency for first impressions to be lasting ones

________ Effect: when more recent observations change our impressions

1. Respect the other's point of View

2. Make sure you fully understand what is said before responding.

3. Check your understanding by paraphrasing

4. make sure you express content as well as relational meaning

_________: we compose a heroic narrative of the self that illustrates essential truths about ourselves, or rather a relatively coherent personal myth

story is constantly reshaped as one grows older and reshaped in the telling of the story to others

_________: Cognitive structures that organize and guide the processing of self-related information.

ex. someone that views themselves as competitive will remember more situations where they were competitive than cooperative.

_____________: using a life script as an excuse for a potentially negative self presentation.

ex. if guy is scared to learn something he may claim that its not "manly"

_________: physical behavior that shapes who we are

ex. going into a job w/ previous experience. You may already know what your doing but you could be nervous to make a good impression. You may mess up a little, causing you to think "wow, maybe i cant do this"

Shows us our self construct is always under construction

________: refers to the particular self identity we normally display in a given relationship

ex. to many may come off an as cocky frat guy, to closer relationships will be seen as intelligent and caring

3 essential elements in the self concept

1. how we think we appear to someone

2. how we think they judge our appearance

3. how we feel about ourselves in reaction to the other's perception of us

______ Self: the persona who has a self schemata that emphasizes consistency and honesty above all else

ex. this person will say w/e they think, no matter how it affects the person

_________: this person will have no self to call their own; in a situation will try to be the person the other wants them to be

ex. this person will say they want to hear

_________: individuals level of fear or anxiety associated w/ either real or anticipated communication w/ someone(s).

ex. guy nervous to talk to pretty girl

This kind of professor pretends the class is fun and easy, however sneakily makes her tests damn near impossible.

she may be nice and cool, however today shes kind of a ___________?

1. Make sure disclosures are appropriate to situation

2. begin w/ safe, nonrisky disclosures

3. disclose in small doses.

4. match the other's level of diclosure

5. style is as important as substance

6. reserve most important disclosures for significant, ongoing relationships