Communication

Question 1

Define: Communication

Answer 1

Transmission of a message from one person to another.

Question 2

3 ways communication is social

Answer 2

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

Question 3

Define: Communication Styles

Answer 3

Cultural and social aspect of language; involves accents, vocabulary, grammar and ideas being expressed

Speech and non-verbal behaviours.

Question 4

3 Communication Styles

Answer 4

1) Assertive
2) Aggressive
3) Passive

Question 5

Define: Assertive

Answer 5

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.

Question 6

Define: Aggressive

Answer 6

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.

Question 7

Define: Passive

Answer 7

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.

Question 8

Impact of Social Background - Theorists

Answer 8

1) Bernstein

2) Labov

Question 9

Define: language codes

Answer 9

Types of language used that reflect particular social groups.

Question 10

Define: restricted code

Answer 10

○ 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.

Question 11

Define: elaborated code

Answer 11

○ 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.

Question 12

Labov’s theory

Answer 12

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.

Question 13

Features of Persuasive Communication - 3 variable

Answer 13

1) Source
2) Contents
3) Audience

Question 14

Likelihood Persuasion Model

Answer 14

Petty and Cacioppo (1986)

Amount of elaboration and scrutiny required determines route

1) Central route
2) Peripheral route

Question 15

Define: central route

Answer 15

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.

Question 16

Define: peripheral route

Answer 16

Listener decides whether to agree with message based on cues other than content

Source appears to be an expert or attractive

Passive.

Question 17

Features of Persuasive Communication - 3 variable

Answer 17

1) Source
2) Contents
3) Audience

Question 18

Nature of communication

Answer 18

○ Content and medium
○ Much of persuasive info misunderstood
○ Printed ads => higher comprehension than TV ads
○ Messages provoke emotion => change thinking
○ Fear

Question 19

Define: central route

Answer 19

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.

Question 20

Define: peripheral route

Answer 20

Listener decides whether to agree with message based on cues other than content

Source appears to be an expert or attractive

Passive.

Question 21

Source of message: factors

Answer 21

1) Expertise
2) Fast-talkers = expertise
3) Trustworthiness

Question 22

Nature of communication

Answer 22

○ Content and medium
○ Much of persuasive info misunderstood
○ Printed ads => higher comprehension than TV ads
○

Question 23

Audience characteristics

Answer 23

1) Level of need for cognition
2) Gender
3) Culture

Question 24

Define: high need for cognition

Answer 24

Enjoy examining issues, checking for inconsistencies, and weighing pros and cons

Persuaded by strong arguments.

Question 25

Define: low need for cognition

Answer 25

Less likely to consider strength of argument

Persuaded by expertise and trustworthiness.

Question 26

Audience characteristics: Gender

Answer 26

Carli (1990)
○ female + tentative reader => male listeners persuaded . females
○ male speakers => tentative or assertive equally persuasive to both male and female listeners.

Question 27

Chomsky: LAD

Answer 27

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.

Question 28

Bruner: LASS

Answer 28

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

Question 29

Innate and Learned Behaviours Theorists

Answer 29

Chomsky - LAD

Bruner - LASS

Question 30

Define: Nativist theory

Answer 30

Language developed naturally as everyone learned how to speak their own native language.

Question 31

Define: Reference

Answer 31

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.

Question 32

Define: Scaffolding

Answer 32

Framework to support learning

Adults provide suitable interactional frameworks to allow language to develop.

Question 33

Joint Attention: Process

Answer 33

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.

Question 34

Define: Reference

Answer 34

Use of language or non-linguistic means to manage and direct attention of others

Develops out of non-linguistic means

Question 35

Features of LASS

Answer 35

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.

Question 36

Joint Attention: Process

Answer 36

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.

Question 37

Define: Book reading

Answer 37

Context within which children learn about books, meanings associated with words, and use of language.