Communication Flashcards
Define: Communication
Transmission of a message from one person to another.
3 ways communication is social
1) inter-relationships
2) requires shared understanding of what particular sounds, words, signs and gestures mean
3) means for people to influence others and be influenced
Define: Communication Styles
Cultural and social aspect of language; involves accents, vocabulary, grammar and ideas being expressed
Speech and non-verbal behaviours.
3 Communication Styles
1) Assertive
2) Aggressive
3) Passive
Define: Assertive
Express beliefs, feelings, opinions and thoughts in an open respectful manner that doesn’t violate rights of others
Use actions and words to express boundaries in calm, confident manner.
Define: Aggressive
Disregard for needs, feelings, opinions and ideas of others, and sometimes compromises safety of others
Demanding, angry, manipulative and self-promoting behaviours
Fist-clenching, crossed arms, scowls or staring.
Define: Passive
Usually silent as often lack self-respect, not giving importance to own needs, feelings, opinions and wants
Put own needs after everyone else’s, allowing others to decide how things will turn out
Covering mouth, looking down, avoiding eye-contact and crossed arms.
Impact of Social Background - Theorists
1) Bernstein
2) Labov
Define: language codes
Types of language used that reflect particular social groups.
Define: restricted code
○ Short and simple sentences ○ Working class ○ Lots of non-verbal info ○ Most meaning only makes sense if context is known ○ Compliance through commands ○ 'Here and now' ○ Few abstract ideas ○ Lots of meaning in few words ○ Social message of inclusion
○ language deficit => limited ability to benefit from education.
Define: elaborated code
○ Complex, precise sentences ○ Middle class ○ Descriptive words ○ Meaning clear from sentence alone ○ Compliance through explanations ○ Abstract ideas and future possibilities ○ Elaborate so everyone can understand ○ Can't restrict language
○ geographically, socially and culturally mobile => access both codes.
Labov’s theory
Different, not deficient
AAVE just as complex and rule governed as Standard English
Ian Malcolm & colleagues (2003)
○ Aboriginal children expected to submit to education that only recognises Standard English
○ Teachers have little appreciation of differences in speaking and listening.
Features of Persuasive Communication - 3 variable
1) Source
2) Contents
3) Audience
Likelihood Persuasion Model
Petty and Cacioppo (1986)
Amount of elaboration and scrutiny required determines route
1) Central route
2) Peripheral route
Define: central route
Thoughtful consideration of content by receiver as an active participant in process of persuasion
Motivation and ability to think about message and content
Longer lasting effects
Message must be clear and convincing.
Define: peripheral route
Listener decides whether to agree with message based on cues other than content
Source appears to be an expert or attractive
Passive.
Features of Persuasive Communication - 3 variable
1) Source
2) Contents
3) Audience
Nature of communication
○ Content and medium
○ Much of persuasive info misunderstood
○ Printed ads => higher comprehension than TV ads
○ Messages provoke emotion => change thinking
○ Fear
Define: central route
Thoughtful consideration of content by receiver as an active participant in process of persuasion
Motivation and ability to think about message and content
Longer lasting effects
Message must be clear and convincing.
Define: peripheral route
Listener decides whether to agree with message based on cues other than content
Source appears to be an expert or attractive
Passive.
Source of message: factors
1) Expertise
2) Fast-talkers = expertise
3) Trustworthiness
Nature of communication
○ Content and medium
○ Much of persuasive info misunderstood
○ Printed ads => higher comprehension than TV ads
○
Audience characteristics
1) Level of need for cognition
2) Gender
3) Culture
Define: high need for cognition
Enjoy examining issues, checking for inconsistencies, and weighing pros and cons
Persuaded by strong arguments.
Define: low need for cognition
Less likely to consider strength of argument
Persuaded by expertise and trustworthiness.
Audience characteristics: Gender
Carli (1990)
○ female + tentative reader => male listeners persuaded . females
○ male speakers => tentative or assertive equally persuasive to both male and female listeners.
Chomsky: LAD
Language development predetermined
LAD: theoretical construct represents genetic ability of humans to acquire language
○ Native language around child (input) => sentences in same language (output)
○ Assumes all languages share similarities for sentence construction
○ Universal rules (deep) - grammatical structure of language. Applicable to all languages, enable production of grammatical sentences
○ Surface structure rules - described grammatical structure of each spoken language
○ Little attention to social environment child develops in.
Bruner: LASS
Parents talking to children => language development
Participation in shared activities where words and meaning develop in routines and activities regularly undertaken
1983 - LASS
LASS: Parent guide and support children’s emerging language through interaction. Learned to talk and learned language of particular social, historical and cultural groups they grew up in
○ child component - innate propensity to learn language
○ adult component - provides necessary social and instructional frameworks to encourage talk and facilitate learning language.
LASS needs LAD and vice versa
○ Scaffolding ○ Formats ○ Reference - joint attention - book reading
Innate and Learned Behaviours Theorists
Chomsky - LAD
Bruner - LASS
Define: Nativist theory
Language developed naturally as everyone learned how to speak their own native language.
Define: Reference
Use of language or non-linguistic means to manage and direct attention of others
Develops out of non-linguistic methods of directing attention, e.g, pointing or turning head to look at someone/something.
Define: Scaffolding
Framework to support learning
Adults provide suitable interactional frameworks to allow language to develop.
Joint Attention: Process
1) Eye-contact between infant and mother
2) Mothers and infants develop primitive vocal turn taking
3) Child looks and makes noises => mother looks and talks
4) Mothers introduce objects for infant to look at
5) Routines accompanied by talking and objects gradually moved further away
6) Infants gradually associate names of objects with terms to describe place in time and space.
Define: Reference
Use of language or non-linguistic means to manage and direct attention of others
Develops out of non-linguistic means
Features of LASS
1) Salience - Adults highlight features of world already salient to child and which have simple grammatical form
2) Words - Adults help child by encouraging words and gestures considered communication
3) Events - ritualised play => events created and later recreated by language
4) Generalise - routine play rituals => further psychological and linguistic processes used and generalised to other events.
Joint Attention: Process
1) Eye-contact between infant and mother
2) Mothers and infants develop primitive vocal turn taking
3) Child looks and makes noises => mother looks and talks
4) Mothers introduce objects for infant to look at
5) Routines accompanied by talking and objects gradually moved further away
6) Infants gradually associate names of objects with terms to describe place in time and space.
Define: Book reading
Context within which children learn about books, meanings associated with words, and use of language.
