MIDTERM Class notes
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| Communications is a | social science | |
| Goal of communications | to explain human behavior | |
| Interdisciplinary | Includes other social sciences | |
| Other social sciences included in Communications | Political Science, linguistics, psychology, language, linguistics, etc. | |
| The other social science which communications borrows most from | Sociology | |
| What does sociology say? | Communications follows social rules | |
| What are norms? | Social rules that say what is acceptable in a given situation or what is expected | |
| What does communications deal with? | The stuff of every day life | |
| What two mediums do norms cover? | Interpersonal and mass media | |
| Are some norms stronger than others? | Yes | |
| What are the three types of norms? | Folkways, mores, taboos | |
| What are folkways? | Social customs to which people generally conforms but usually are not pressured to do | |
| What are mores? | More strongly held beliefs, breaking them brings a stronger reaction | |
| What are taboos? | Most strongly held norms, often laws aren't even needed | |
| Most communication follows what type of norms? | folkways | |
| What do norms guide? | comunication decisions | |
| Can norms change? | Yes, not set in stone | |
| Why do norms exist? | To show certain characteristics | |
| Do norms vary between people? | Yes, vary widely with groups and individuals | |
| Is sex a form of communication? | Yes, and there are norms | |
| What do communications scholars seek to do? | Categorize social phenomenon | |
| Categories of pick-up lines | friendly, offbeat, humorous, altar, seductive | |
| What is a model? | A visual representation which breaks down components and shows relationships | |
| What is the basic model of communication? | SEMCDR model | |
| What does SEMCDR stand for? | source, encoder, message, channel, decoder, receiver | |
| What is a source? | The person with the idea to be communicated | |
| What is an encoder? | The person who takes ideas of source and puts them in a form someone else can understand | |
| What is decoding? | Taking ideas out of code and putting them into thoughts and ideas (listening, reading) | |
| Are source and encoder usually same person? | Yes, but not always | |
| Are decoder and receiver usually same person? | Yes, but not always | |
| What are the three parts of a message? | Code, content, and treatment | |
| What is code? | Any system of symbols we use to communicate | |
| What are examples of code? | language spoken or written, shared symbols systems | |
| What is content? | What is being communicated, general meaning | |
| What is an example of content? | Basic meaning of words | |
| What is treatment? | How you communicate (not what you say but how you say it | |
| What does treatment reflect? | style, personality, relationship, etc. | |
| What is especially important about treatment? | It is treated differently in different relationships | |
| What can happen between content and treatment? | There can be a clash; content is verbal, treatment is nonverbal (slamming fist and saying not angry) | |
| What is the non-verbal part of a message? | volume, pitch, tone (treatment) | |
| What is a double bind? | Clash between verbal and nonverbal aspects of a message | |
| What part do we tend to believe in a double bind? | nonverbal aspects | |
| Why do we believe nonverbal in double bind? | We have more control to manipulate words and lie; less control over non-verbal | |
| What is an important skill in regards to message? | How to treat a message | |
| What is a channel? | It refers to the way we send a message, how we send them to the receiver | |
| What are examples of channels? | face to face, media | |
| What is another name for the SEMCDR model? | Berlo | |
| What is fidelity? | A message with high fidelity gets through from source to reciever without being changed or distorted | |
| What is an example of fidelity? | Memorex Cassett Commercial | |
| What is noise? | Anything that distorts message; the enemy of fidelity | |
| When can noise occur? | Anywhere in the communications process | |
| What are the two types of noise? | Internal and external noise | |
| What is internal noise? | Source within people involved in the process; if not feeling well, wont listen | |
| What is external noise? | Source in the external physical world; air conditioner is loud, sitting next to an attractive person | |
| What is feedback? | When the original receiver of information gives feedback to original source (talking back) | |
| What is a linear model? | Includes no feedback; communication goes one way | |
| What is a circular model? | A model that includes feedback (see notes) | |
| How many linear model relationships are possible? | Multiple, mass media linear model | |
| What is special about the linear internet model? | It models potential, becuase you aren't talking to everyone | |
| What are the four systems of communication? | Intrapersonal, interpersonal, mass, and small group | |
| What is intrapersonal? | Communication with yourself, most basic and fundamental type | |
| What are examples of intrapersonal? | thinking, feelings, talking to yourself | |
| What realm is intrapersonal communication in? | psychology | |
| What is interpersonal communication? | Two people communicating to each other | |
| What is another word for interpersonal comm? | dyadic communication | |
| What happens in interpersonal communication regarding source and receiver? | they switch roles multiple times | |
| In what form of communication do people feel freest to express info about themselves? | interpersonal | |
| What is small group communication? | It begins when there are three people, harder to tell when small group ends | |
| What is the rule for small group communication? | You must see yourself as a member of a group; everyone must be able to be a source, you must know everyone in the group and be able to tell if someone is missing or added | |
| What is mediation? | It refers to some physcial, inanimate thing coming between source and receiver that is not a person | |
| Non-mediated small group communication? | Sitting around a table | |
| When does a text message become communciation? | When it is seen | |
| Non-mediated intrapersonal | Thinking | |
| Mediated intrapersonal | Diary, alarm, post-it | |
| Non mediated mass | Speech, election, lecture | |
| Mediated mass | TV, radio, magazine | |
| What is characteristic of non-mediated mass | One person does the talking to a large group, doesn't know most people, impersonal | |
| Is feedback possible in non-mediated mass? | Yes, through questions, etc. | |
| What must happen for non-mediated mass to be effective? | audience must perceive role as audience and follow norms | |
| Can non-mediation and mediation be present at the same time? | Yes, speaking to a group with a microphone | |
| What has happened between the different groups of communication over the years? | The lines have blurred | |
| Example of lines between types of communication blurring | Facebook mass or interpersonal | |
| What can happen between interpersonal and mass communication? | They can adopt characteristics of each other; spam email and personal email | |
| What are the systematic changes as you move from intrapersonal to mass? | They become impersonal, less dynamic, less feedback | |
| What is perception? | A complex process by which we receive, select, organize, and interpret our sensory experiences and form them into a meaningful picture | |
| Why can people most commonly be misunderstood? | Because we perceive the world in different ways | |
| Example of different perceptions? | TV political ad | |
| What does perception begin with? | The 5 senses | |
| What are the two stages of perception? | Reception and analysis | |
| What is reception? | Simple operation of senses; mechanical, automatic stage of perception | |
| What is analysis? | The much more active stage of perception; focusing, organizing, interpreting | |
| What happens in analysis? | We experience more than we can actively deal with; eye example we see 5 million stimuli, can only deal with 500, these 500 differ from person to person | |
| Why is perception different? | Selection and purpose differ | |
| What are the two categories of factors of selection and perception? | Factors in stimuli and in ourselves | |
| What are the factors in stimuli? | Repetition, Intensity, Contrast, Obvious | |
| What is the obvious/easy factor of stimuli? | What is in front of the face will be selected for | |
| Example of Obvious factor of stimuli | Woman puts herself in man's line of sight | |
| What is the intensity factor of stimuli? | Something that exists in high or extreme degree | |
| Examples of intensity factor of stimuli? | Select for shout or yell instead of whisper | |
| What is the contrast factor of stimuli? | That which stands out because it is different | |
| Example of contrast factor of stimuli | Pringles in a can | |
| What is repetition factor of stimuli? | When a message is repeated it is more likely to be selected for | |
| Example of repetition | Head on commercial slogans | |
| What is different between intensity and contrast? | Find people dressed in Elvis clothes, eyes go to person not in Elvis | |
| What are the factors within ourselves for perception? | Past learning experiences, culture, language, motivation, stereotypes, roles, mood, attitude, psychological tendencies | |
| What is the past learning experiences factor within ourselves affecting perception? | Things we learn about the world which influence perception whether or not they are true | |
| What is an example of the culture factor within ourselves affecting perception? | Flash images of baseball player and bullfighter, US saw baseball and Mexicans saw bullfighter | |
| Do societies have subcultures which also influence selection and perception? | Yes, OJ Simpson case | |
| What did Darnell Hunt find? | What reaces see in media tends to confirm what they already believed | |
| What is the language factor within ourselves for perception? | Language influence selection and perception | |
| What is the Sapir Wharf Hypothesis? | Language determines perception of reality | |
| How do different languages affect selection (2 ways) | different vocabulary and different symbols, grammar, or syntax | |
| Example of vocabulary affecting language and perception | Eskimos have more words for snow and make more categorizations | |
| Example of different symbols, grammar, syntax | Navajo language sees world as processed; world is place of uncaused, dynamic happenings | |
| Concerns with Sapir-Wharf Hypothesis? | Is it language that determines culture, seeing world or the other way around? Just because you don't have a word for something doesn't mean you can't perceive it | |
| Sapir Wharf hypothesis probably goes too far; therefore what is probably true? | Language probably predisposes us to perceive the world a certain way | |
| Do social movements pay attention to language? | Yes | |
| What does the a bird in the the hand example show? | We become familiar with expressions, see them whether true or not; language influences perception | |
| What is the motivation factor of things within ourselves that influence perception? | Your needs, what is important to you; see faults in others more than your own faults | |
| Example of Motivation | After you have purchased new car; see that car everywhere, Virgin Mary: Religious motivations | |
| Explain the stereotype factor of things within ourselves that influence perception | Sets of beliefs that we have about attributes of certain groups of people; powerful influence upon information we gather, inferences we make | |
| Where do stereotypes come from? | Culture, shared understandings, past experiences, parents | |
| What is true of stereotypes? | We look for the characteristics we think we already know of in a group; don't pay attention to contradictions | |
| Why do we have stereotypes? | Because of complexity of world, number of people, we need to generalize to have a sense of order | |
| Why are stereotypes bad? | They are compounds of errors, emissions, half-truth | |
| What happens because of stereotypes? | Different people can perceive the actions of people from different groups in very different ways | |
| How do vice and virtue play into stereotypes? | We can perceive something well for our group, badly for members of stereotyped group | |
| Is it possible to get stereotypes from the mass media? | Yes, and they are powerful when mass media speaking about a group viewers haven't come in personal contact with, still some areas of country without much diversity | |
| What is a negative twist? | A negative twist upon a stereotype is a portion of the stereotype which allows you to maintain superiority and ego and self-respect (dumb jock) | |
| When do negative twists occur? | When taking about members not in our group, even when positively, our statements tend to have a negative twist. | |
| What is the best way to get over stereotypes? | face-to-face interactions | |
| What happens when you meet one person who contradicts your stereotypes? | Exception; must meet a lot of people who contradict stereotype | |
| Explain roles (factor within ourselves influencing perception) | Roles people play in life; we occupy different roles throughout life; gender roles, occupational roles, etc. | |
| Example of Roles playing on perception | People in a park all have different occupations. Each will focus on different things and think their profession most important | |
| Explain mood (factor within ourselves influencing perception)(Example) | People in different moods shows pictures; scene of children digging in swampy area. Happy people saw it as fun. Critical mood: asked Why? | |
| Explain attitude (factor within ourselves influencing perception) | Valued thoughts and feelings we have about other people and other things | |
| Example of attitude (perception) | Sports refs always discriminate against your team | |
| What are the three types of psychological tendencies | Selective exposure, selective attention, selective retention | |
| Why do psychological tendencies sometimes contradict? | We are complex | |
| What is selective exposure? | The tendency only to expose yourself to messages you agree with; you will avoid those which counter what you believe | |
| What is selective attention? | The tendency to pay attention to parts of a message you agree with and tune out parts you don't agree with | |
| What is selective retention? | When listen and pay attention to message which included parts you agree with and disagree with, you are more likely to recall parts you agreed with | |
| What are the factors that influence communicating individual? | Self concept, interpersonal imperative, BAV (beliefs attitudes, and values) (as well as subtopics) | |
| What is the self-concept? | A relatively stable set of perceptions that you have about yourself | |
| What are the three aspects of the self-concept? | Self-identity, self-image, and self-esteem | |
| What is self-identity? | Social positions that you occupy; social relationships, social identity (jew, son, friend) | |
| What is self-image? | Characteristics, skill, qualities, attributes you have (kind, intelligent, etc.) | |
| What is self-esteem? | Positive and negative responses you have about yourself; emotionally how you feel about yourself (public speaking; worry) | |
| Where do we get the self-concept? | biological basis as well as social product (a lot of our sense of self comes from interaction with others); looking glass theory | |
| What is the looking glass theory? | The self is a social product that comes from relationships and interactions other people function as mirrors for us; you ask yourself what others think of you | |
| What are the three stages of the looking-glass theory? | 1. You imagine how your actions appear to others 2. You imagine how others are judging your actions 3. You make some sort of self-judgment based upon the presumed judgment of others | |
| When is the looking-glass theory especially important? | Early in life, especially with family | |
| What is the sense of self like early in life? | Stable, childhood experiences important | |
| Can our self-concept change? | Yes, but it takes a lot; what people are actually thinking doesn't matter, what you THINK they are thinking is what matters | |
| Once the self-concept is formed, it is... | stable, it takes a lot of contradictory evidence to change, sometimes even that is inefficient | |
| What is the interpersonal imperative? | Human drive to be social | |
| Why is interpersonal imperative important? | We need to be social, seen when people are cut off from communication | |
| Are some people more social than others? | Yes, introverts vs. extroverts | |
| What are three other basic social needs beyond interpersonal imperative which influence us? | Inclusion (need to be part of something larger than self), control (need to have power, respect), affection (need for love, kindness) | |
| What is an autocrat? | Someone who controls everything | |
| What is an abdicrat? | Someone who always follows | |
| Is it possible to have too much control but be in perfect balance with affection? | Yes | |
| How do beliefs, attitudes, and values work? | As building blocks, they build upon each other | |
| What is on the bottom of BAV? | Beliefs | |
| What are beliefs? | What one believes is true or is a fact or that exists; a personal belief is a personal position | |
| If a belief is more important, then the consequence is... | bigger, because the change in your life is bigger | |
| What are the different types of beliefs? | Primitive 100% consensus beliefs, primitive 0% consensus beliefs, authority beliefs, derived authority beliefs, inconsequential beliefs | |
| What are primitive 100% consensus beliefs? | Beliefs that derive from your own personal experience in life that basically everyone beliefs (we will eventually die) | |
| What are primitive 0% consensus beliefs? | A little less central than the primitive 100% consensus beliefs, but still very important; comes from your own experience, others may not agree with you, but you believe regardless of what others think | |
| Examples of Primitive 0% consensus beliefs | Political beliefs, religious beliefs | |
| Describe authority beliefs | Less central than the two types; authority: somebody who is defined as being very intelligent in a specific realm; we believe such beliefs because of what an authority figure tells us | |
| Examples of authority beliefs | religious beliefs could fall into this category if you believe them because a priest told you to | |
| What are derived authority beliefs? | Less central, more peripheral; believe in something because of what an authority says, even if the person in not an authority in the matter at hand | |
| What are inconsequential beliefs? | least central beliefs, we believe these to be true, even though they are about matters of no great importance (matters of taste) | |
| If you change your mind on an inconsequential belief, what happens? | It doesn't have a great impact on your life, other belief categories have much bigger impact | |
| Explain attitudes | They are typically derived from a number of beliefs, it is an evaluation, feelings about the beliefs that we hold | |
| Do beliefs always create attitudes? | No, but they commonly do | |
| What are values? | Values are strongly held general ideas that we have; they are broad, general notions about what is good or bad, desirable or undesirable | |
| What do values generally refer to? | Large numbers of things or people over long periods of time | |
| Example of value | Belief: Korean war cased a lot of pain Value: I value peace in the world forever | |
| Are values situational? | No | |
| What are the two types of values? | Instrumental values and terminal values | |
| What are instrumental values? | Means values; used as a means to arrive at some end that you want to achieve; the ways you think you or other people should be acting so that your life or the world will end up how you want it to based upon terminal value | |
| Example of Instrumental value: | Value money instrumentally, you believe if you have money you can achieve the terminal value of happiness | |
| What is a terminal value? | Values in and of themselves. They refer to where you want to end up | |
| Example of terminal value | World peace, wealth, popularity, justice | |
| Can one person's instrumental value be another person's terminal value? | Yes | |
| What must one do when thinking about BAV? | We must start with beliefs, then look at attitudes, then values; they follow in a logical progression | |
| What are the three stages of interpersonal communication interactions? | Anticipation stage, direct contact, reciprocity | |
| Describe anticipation stage of interpersonal communication | it entails your expectations of an upcoming encounter; length varies; self-concept influences anticipation stage (if see self well-anticpates good encounter) | |
| What can self-concept influence? | Whether or not the person ever gets past the anticipation stage;if asks, could be a self-fulfilling prophecy | |
| What is direct contact? | when the communication action actually occurs; can be non-verbal or verbal | |
| How does anticipation stage influence direct contact stage? Example | Class broken in two, told different things before lecture, perceived different things during lecture; only difference=what they were anticipating | |
| What is reciprocity? | Refers to the fact that receivers are under some social obligation to give feedback in a similar manner to what was said to them | |
| Example of reciprocity | Say sensitive information, expect sensitive info back | |
| Is there reciprocity in all interpersonal communication? | No, but the great majority (Confession) | |
| Self-disclosure: | Generally verbal communication directed at another person; honest revealing of information that is not available elsewhere; an expression of private feelings, thoughts, and experiences | |
| What are the four selves? | Open, hidden, blind, unknown | |
| Open self | what you and other people know about you | |
| Hidden self | Things you keep to yourself, other people dont know | |
| Bind self | What other people know about you but you dont | |
| Unknown self | What you don't know about yourself and other people don't either | |
| What is self-disclosure in terms of four selves? | Moving from hidden self to open self | |
| Reasons for self disclosure | relate other's problems to our own, get things off our chest, make people feel a certain way about you, understand ourselves, etc | |
| Alternatives to self-disclosure: | lie, be vague, be silent, hint at certain things | |
| Norms of self-disclosure: | Shouldn't tell strangers; American's tend to self-disclose more information; less in Japan; leads to misunderstandings | |
| What are the factors which influence self-disclosure | Halo affect, judgments | |
| What is the halo effect | Refers to the fact that people form initial impressions of people and generalize from such traits to form an opinion about that person's entire personality; either positive or negative | |
| Judgments which influence self-disclosure | When we say certain things about ourselves, we will be judged; thus, we don't say negative things too quickly and keep darker sides for later in relationship | |
| What is verbal language? | A language is any system of formalized symbols that is used as a means of communication; different types of symbols | |
| Functions of words: | words stand for or refer to things in the world, perform actions using words, evoke emotions, reduce uncertainty, express complex ideas, promote human contact | |
| How do words stand for or refer to things in the world? | Usually arbitrary symbols which members of a culture agree to use to represent an object; exceptions: onomatopoeia (different sound words between different cultures), sign language | |
| Sometimes words are referred to as | reference | |
| Problems with verbal language standing for and referring to things | bypassing, abstraction, euphemism, relative language, static evaluation, language limited/unlimited reality, sub-cultural differences in use of words | |
| Bypassing: | Using different words with the same meaning or the same words with different meanings; speakers don't make the connection | |
| Example of bypassing: | In Australia, Randy=horny | |
| Equivocation: | words have more than one commonly accepted definition (goes with bypassing) | |
| How to clear up equivocation | Feedback, clarification | |
| How can equivocation be good? | Can help avoid honesty and clarity which are embarrassing | |
| What is abstraction? | generalizing; we speak in different levels of generalization | |
| Example of abstraction | I am studying in a place, in MS4500A | |
| Higher-level abstraction not necessarily a bad thing Example | Its not the end of the world | |
| How to avoid problems of abstraction | be more specific | |
| What is a Euphemism | A pleasant term which is substituted for a blunt one | |
| How can Euphemisms be problematic | obscure the accuracy of the message | |
| Euphemisms are significant problem in... | politically correct world | |
| What is Relative Language | Sometimes words only gain meaning through comparison; confusion can occur unless comparison is offered | |
| Example of relative language | I go to a small college | |
| What is static evaluation | Using words to make reality seem more concrete and unchanging or | |
| Example of static evaluation | Cary is short tempered; descriptions of people which use the word is (based upon assumption that people are unchanging) | |
| Explain language limited/unlimited reality: | Our working vocab which is much smaller than 1 mil. words must be used to describe everything in world | |
| What shows language limited/unlimited reality: | Hard to teach someone to ride a bike with words alone | |
| Explain sub-cultural differences in the use of words: | Sub-cultures use same basic language in different ways | |
| Example of sub-cultural differences: | I am hella good | |
| How do words evoke emotions? | hearing somebody give a patriotic speech can greatly move a person | |
| How do words reduce uncertainty? | Asking questions, use words to distinguish and clarify | |
| How do words express complex ideas? | Words are the only means we have for developing and expressing thoughts of any complexity | |
| How do words promote human contact? | Words bring human beings together through communication with words | |
| Cultural differences in use of language example | Elaborate vs. succinct uses of language Arabs are elaborate; Formal vs. informal (US is informal; African countries more formal) | |
| Where is succinct language valued? | cultures were silence is valued (Japan) | |
| What is most spoken language in world? | english; official language of diplomacy, commerce, scientific discourse, air-traffic control | |
| How does profanity vary? | from place to place, subculture to subculture | |
| What is language tied to? | The social circumstances in which it is used | |
| In general, more profanity is used in... | bigger cities | |
| Reasons for profanity | restricted nature | |
| Spread of profanity has resulted in | loss of effect; fuck represents almost any figure of speech | |
| Why has profanity become so common? | mass media, 1960s brought speech patterns into the upperclass, feminist movement, television, music | |
| Show how most forbidden types of profanity have changed | Sexual used to be most forbidden, now gender and racial slurs | |
| What is intimacy? | The desire to connect with other human beings | |
| What shows that intimacy is important | Over 90 percent of dying people said intimate relationships were most important part of lives | |
| What does intimacy arise from? | Closeness | |
| What are the dimensions of intimacy? | Physical, Intellectual, emotional, shared-activites | |
| What is physical intimacy? | Physical contact, touch | |
| What happens if a child doesn't get physical intimacy? | Emotional, mental problems | |
| What is intellectual intimacy? | Intimacy that flows from exchanges of important ideas | |
| What is emotional intimacy? | Intimacy that comes from the exchange of feelings | |
| What is shared-activities intimacy? | Doing things together that results in intimacy | |
| How many types of intimacy is it possible to have in a relationship? | Some have all, others have only one | |
| Can relationships that don't have intimacy develop? | Yes, we don't have time and energy to be intimate with many people | |
| What is the opposite of intimacy and is it important? | Distance, and yes | |
| What are two factors intimacy varies according to? | Gender and culture | |
| How does intimacy vary with gender? | Expressed differently; women=more willing to share private thoughts, men=more likely to share positive feelings with each other (gain intimacy through shared ac activi actties) | |
| Rank gender relationships in order of most to least self-disclosure | Women-women, men-women, men-men | |
| How does sex play into gender intimacy differences? | Women=express intimacy, men=create intimacy | |
| How does culture influence intimacy? | Expression of intimacy varies from time-to-time and place to place | |
| What are the factors influencing why we form intimate relationships with some people but not others? | physical appearance, similarity, complimentarity, reciprocity, exchange, competency, proximity, disclosure | |
| Why does physical appearance matter in choosing a relationship | Especially at early stages in a relationship, looks matter to people | |
| What shows physical appearance matters? | Handsome men and beautiful women are treated differently and get away with more; seen as stronger, social, etc. | |
| What do men across the world find attractive? | large eyes, thick hair, narrow waists, full lips, small noses, hip to waist ratio; factors are signs of youth and high estrogen levels | |
| Is what men or women find attractive more complex? | women | |
| What do women find attractive? | muscles, strong shoulders, height; varies with menstrual cycle | |
| Is there differences between people regarding what they think is attractive? | YES; differences in opinion, changes through historical periods, culture differences | |
| What is at the core of what we find attractive? | biology | |
| What is a biological factor that we find attractive? | Symmetry | |
| How does personality play into attractiveness? | Ordinary people with pleasing personalities are likely to be viewed as more attractive | |
| For what sex is the physical attractiveness of the other more important? | Men; women place higher premium on finances | |
| Explain similarity factor of who we are attracted to | We are drawn to people who are like us; it validates us and our beliefs | |
| Why do we like people who are similar to us? | We can more likely predict how they will behave | |
| Is attitude or personality similarity more important to most people? | attitude | |
| Explain complimentary factor of who we are attracted to | Opposites attract; differences can be good and strengthen relationship when complimentary | |
| Explain reciprocity factor of who we are attracted to | You must be liked back by the person you like; knowing someone likes you is a a strong source of attraction | |
| Does reciprocity increase or decrease as relationship goes on? | Decreases; but confirms our self-concept of being a likable person | |
| Explain exchange factor of who we are attracted to | cost-benefit analysis; we seek out people who can give us rewards; rewards should outweigh costs | |
| In what types of relationships does exchange occur? | All types; we develop expectations of what we should be getting out of a relationship | |
| Can what is being rewarded differ for the two people in the relationship? | Yes | |
| Explain competency factor of who we are attracted to | we seek out people who are competent and skilled, but not too competent as to make us feel uncomfortable | |
| Explain proximity factor of who we are attracted to | Being in the same place at the same time is important; we form relationships with people whom we interact with | |
| Why is proximity important in relationships? | Being around someone allows you to learn more about that person and benefit from them | |
| Explain disclosure factor of who we are attracted to | Telling other people important info builds liking | |
| Why is disclosure important? | learn similarities, opening up, indicates regard for the other person (trust, respect, etc.) | |
| What is biggest difference between gay and heterosexual couples? | not sexual orientation, but gender differences | |
| Who makes initial choice of mate? | women; girl eyes boy or picks up on his stare and responds | |
| How do women flirt around the world? | smiles, lifts eyebrow swiftly, open eyes, look away, coy look, arches back, tosses hair | |
| What is a coy look? | artfully shy and reserved look | |
| What do men do when flirting? | gaze at potential mate for a couple of seconds, pupils dilate, look away (this calls for response), puff chest | |
| What is a displacement gesture? | The person who is being looked at displaces nervous energy as they decide what to do (move cup, etc) | |
| What is most important part of body in flirting? | eyes | |
| What is assumed if someone returns a gaze or smiles? | message of availability or attraction | |
| What is a flirting smile? | lips drawn back, both upper and lower teeth exposed | |
| What are men's | moving bodies in exaggerated way; diffusing energy and keeping bodies moving, jewelry, clothing | |
| What are women's | placing herself in line of sight; smiling, gazing, swaying, rest eyes on man then coyly look away, solitary dance, promenading | |
| what is a solitary dance? | moving her body to music whether standing or seated | |
| What is promenading? | taking trips across the room (to bathroom) | |
| Are flirting messages conscious or subconscious? | mostly subconscious; part of shared animal heritage | |
| How does voice play into flirting? | After non-verbal acknowledgement (smile, nod), he walks within talk range, engage in seemingly meaningless convo | |
| What is important in voice flirting? | Not what they say but how they say it (laughing when called for, background info) | |
| What does use of voice in flirting begin with? | Phatic communication | |
| What is phatic communication | communication to open up a channel of communication, usually indirect | |
| What comes after phatic communication? | small talk | |
| What is small talk? | Made up of queries and replies about unimportant topics; important part is interest, not what is said | |
| What is small talk a precursor to? | More serious conversation | |
| What is good about small talk? | It isn't threatening, maintains sense of balance, lets you experience other person | |
| What happens after voice in flirting? | touch | |
| What is touch? | Leaning forward, getting increasingly in other person's space, resting arm near someone | |
| What needs to happen for touch to be effective? | reciprocation | |
| What is initial touch? | Touching the shoulder, wrist, forearm or some other acceptable part of the body | |
| Who generally touches first? | Woman | |
| What may happen in touch? | body synchrony | |
| What is body synchrony? | Mirroring each other, reaffirming others action; done subconsciously | |
| In what phases of flirting is eye contact important? | Initial connection, phase of confusion, corroboration, post-eye contact | |
| What is initial connection in terms of eye-contact? | Capturing someone else's attention with eyes | |
| What is phase of confusion in terms of eye-contact? | When you wonder whether other person will see you and what they will think | |
| What is corroboration in terms of eye-contact? | to support with additional proof; repeated looks | |
| What is post-eye contact? | smiling, going over and using voice | |
| Why are eyes so important? | They are the part of the body that best express our emotions; reveal our intentions | |
| How can eyes be problematic? | staring, gawking, glare,wink, elevator eyes (a little bit of eye contact goes a long way) | |
| Small group dynamics in flirting (explain) | shouldn't go after one then second, then third in one group | |
| What are flirting differences between gender? | women more aware of flirting; men more likely to misinterpret; sexual-come ons affective on males, women respond better to romantic activities | |
| What is the evolutionary perspective of flirting? | Less about romance and more about passing on max # of genes to future generations | |
| What does evolutionary flirting perspective tell us? | Why we see males and females flirting and communicating differently | |
| Explain evolutionary perspective of flirting | Women=9 month commitment, only so many eggs so want committed man, men=less necessary time investment, unlimited amount of sperm; sex with large variety of women | |
| What does coyness do? | Tests man for commitment and persistence; seen in other species where man is | |
| What is the promise-withdrawl sequence? | Being coy and seeming interested, and then withdrawing interest; women want to see if man persists | |
| What are the ten stages in the ten stage model of relationships? | initiating stage, experimenting stage, intensify corroboration, integrating stage, bonding stage, differentiating stage, circumscribing, stagnation, major avoidance | |
| What types of relationships does the 10 stage model refer to? | all | |
| What happens in the initiating stage | show you are the type of person worth getting to know; follows handshakes and introduction (innocuous statements, small talk, phatic communication, flirting) | |
| How can initiating stage be done? | networking, offering, approach | |
| what is offering? | Putting yourself in a position favorable to being approached by the desired person | |
| What happens in the experimenting stage? | During early dating, searching for common ground and desirable characteristics | |
| How does experimenting stage occur? | Learn about other person through asking questions, auditioning for other person (like a job interview) | |
| What happens as small talk progresses in the experimenting stage? | less questions, other person discloses more | |
| What happens in intensifying corroboration stage? | First stage where real relationship begins to develop, people start expressing feelings of attraction | |
| What are some ways to express liking? | spending time together, tokens of affection, doing favors | |
| How does commitment play into intensifying corroboration stage? | still early on, so less commitment and still doubts, but begin testing commitment and looking for proof of commitment (asking 3rd party, seeing if partner gets jealous) | |
| What happens in the integrating stage? | Couples identities start to change; start to take on an identity as a unit or pair | |
| What are integrating stage activities? | gaining common property, developing own idioms, games, sense of obligation grows, requests made directly, expect a lot of other person | |
| What happens in bonding stage? | Relationship becomes social and public, A public statement is made about the relationship; a symbolic gesture to show the world the relationship exists | |
| Examples of bonding stage? | getting married, changing facebook status | |
| What is the differentiating stage? | Shift occurs, still a need to be an individual and reestablish one's individual identity; emphasis on I rather than WE | |
| What are positive aspects of the differentiating stage? | Successful differentiating: creating space for the individual and the relationship | |
| What is the circumscribing stage? | Decline in the quality and quantity of communication, dissatisfaction; less romance, more arguments; may start with subtle hints and grow over time | |
| What are some restraints in communication that can occur during circumscribing stage? | withdrawal instead of talking about problems, shrinking interest | |
| What is the stagnation stage? | No longer a feeling of job and excitement or growth in the relationship; shell of former self, going through the motions, no more sense of novelty | |
| What is the major avoidance stage? | Beginning to create major distance between each other through avoidance, sometimes under guise of excuses, sometimes more direct | |
| What is the termination stage? | Might include dialogue on where relationship has gone, and then expressing desire to terminate relationship; can end many ways | |
| What are some strategies of the termination stage? | Cost-escalation strategy, pseudo-de-escalation strategy, withdraw, fait accompli, state-of-the relationship talk | |
| What is the cost-escalation strategy? | Strategy used when someone wants relationship to end, but no courage to verbally do so, raise cost of other person being in relationship so high that other person ends it | |
| What is the pseudo-de-escalation strategy? | When someone doesn't want to express discontent verbally, they slow down and takes steps back | |
| What is the withdraw strategy of termination? | Avoiding the other person and reducing the amount of contact; can lead to gradual fading away; both partners implicitly acknowledge that the relationship is over | |
| What is the fait accompli strategy? | Direct statement that the relationship is over | |
| What is the state-of-the-relationship talk strategy? | A talk in which the relationship is analyzed, said that things aren't working, may end with simple departure or anger | |
| What factors does the nature of the terminating stage depend on? | Whether it was gradual or sudden, mutual or not, attempts to save the relationship, degree of intimacy achieved | |
| What are some reasons relationships end? | characteristics, happiness, lack of fulfillment, lack of intimacy, poor interaction regulation (beating), 3rd party involvement, cost-benefit analysis | |
| What are some complications of the relationship model? | people don't always go through steps in order, elements of stages present simultaneously, relationships change, can shift backwards, can go through stages multiple times | |
| What is true if the relationship model is good? | one stage predominates at any time | |
| What comes into affect at each stage of the relationship model? | cost-benefit analysis; we all need independence, predictability, and novelty | |
| What is non-verbal communication? | Non-verbal feelings, attitudes, emotions, and preferences | |
| What is most communication (type) | non-verbal | |
| What are the categories of non-verbal communication | Kinesetics, paralanguage, space, time, artifacts, environment | |
| What are the categories of kinesics? | emblems, illustrators, affect displays, regulators, adaptors, and other aspects of the body | |
| What are kinesics? | Anything and everything to do with the body | |
| What are emblems? | Body movements directly translatable into a word or phrase | |
| Examples of emblems | peace, middle finger | |
| Are emblems culturally variable? | Yes, hook em' horns vs. your wife is sleeping around. Some are universal (hand to mouth=eat) | |
| Do some cultures have more emblems than others? | Yes | |
| When do we usually use emblems? | We turn to emblems when we can't talk | |
| What are illustrators? | Movements that accompany verbal messages, accent or emphasize your word or phrase | |
| Examples of illustrators | nodding head and saying yes | |
| What are ways an illustrator may be used? | to sketch a map of thought, point to what you are talking about, depict spacial relationships, depict bodily action, means of repetition (saying go north and point north) | |
| What is an affect display? | movements conveying emotion; especially facial movements though not face movements | |
| What are the universal facial movements? | happiness, sadness, surprise, disgust, fear, and anger | |
| What is a regulator? | Body movements that maintain, coordinate, regulate the back and forth flow of speaking and listening between or among two or more people | |
| Examples of regulators: | nodding to signal hearing, tapping toes to tell someone to hurry up | |
| How are regulators used in negotiating turn taking | can use body to tell other person you want to talk by inhaling, straightening posture, can prevent a turn by looking away | |
| How is the body used to open conversation? | smiles, eyebrow flashes, wave, etc. | |
| Example that subtle means of communicating can be broken down into details | handshakes vary firm vs. limp | |
| How do we use the body to close conversation? | decreasing eye contact, rapid nodding, leveraging, positioning body towards exit | |
| What is leveraging? | Slapping legs, planting feet and arms to get up | |
| Cultural differences in opening and closing convo | Japan bow (kids don't know how to be culturally appropriate usually) | |
| What are adaptors? | Movements of your body that help you adapt to and feel comfortable in a situation | |
| Examples of adaptors | moving body, squeezing it, picking at it | |
| Are adaptors culturally variable? | yes, japanese cover mouth | |
| Other important aspects of the body as related to kinesics? | Physiques (general body characteristics such as hair color, eye color which send messages to people), posture, body heat, odors and smells, hair, height, eyes, touching behavior | |
| How is the use of eyes culturally variable? | Direct gaze considered acceptable in some parts of the world but not others | |
| What part of the face is most authentic? | Eyebrows and forehead, difficult to deceive with upper part of face | |
| What is touching behavior? | stroking, hitting, guiding, caressing, handshake, patting; any one of which can be considered in great detail | |
| Example of how touch can be important | fewer people lied after a handshake | |
| Example of how touch can be culturally variable? | Some cultures don't kiss, US touches much less than French | |
| What can the kiss be used to do? | gather information | |
| Is hugging more common today or in the past? | Today | |
| What is paralanguage? | Vocal but non-verbal aspects of speech | |
| What are he subcategories of paralanguage? | vocal qualities, vocal segregates, vocal fluences, vocal qualifiers, vocalizations, pauses and silences | |
| What are vocal qualities? | The background characteristics of a speaker's voice (pitch, tempo, resonance) | |
| What are vocal segregates? | Like the actual words of language, but they are not words, instead substitutes for words (uh huh, shhh) | |
| What are vocal fluences? | Uncodified sounds used in conversation to fill the gaps of conversation and to connect you to the speaker (ahhhh, mmm, ummm) | |
| What are vocal qualifiers? | Things you do with your voice that indicate your emotional state (excited=raise volume) | |
| What is a clip? | when someone doesn't say the end of a word (talking fast) | |
| What are vocalizations? | Other things done with voices such as crying, belching | |
| How can one piece of paralanguage fall into two subcategories? | Yawning can be conveyed as boredom (qualifier) as well as vocalization | |
| What are pauses and silences (Paralangauge) | Use of pause for effect (pregnant pause) or silent treatment | |
| How are pauses culturally variable? | In turn taking, some cultures expect longer pause than others | |
| What is paralanguage heavily involved in? | Message treatment Example: whisper when something is important | |
| How can volume differ between cultures? | Eastern Europeans speak at louder volume than Americans | |
| What is key to sarcasm? | paralanguage-twist of word that has true meaning | |
| What can show age and gender of speaker | paralangal elements | |
| What are accents? | Different combinations of paralingal elements | |
| How does space relate to non-verbal communication? | Use of perception of social space and personal space; people respond to spacial relationships | |
| What can spacial arrangements convey? | leadership, can relate to task at hand (competing, opposite ends of table, collaborative, then sit together) | |
| How can seating convey power and importance? | head of table, VIP | |
| What is personal space? | We have a certain amount of space surrounding us that we are comfortable with; used for conversational distance | |
| What are the variables in personal space? | sex(unrelated males=most distance), status, roles, nature of relationship | |
| How is space culturally variable? | US comfortable with 3 feet, France and Persian tend to have less | |
| The setting of personal space is | subconscious | |
| How does space vary according to gender? | Males use more space than females do (legs spread apart, taking up space) | |
| How can space speak (example) | family picture | |
| How can crowding be a good thing? | movie theater | |
| What is territoriality and how does it tie in to space? | Often we map out certain territories in certain situations where we feel obligated to that space (classroom) | |
| How doe slight influence space? | People get closer when darker because they aren't getting as much information (at clubs when they turn lights on, jump back) | |
| How does time relate to non-verbal communication? | who keeps us waiting and for how long?; lawyer example; time waiting shows how much you mean to other person | |
| Variables upon time in non-verbal communication | how leisurely they give you time, how much time, give more time to things you value | |
| How is time culturally variable? | In American culture you should be fairly punctual, not necessarily in southern mexico (party example) | |
| How do artifacts relate to non-verbal communication? | The use of things to communicate nonverbally; we communicate with our possessions | |
| What does buying expensive things communicate? | That you are important, rich, successful | |
| Why are cars powerful artifacts? | convey things about the people who are driving the cars, used in movies; change in character shown by change in cars | |
| How can clothing be used to communicate? | Conveys social position, sophistication, success | |
| How can people be used as artifacts? | trophy wife example | |
| How does environment relate to non-verbal communication? | All aspects of the surrounding environment can send messages and communicate (star bucks example) | |
| What is important in regards to non-verbal communication? | Non-verbal communication is often packaged (different elements work together to send one overall message) (want to leave example) | |
| What is true about most people in regards to listening? | Most people are not good listeners; most oral communication is ignored, misunderstood, or quickly forgotten | |
| What is the difference between hearing and listening? | hearing is a physiological process, listening is a psychological process that is more complex and involves interpreting and understanding | |
| What are the three basic types of listening skills? | fill this in when notes are finished | |
| What are attending skills? | giving physical attention to the other person; listen with your whole body; communicate with your body that you are paying attention to show you care and want the speaker to continue | |
| What are the subcategories of attending skills? | posture of involvement, appropriate body motion, eye contact, non-distracting environment | |
| What is posture of involvement? | A relaxed alertness with the body moving slightly forward, facing the other person squarely and at the same eye-level if that is possible; conveys comfortable, importance of speaker | |
| What is appropriate body motion? | good listeners move their bodies in response to what the speaker is saying (not things unrelated to the speaker or distracting motions) | |
| What is eye contact? | We use the eyes to express interest and the desire to interact with someone; enables the listener to | |
| What is important in eye contact? | To focus eyes softly on speaker but occasionally looking away to other parts of the body | |
| What is bad eye contact? | Looking away constantly; staring | |
| What is a non-distracting environment? | One with no significant physical barriers (such as a desk that hinders reading of non-verbal communication and triggers a feeling of weakness), minimum of noise, inviting environment | |
| What are following skills? | don't try to direct the communication with the other person; they should attempt to follow it; try to get what they are really trying to tell you; not too many questions or statements of their own | |
| What are the subcategories of following skills? | door openers, minimal encourages, questions, attentive silence | |
| What are door openers? | Non-coercive invitation to talk "Care to talk about it?" | |
| What are door closers? | Attempts of reassuring, unwanted advice, judgmental statements that make people not want to talk | |
| What do door openers involve? | Describing the other person's body "You look upset" that invites others to talk or silence which gives the other person time to decide whether to talk and what to say | |
| What can you do wen others want to share but are hesitant? | Reflect on how hard it is to share "I know how hard it is to talk about" | |
| Do door-openers involve pushing? | No, non-coercive | |
| What are minimal encourages? | Simple, brief encouragements to tell the speaker to keep going and that you are interested (don't interrupt or break the mood) used more early in conversation | |
| What are some minimal encourages? | "tell me more", "i see", repeating a few of the speakers key words | |
| How to use questions and what types to use in following skills | not too many, but a skillful use of open-ended questions. Not a yes or no question; gives the speaker more room to respond; too many ?s=method of control | |
| What is attentive silence? | Silence to help the speaker express themselves by realizing what they want through silence; gives time, space, nudges them on; attend to speaker with body and eyes during silence | |
| What does a good listener know when to do? | When to be silent and when to speak; excessive silence is bad; important part of intimacy |
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