Knapp et. al Ch. 4 Flashcards

1
Q

Knapp et. al Ch. 4: the classroom

A
  • students and teachers who dislike their learning environments will try to avoid or change it
  • in gen, amount of student participation decreases as the number of students in the class increases
  • content of student participation in large classes is more likely to be devoted to questions of clarification or requests to repeat ideas
  • participation was most frequent among those students within range of instructor’s eye gaze. Follow up study found zone of participation in CENTER of classroom
  • moderate participators increased participation but low participators remained low when you deliberately seat them in zone of participation
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2
Q

Knapp et. al Ch. 4: is classroom seating random?

A

No, certain types of people gravitate toward seats that are close to the instructor and/or within his/her expected pattern of gaze

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3
Q

Knapp et. al Ch. 4: Perceptions of Warmth

A
  • environments that make us feel psychologically warm encourage us to linger, relax, and feel more comfortable
  • could be a combo of colors of drapes or walls, paneling, carpet, softness of chairs, soundproofing, etc.
  • fast food chains try to have enough warmth to get people to come but enough coldness to encourage rapid turnover
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4
Q

Knapp et. al Ch. 4: Perceptions of Privacy

A
  • enclosed environments suggest more privacy
  • with greater privacy, probably find close speaking distances and more personal messages designed and adapted for the specific other person rather than people in general
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5
Q

Knapp et. al Ch. 4: Perceptions of Familiarity

A
  • when we meet someone new or encounter unfamiliar environment, we are deliberate and cautious
  • laden with rituals and norms we are unsure of
  • go slowly
  • Have you been here before? What is it like? Who comes here?
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6
Q

Knapp et. al Ch. 4: Perceptions of Constraint

A
  • perception of whether, and how easily, we can leave it if we want
  • some students feel confined in own homes during christmas break
  • has to do with space available to us and privacy
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7
Q

Knapp et. al Ch. 4: Perceptions of Distance

A
  • how close or far away we must conduct our communication with each other.
  • could be physical distance or psychological distance
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8
Q

Knapp et. al Ch. 4: Perceptions of Formality

A
  • reactions may be based on objects present, people present, functions performed, or any number of other variables
  • individual offices may be more formal than lounge in the same office
  • we expect to see less formal behavior and dress in informal settings and more formal behavior and dress in formal settings
  • trouble can arise when they expectations are not met
  • “flip-flop flap”= expectations were violated, leading to negative reactions on the part of some viewers. Several lacross members wore flip flops when taking a picture with the president
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9
Q

Knapp et. al Ch. 4: Mehrabian said emotional reactions can be accounted for in terms of what? (3 things)

A
  • how aroused the environment makes us feel
  • how pleasurable we feel
  • how dominant we feel
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10
Q

Knapp et. al Ch. 4: what is Arousal?

A

-how active, stimulated, frenzied, or alert we are

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11
Q

Knapp et. al Ch. 4: What is pleasure?

A

feelings of joy, satisfaction, and happiness

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12
Q

Knapp et. al Ch. 4: what is dominance?

A

feelings of being in control, important, and free to act in a variety of ways

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13
Q

Perceptions of time: flashbulb memory

A

9/11, what you were doing before, during, and after. In your mind still

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14
Q

Each environment has 3 major components

A
  • natural environment- geography, location, atmospheric conditions
  • presence or absence of other people
  • architectural design and movable objects
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15
Q

do seasons change things?

A

yes, page 100

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16
Q

fixed feature space

A

-space organized by unmoving boundaries, such as rooms in houses

17
Q

semi fixed feature

A

arrangement of movable objects, such as tables or chairs

18
Q

color

A

p. 108-109

19
Q

sound

A

types of sounds and intensity seem to affect our interpersonal behavior

20
Q

lighting

A

-absence of light seems to be an issue for seasonal affective disorder: form of depression particularly acute in winter months