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Comm 308 > Exam 1 (ch 1-4) > Flashcards

Exam 1 (ch 1-4) Flashcards

1
Q

Communication

A

the process through which people use messages to generate meanings within and across contexts, cultures, channels, and media

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2
Q

basic communication model

A

sender (encoder) -> message (channel) -> receiver (decoder) -> feedback (REPEAT)

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3
Q

encoding

A

sender. the process of using cognitivie skills to create a message ready for transmission to receivers

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4
Q

decoding

A

receiver. the process of using skills to interpret a code

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5
Q

important points in comm model

A
  1. we cant not communicate
  2. nonverbal behaviors can influence the sender and receiver
  3. the role of nonverbal communication can change from person to person
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6
Q

nonverbal communication

A

the study of behaviors other than words that create shared meanings between people who are interacting with each other

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7
Q

Physical comm environment

A
  • fixed features ex. room, walls
  • movable objects ex. desks, lamps
  • architecture
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8
Q

Spatial comm Environment

A
  • proxemics - space between people
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9
Q

communicators physical characteristics

A
  • actriveness, body shape, odor, artifacts, tatoos
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10
Q

kinesics types

A
  • speech (with or w/o verbal) ex. thumbs up
  • gestures
  • posture
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11
Q

self focused touch

A

behaviors that reflect a persons state of mind or habit ex. hugging self or biting nails

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12
Q

facial expressions

A

expressions of emotional states, provide feedback, and manage the flow of interaction

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13
Q

vocal behavior

A

focuses not on what is said but how it is said

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14
Q

emoticons/CMC

A

technology has not reduced the importance of NV comm

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15
Q

time

A

chronemics - study of how time can be used to communicate ex. late to class = dont care

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16
Q

repeating

A

verbals and nonverbals give a message twice

ex. saying good job and giving a thumbs up

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17
Q

conflicting

A

saying one thing verbally and another nonverbally

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18
Q

complementing

A

hand gestures while talking

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19
Q

subsitiuting

A

using nonverbals instead of verbals

ex. shaking head instead of saying no

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20
Q

accenting and moderating

A

emphasizing words

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21
Q

regulating

A

giving a confused face to show that you dont understand

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22
Q

History of nonverbal

A
  • been around for centuries

- scholars are interested in how we express emotions, convey attitudes, and personality, and how we accompany our speech

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23
Q

nonverbal communication research 6 steps

A
  1. reviewing the literature
  2. establishing a theoretical perspective
  3. finding a methodology
  4. collecting data
  5. analyzing data
  6. applying the findings to real world situations
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24
Q

reviewing literature

A
  • allows scholars to recognize what has already been done, and realize what should be done next
  • comm, psych, soci - 3 fields that study nonverbals
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25
Q

establishing a theoretical perspective

A
  • theories do three things: explain behavior, predict future behavior, control for additional causes
  • a theory guides how researchers conduct and interpret their studies
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26
Q

finding and selecting a methodology

A
  • systematic ways of inquiry

- derived from what best addresses the hypothesis or research question

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27
Q

hypothesis

A

a prediction based on well founded research

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28
Q

research question

A

an inquiry about a phenomenon needing to be explored

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29
Q

quantitative analysis

A

focuses in numbers. interpretations of statistical results

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30
Q

qualitative analysis

A

focuses on the content. interpretation of meaning and understanding

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31
Q

nature

A
  • genetics, hardwired aspects of our identity
  • inherited traits
  • centered on the idea that some messages have a universal meaning
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32
Q

nurture

A
  • how we are socialized
  • learned or taught
  • we assign meaning to messages
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33
Q

inherited neurological programs

A
  • nature
  • cant control
  • with you when you were born
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34
Q

experiences common to all members of the species

A

nature

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35
Q

experiences that vary with cultures, class, family, or individual

A

nurture

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36
Q

evidence from sensory deprivation

A
  • nature
  • filmed several blind and/or deaf children to compare their behaviors with seeing and hearing children
  • even though there are similarities, blind and/or deaf children do show a small difference
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37
Q

evidence from infants

A
  • nature
  • researchers have looked at babies behaviors minuted or hours after birth
  • newborns seem to have the facial muscle actions needed to express most basic affect displays of adults
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38
Q

evidence from twin studies

A
  • nature
  • twins who have the same exact DNA but were seperated at birth so they were raised in different environments
  • overall findings suggest body language and vocal characteristics very similar
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39
Q

evidence from primates

A
  • nature
  • behavioral similarities between people and monkeys and apes often linked to common biological systems
  • display of anger (tense mouth, hit things) is similar. avoiding pain, emotional displays, leadership heirachies, developing relationships, group cooperation
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40
Q

evidence from multicultural studies

A
  • nurture
  • some facial expressions have been shown to mean the same thing across cultures ex. smile
  • some NV cues have very different meanings ex. eye contact
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41
Q

power distance

A

US has low power distance

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42
Q

Individualism/ Collectiveism

A

US individualistic

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43
Q

kinestics

A

the study of how human beings communicate through the use of body movement
- gestures, posture, facial expressions, eye behavior

44
Q

functions of gestures

A
  • replace - used instead of words
  • regulate - assists with the flow of conversation
  • maintain - used to keep attention
  • emphasize - used to add clarity
45
Q

speech independent gestures

A
  • also known as emblems or autonomous gestures
  • used intentionally by the sender
  • can be used when verbal channels are blocked or fail
  • meaning can change from culture to culture
  • ex. peace sign or middle finger
46
Q

speech related gestures

A
  • also know as illustrators
  • meanings are revealed by how they relate to spoken words
  • used to reference things
  • used to express concrete ideas (ex. the shape of something
  • used to express abstract ideas (ex. explaining your feeling)
47
Q

regulators

A

allow us to regulate when to talk and when to allow other to talk

48
Q

turn-maintaining

A
  • my turn to talk
  • how you let them know that you are still talking
  • ex. one minute signal
49
Q

turn-yielding

A
  • your turn to talk
  • how you let them know its their turn to talk
  • ex. relaxed posture
50
Q

Adaptors

A

gestures that are learned, often in childhood and reflect nervous habits
- ex. smoking, biting nails

51
Q

affect displays

A
  • gestures that displays some form of emotions
  • often a primary way of expressing emotional states
  • ex. wiping tears
  • anxiety ex. grabbing forehead
  • mad ex. throwing arms up and walking away
52
Q

delivery gestures

A
  • refers to the presentation of information by the speaker to the audience
53
Q

citing gestures

A
  • refers to a previous contribution by the audience

- “as you already said”

54
Q

seeking gestures

A
  • gestures meant to elicit a specific response or approval from the audience
  • ex. upside down point to ask a question
55
Q

emotional state of the speaker

A

more gestures when excited

56
Q

concerned about comprehension

A

explaining complex topics increases gesture frequency

57
Q

when trying to dominate a conversation

A

more gestures

58
Q

body posture

A
  • refers to a characteristic way of bearing ones body

- how we physically carry ourselves but can be a strong nonverbal indicator

59
Q

immeciacy

A
  • psychological perception of closeness

- relaxed body posture if immediate

60
Q

relaxation

A

how comfortable you are with relaxing your body posture or not

61
Q

self synchrony

A
  • the coordination of a single speakers speech and movement

- high self synchrony = competent communicators

62
Q

interaction synchrony

A
  • being on the same page with an interaction partner
63
Q

matching

A

mimicking the behavior of another person

64
Q

meshing

A

doing similar behaviors as another person

65
Q

proxemics

A

the study of how humans use space to communicate

66
Q

the concept of terriroriality

A
  • human territoriality is the presumptive claim by one or more people of a geographic area
  • helps to regulate social interactions
  • humans have a need to stake out and claim space to call their own
67
Q

primary terrirory

A
  • clearly the exclusive domain of their owner
  • central for daily functioning
  • car, bedroom
68
Q

secondary territory

A
  • use frequently but cant kick people out of
  • not central to daily life
  • can be associated with a particular person or group who is frequently seen around it
  • ex. couch in apt., tv in living room
69
Q

Public territory

A
  • spaces open to anyone for temporary ownership

- ex. table in the lair, parking spot, seat ing lecture hall

70
Q

violation

A
  • unwarranted use of anothers territory
  • could be done with eyes, voice, body
  • doesnt have to be purposeful
  • ex. close talkers
71
Q

Invasion

A
  • attempts to take over and dominate anothers territory
  • more permanent than violation and more drastic
  • ex. parents staying the weekend or friend sleeping on couch a couple of nights
72
Q

contamination

A
  • defiling another territory by what we leave behind
  • leaving a trail
  • ex. hosting a party and not cleaning up
73
Q

reactions to violation, invasion, and contamination are based on

A
  • how much we may like someone
  • what is their intent
  • what is the context
  • what is your mood (emotional state)
74
Q

prevention

A
  • things we do that help prevent encroachments on our space
  • objects used to designate territory
  • ex. locking the door, headphones
75
Q

reactions

A
  • encroachment violations cause arousal - could be positive or negative
  • could be very noticeable or not
76
Q

density

A

number of people per given unit of space

77
Q

crowding

A

the psychological feeling people get based on how many people are around

78
Q

environmental factors of discomfort

A
  • reduced space, unwanted noise, lack of resources, absence of territorial markers
79
Q

personal factors of discomfort

A
  • gender, self esteem, prior experiences
80
Q

social factors of discomfort

A
  • interactions that may be perceived as hostile, inescapable interactions
81
Q

goal related factors of discomfort

A
  • inability to accomplish a desired goal
82
Q

effects of high density on people

A
  • does not increase stress or antisocial behavior
83
Q

effects of high feelings of crowding on people

A
  • produces negative behaviors
84
Q

coping with high density

A
  • attempting to establish elements of our own personal space

- we do this to reclaim some form of comfort

85
Q

conversational distance

A
  • edward hall devised a 4 tier typology for how we use space
  • we learn intimate distances early on as a child
  • norms of conversational distance develop as we age
86
Q

public zone

A
  • outer region of our space bubble

- 8ft +

87
Q

social zone

A
  • socio - consultative
  • where most business is transacted
  • 4 to 8 ft
88
Q

personal zone

A
  • castual - personal
  • used during most conversations
  • 18in - 4 ft
89
Q

Intimate zone

A
  • innermost interaction region

- 0 to 18 in

90
Q

sex zone factors

A
  • females tent to interact closer than men
  • m/m pairs = most distance
  • f/f pairs = closest
  • m/f pairs = intermediate distance
91
Q

zone sex nature/nurture

A

men are hardwired to be more competitive

women are taught to be more caring

92
Q

age zones

A
  • old (60+) and young (10 and younger) interact the closest
  • distance norms expand gradually from 6 to early adolescence (11-13)
  • children learn to encode proxemics before they learn to decode
93
Q

pleasant conversation

A

closer proxemics

94
Q

unpleasant conversation

A

more distance

95
Q

increased density demands

A
  • closer to we are okay with the closer proxemics

- ex. at parties we dont mind being crowded but we would in a classroom

96
Q

personality characteristics

A
  • introverts and anxiety prone people use more space

- people with high self concept or high acceptance needs are likely to use less space

97
Q

seating behaviors

A

P S P
T T
P S P

T = task leader
S = socio emotional leaders
P = other people
98
Q

leaders & dominant people

A

sit at head of table

99
Q

spatial position

A

determines the flow of conversation

100
Q

4 Cs

A

conversation
coaction
cooperation
competition

pg 55 pictures

101
Q

Introversion seating

A
  • sit at physical and visual distances from others
102
Q

exraversion seating

A
  • sits opposite of others
  • disregard positions that put them at angles from others
  • sit in close proximity to others
103
Q

perceptions of warmth

A
  • psychological feeling
  • could be influenced by things like color or furnishings
  • fast food encourages warmth in order to seem inviting but enough coldness to encourage customer turnover
104
Q

perceptions of privacy

A
  • enclosed environment suggests greater privacy
  • greater privacy means we’re more relaxed and might share more personal messages
  • ex. “members only” or “21 and older”
105
Q

perceptions of familiarity

A
  • expectancy development
  • unfamiliar environments present us with rituals, rules, and norms that we aren’t accustomed to which could inhibit our behavior
  • chain restaurants seek to present familiar environments
106
Q

perceptions of constraint

A
  • our perception is based on how easily we can leave a situation
  • doesnt have to be physical space
107
Q

perceptions of distance

A
  • based on how close we have to conduct our communication

- could reflect a physical or psychological distance

Comm 308 (4 decks)

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