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CMN 101 > CMN 101 > Flashcards

CMN 101 Flashcards

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1
Q

what is a theory

A
  • a set of systematic informed hunches about the way things work
  • interrelated constructs, definitions, propositions that represent a phenomenon with purpose of explaining and predicting
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2
Q

2 types of communication scholars

A
  1. social scientist: construct and test social scientific theory (explains why ads are similar/ dissimilar, successful/effective, unsuccessful/insufficient)
  2. interpretive scholars/ humanist: develop and apply interpretive theory (interpret meaning of the ad)
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3
Q

social scientific theory (ELM- elaborating likelihood model)

A

ELM major proposition:
2 routes to persuasion
A: central- high elaboration
B: peripheral: low elaboration

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4
Q

factors that influence level of elaboration

A
  1. personal relevance
  2. distraction
  3. prior knowledge
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5
Q

characteristics of Social Scientific Theory

objective and 3 characteristics

A

objective: describe the way things are

  1. nomothetic: seeks general patterns (compare w/ natural science
    - physical science: universal law
    - social science: strong regularities
  2. associative: identifies relationships between variables
  3. predictive: contains falsifiable hypothesis
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6
Q

examples of interpretive theory

A

creates a perspective

  • framework for generating meaning
  • lens for viewing artifacts and events
  • evaluative
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7
Q

2 ways of using research to develop theory

A
  1. inductive: start with conclusion (observation)-moves from specific instance to general observation
  2. deductive(top down): starts with a premise-starts with generalized principles known to be true to a conclusion
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8
Q

social scientific approach
vs
interpretive approach
MAIN DIFFERENCE

A
  • Social scientific approach: trying to generalize

- interpretive approach: describing very specific differences

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9
Q

constructivism:

A

communication is a daily practice (required skill)

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10
Q

3 levels of communication competence

A
  1. linguistic competence: being able to speak the language (grammar, making a sentence)
  2. sociolinguistic competence: how to use the language in an appropriate way
  3. functional competence: communication serves certain functions (persuade, entertain) if you accomplish your goal with communication + functional competence
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11
Q

what is the highest level of competence

A

functional competence

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12
Q

constructivism focuses mainly on functional competence what two areas?

A
  1. social perception skill: understanding people in social world
  2. message production skill
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13
Q

social perception

A

helps us understand ppl around us and social situations were in

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14
Q

what does social perception occur through

A

interpersonal constructs: cognitive schemes or templates that we fit over social reality to order our impressions of people

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15
Q

3 properties of the interpersonal construct system

A

all reflect cognitive complexity

  1. differentiation: the more schemes (constructs) the more differentiated your system is
  2. abstractness/strength: some construct more abstract than others. more abstract = bigger strength (taking what you observe to a higher generalization
  3. integration: the more integrated the more stronger it is
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16
Q

interpersonal cognitive complexity

A

ability to acquire, store organize and generate information about other people and social situations
- it is domain specific (better over certain things than others

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17
Q

what does it mean to have a higher complexity

A

differentiated, abstract, and integrated construct system

18
Q

person-centerdness

A

extent o which message adapts to he subject affective and relational aspects

  • high PC: greater message production skill
  • low PC: lesser message production skill
19
Q

What two things does Person centeredness require

A
  1. ability
  2. motivation
    - high PC does not mean nicer
20
Q

pragmatic implications

A

interacting with people different than you enhances skills

21
Q

action assembly theory

A

the cognitive mental structures that underline production of messages

22
Q

what are the 4 observations that started the Action Assembly Theory

A
  1. behavior is simultaneously repetitive & creative
  2. people act on the basis of meanings they attach to stimulus inputs
  3. sometimes behavior is automatically // sometimes highly conscious
  4. behavior consists of efferent commands yet our phenomenal experience of our behavior consists of abstract action specifications
23
Q

what are the two building blocks of behavior

A
  1. constitute procedural knowledge: knowledge about ho to do things
  2. procedural records: long term memory structures that record the relationship between actions, outcomes and situations (if-then-when)
    * vary in fors of:
  3. abstractness
  4. strength
24
Q

activation process

A

activation: certain procedural records are activated when the current situation matches the situation features stored in then & when current goals match the outcome features stored in them. the closer the match the higher the activation level of the procedural record

25
Q

assembly

A

process of piecing together all the components that make up out output representation

  • usually a smooth process
  • assemply takes time
26
Q

in assembly what are the two ways of overcoming difficulties

A
  1. advance planning

2. utilizing assemblies

27
Q

output representation

A

action plan to reach goal

28
Q

4 levels of output representation

A
  1. interaction representation: overall goal
  2. ideational representation: what meaning trying to convey
  3. utterance representation: what exactly you say
  4. sensorimotor representation: most important
29
Q

what 3 things does causation require

A
  1. cause comes before effect
  2. association (correlation) between cause and effect
  3. elimination of the 3rd variable
30
Q

goal, plan, action model

A

goals: future states an individual desires to attain or maintain

31
Q

what are features of interaction goals

A

interaction/ communication goals: goals that require communication/ coordination with others to accomplish

  • cognitive in nature
  • often multiple goals operating at the same time
32
Q

primary goals

A

Push goals

-central motivation for speaking: defines the situation

33
Q

secondary goals

A

pull goals
-impose contraints on pursuit of primary goal (set boundaries that limit (a secondary goal can become primary) (not less important)

34
Q

plans

A

a hierarchically organizer cognitive representations of action sequences used to achieve goals

35
Q

canned plans vs new plans

A

canned: ready to use ACTION ASSEMBLY THEORY (behavior been doing it for a long time)

36
Q

plan complexity:

A

a characteristic of a message pen based on

  • the degree to which details of the plan are worked out
  • he number of distinct actions in the plan including contingent actions (more things you have to do)
37
Q

contingent actions

A

if A doesn’t happen the B, if B doesn’t happen then C actors influencing

38
Q

plan complexity

A
  • desireto achieve primary goal
  • knowledge relevant to plan
  • number of secondary goals
39
Q

managing thwarted plans

A

implement plans at different point in time

-we alter the plan at low, mid, or high level alterations

40
Q

hierarchy principle

A

when peoples initial plans fail more likely to perform low rather than mid or high level alterations

41
Q

factors influencing likelihood of high level alterations

A
  • goal desire
  • time constraints
  • frequency of failure

CMN 101 (1 decks)

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