Ch4 Listening and Life Contexts Flashcards
hearing
involuntary, physiological process when sound waves hit eardrums and vibrations are processed by the brain
listening
voluntary, psychological process; process of receiving, attending to, and assigning meaning to aural and visual stimuli
HURIER model of listening
developed by Judi Brownell; represents a behavioral approach that suggests listening is a system of interrelated components that includes mental processes and observable behaviors (hearing, understanding, remembering, interpreting, evaluating, responding)
HURIER Hearing
HURIER: we choose to pay attention only to sounds that interest us
we hear what we listen for
Hearing: attending
willingness to focus on and organize particular stimuli; we attend to a sound by concentrating on it
HURIER: understanding
HURIER: we absorb the meaning of a person’s statement or sound; we decode what is said using our reservoir of information; we refrain from judging the message until we are certain we can comprehend it; we might reply with questions; helped by rephrasing or paraphrasing
HURIER: remembering
HURIER: brain assigns meaning to spoken words; we may or may not commit information to memory based on what we decide is worth remembering; we remember personal and public events of significance
short-term memory
we store most of what we hear here, but info is forgotten unless we continually use and apply what we store
long-term memory
storage of info for use at a later date; connects new experiences to previous images and information
HURIER: interpreting
HURIER: we attempt to make sense of the message by considering it from the sender’s perspective;
-meaning you settle on determines how you respond
HURIER: evaluating
HURIER: we weigh the worth of and critically analyze what we have listened to
- we separate facts from inferences, identify prejudices and faulty arguments
- we can follow up with more questions
HURIER: responding
HURIER: we react and provide feedback
WAYS OF LISTENING: people-oriented listening style
listening style- you focus on emotions and interests of others; fosters relating to others in more meaningful ways
WAYS OF LISTENING: action-oriented listening style
listening style-you focus on clarity and preciseness; you prefer direct messages
WAYS OF LISTENING: content-oriented listening style
listening style - you focus on facts, details, and ambiguities; you like being intellectually challenged and having to work ideas through practice; comfortable listening to messages that spark debate
WAYS OF LISTENING: time-oriented listening style
listening style - you focus on efficiency and succinctness; you expect the speaker to get to the point
Type of listening: appreciative listening
for pleasure; often experienced with someone else
Type of listening: comprehensive listening
- to gain knowledge; you listen with an open mind and suspend judgment
Type of listening: critical/deliberative listening
-analyze info. assess its worth, validitity, and soundness
Type of listening: empathetic listening
listening that involves understanding another is facing from their viewpoint, not yours
-important for building strong interpersonal relationships; facilitates problem solving; lends a different, clearer perspective to any situation
You activate 3 skills.
empathy listening does what to a relationship?
It is an enhancer.
When empathizing you activate 3 skills: Empathetic responsiveness
Perspective taking
and sympathetic responsiveness.
empathetic responsiveness skill
listener experiences an emotional response that corresponds to the other person’s emotions
perspective taking skill
listener adopts viewpoint of other person
sympathetic responsiveness skill
listener can feels for, rather than feels with, another because they don’t use perspective taking or empathetic responsiveness
but to take their perspective and feel with is being more empathetic.
unethical listeners
believe their own thoughts are more worthy of attention than yours
non-listening
a kind of deficient listening in which the receiver tunes out
red-flag word
interferes with our ability to listen because it triggers an emotional deafness that makes our listening efficiency drop to zero
tuning out (behavior of poor listeners)
loss of focus and preoccupations make understanding less likely
faking attention (behavior of poor listeners)
pseudolistening deceives speaker
losing contact opportunities (behavior of poor listeners)
misjudging affects message relevance and relationships
laziness (behavior of poor listeners)
lack of effort and refusal to work at listening make comprehension unlikely
selfishness (behavior of poor listeners)
listener’s focus is on self, not other person
being distracted by external factors (behavior of poor listeners)
oversensitivity to setting or context interferes with listening
wasting time (behavior of poor listeners)
failure to use the thought-speech differential
thought-speech differential is what? , do you waste potential listening time?
difference between the typical rate of speech (150-200wpm) and rate at which speech is comprehended (400-600wpm)
apprehensiveness (behavior of poor listeners)
fear of the unfamiliar leads to defensiveness
burnout (behavior of poor listeners)
inability to cope with information overload closes down
feedback
attempt to return to another person our reaction; is -constant, simultaneous -consciously or unconsciously -relationship dependent
low-monitored feedback
feedback - sincere and spontaneous, sometimes unintentional
high-monitored feedback
feedback - serves a specific purpose
evaluative feedback
feedback -judgemental, reveals one’s true feelings or reactions to what one hears, providing a negative or positive assessment
positive feedback
feedback - reinforces behavior
negative feedback
feedback - reduces undesirable behavior by alerting us to discontinue current behavior
non-evaluative feedback
feedback - find out about their feelings
- refrain from revealing our judgements/opinions
- we question, describe what we observe, and demonstrate our interest
probing is part of and is what?
non-evaluative feedback technique in which one solicits additional information from another
understanding is part of and is what?
non-evaluative feedback technique when we try to comprehend what the other person is telling us; we paraphrase
supporting is part of and is what?
non-evaluative feedback technique when we indicate that we think the other person’s perspective is important
I messages
non-evaluative feedback that reveals a speaker’s feelings about the situation faced by someone else;
-remove barriers between you and other person by not blaming the other person
dialogic listening
listening that involves give-and-take between persons interacting as they create a relationship
silence
absence of vocal communication
Deborah Tannen and listening styles
said that men and women exhibit different listening styles and listen for different reasons; women listen to confirm the relationship and zoom in on a personal level
What are the goals of listening?
- Appreciation
- Comprehensive
- Critical/deliberative
- Empathetic
Losing control
emotions and lack of patience lead to ambushes, message distortions, and defensiveness.
Person or Message focused feedback
focuses on either one
What are the Feedback options?
- immediate or delayed
- person or message focused
- Low or High monitored
- Evaluative or non-evaluative: Positive or negative
- Non-evaluative feedback
Effective listening helps to enhance our relationships by doing the following….
- decreasing stress
- increasing knowledge
- building trust
- improving analysis and decision making
- increasing confidence.
____ feedback is more effective because our reaction can lose its impact over time
Immediate
A description of how you feel about the behavior, a description of other’s behavior, and consequences constitute what sort of message?
I message
___ provides you with information and insights that enable you to exercise better judgement.
careful listening
When Carla tells Cassie the latest rumor about a class they both need to take next semester, Cassie weighs its worth and critically analyzes what she is told. In this case, Cassie is engaging in which activity?
evaluating, we weight its worth and critically analyze what we are told.
The average college student spends what percentage of his time in an average day listening?
Over 50
When you can listen to someone and understand the dilemma he or she is facing from his or her viewpoint - not your own- you are exhibiting ____ listening.
empathetic.
___ listeners commonly relate what they are listening to their own views.
content oriented
Tim tends to listen in a way in which he can focus on the emotions and interests of others. He takes his time and work to understand what others think and feel. Which type of listener is Tim?
people oriented
___ involves our willingness to focus on and organize particular stimuli.
Attending
___ is an involuntary process; ____ is a voluntary process.
Hearing; listening
